Minimize contact with people, places, or things that trigger behavior problems.

Does all staff minimize contact with known triggers?

Alter materials or the environment to discourage less appropriate behaviors.

Does staff change materials that seem to lead to inappropriate behaviors?

Does staff change the environment or location of an activity that seems to cause distress?

Alter activity schedules to reduce stress.

Does staff allow the student to choose an alternative activity as much as possible?

Does staff allow the schedule to be flexible when the child is having a difficult day?

Be aware of signs that indicate potential problems and make necessary modifications.

Is all staff aware of the early signs of distress the student shows?

Do they feel comfortable making changes as needed to reduce the distress?

Make sure there is structure, routine and predictability throughout the child’s school day.

Does the staff provide a predictable structure throughout the school day?

Are unexpected changes avoided? When they occur does the staff have a way of clearly letting the child know a change needs to occur?

Is the staff able to communicate that indicate a preferred activity must wait or be cancelled?

Responsive strategies fostering feelings of success

Questions to ask about programming

Yes

No

Sometimes

Comments

Has the team reviewed “Determining the Need of an Educational Intervener”?

Is appropriate support provided in all activities throughout the day? (Note this may vary depending on the activity, dynamics of the group or environment, etc.)

Is the team comfortable in evaluating the student’s state to reduce or increase support as needed?

Deliver information to the child in a form that is accessible, understandable and accurate

Is the team able to deliver information in the child’s receptive language mode? (gestures, signals, signs, speech) What are they?

Does the child have an established static literacy mode? What is it (objects, tactile symbols, pictures, print and/or Braille)?

Responsive Strategies fostering feelings of independence

Questions to ask about programming

Yes

No

Sometimes

Comments

Teach coping skills and provide opportunities to practice these skills in structured and safe environments

Does the child currently use some coping skills when feeling distressed? What are they?

Does staff teach strategies to help the child regulate their emotional state when the child becomes distressed (e.g. yoga, deep breaths, counting)? Does the child practice these regularly?

Does the staff respond with encouraging gestures of support and positive personal affect to the child’s attempts to participate or self-regulate?

Provide direct instruction in social skills

Are appropriate social skills modeled for the child? In what ways and in what activities?

Could the child benefit from role play activities to learn and practice social skills? 

Demonstrate the emotional state you want the child to achieve.

Is staff aware of their emotional state when interacting with the child? If they had formal language, how would the child describe your regular emotional state?

Is that the state that you wish to share with the child? How could you change that emotional state?

Responsive strategies fostering feelings of connectedness

Questions to about programming

Yes

No

Sometimes

Comments

Encourage participation through the projection of a positive affect

Does staff model enjoyment and enthusiasm about the activity they share with the child?

Does the staff use tactual as well as other means to communicate enthusiasm and encouragement to the child?

Do staff celebrate small milestones with the student through gestures (e.g. high five), signs (e.g. yes, that’s great), and other methods (e.g. jumping for joy)?