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Too many reminders?
I am working in an SVE classroom this semester with middle school students. One of our students with Autism has a problem with becoming very silly at time, and can be very noisy and disruptive. We have come up with positive reinforcements that he really wants to work for, but he still needs reminders at times. To me, it does not hurt to give a student reminders that he needs to control himself, but when do you draw the line and try another option? The student has been able to re-diret himself and get back on task, and I would much rather have that then have to have him removed from the classroom for being disruptive. |
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Solution 1
Posted April 25, 2013 3:51 pm |
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That is a tough one. Like you, I would much rather remind a student than have him out of class altogether. I think I would perhaps try to talk to the student after class and warn him that you are needing to remind him too often, and doing so disrupts the learning of the other students. Using the positive reinforcement, why not see if you can gradually lower the number of times that he needs to be reminded. Tell him that you will remind him, for example, only twice per day. If you must remind him more, he does not get the reinforcement. Then lower that threshold to once per day, and then none. If this does not work, you may need to find a more effective reinforcement. |
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| Comments posted for this solution |
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I like your solution and think it would be helpful. I would possibly tweak some things but think it would overall work. |
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Posted on: October 14, 2014 8:48 pm
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Positive reinforcement is always a good idea.
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Posted on: February 25, 2018 6:43 am
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Solution 2
Posted October 17, 2014 5:29 am |
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Once a child is removed from the classroom, they miss valuable instruction. Reminders are okay to help a student become better at self-control; therefore, a plan can include a specific duration and frequency. It should be progressive where each week or day fewer reminders will occur without a needs improvement mark on the behavior report; it would depend on the student. Make the student aware that you are really trying to help him maintain success with self-correction as he develops more self-control. Realistically, you may give the child a maximum of two reminders and find a way to recognize the appropriate behaviors so consequences are positive not punitive. |
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Solution 3
Posted April 25, 2013 4:49 pm |
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Observe what and how the student redirects himself. What action or what is being done for that student to stop and get back on task? Speak to a specialist or another teacher to get advise on how to get the student to be accountable for his reminders a bit more. |
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| Comments posted for this solution |
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I really like your solution and would most likely use it in my own class. |
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Posted on: October 14, 2014 8:49 pm
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I agree with this solution. Discuss this issue with other members of the IEP and collaborate. |
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Posted on: October 16, 2014 8:53 pm
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Solution 4
Posted July 5, 2016 2:49 pm |
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If the current system is working for you and the student then I do not see and issue with changing the way you are working with him. It is a lot less effective for him by sending him out of the room. |
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Solution 5
Posted February 26, 2017 2:50 am |
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you can try a new system. that you give him x amount of times you can redirect him that day. if he has a few times of redirection left will result in a reward. but it needs to be a significant amount of points to earn a reward. the reward can happen in the classroom or at home if you can get your parents involved. |
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