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Aide Ground Rules

  1. CK is safe with himself
  2. CK is safe with other and nice to others
    1. Understand that he wants to do bad behavior (CK sees Cimmeron's pig tail and is near the back of Cimmeron. Tell CK BEFORE he pulls the hair "Do you want to touch Cimmeron's hair? CK should say "yes". Then tell CK that it hurts Cimmeron and that he shouldn't do it.
    2. Teach Cimmeron to say "Stop it" or appropriate words. Have him say "Stop" AS CK has a hold of the hair. If CK does not let go of the hair immediately, make sure you remove CK's hand from the hair immediately. This is to reinforce Cimmeron asking to "Stop" and that CK should follow directions from Cimmeron.
  3. CK doesn't damage stuff
    • If CK throws a toy in anger, it is put up on a shelf for another day. Child expected to hand toy over.

  4. The really old trick: First (do this not so reinforcing thing) Then (do this really reinforcing thing). This is a "promise" type of tool that can also be used with "If you do this, you get to do that"
    • First something that isn't motivating (like doing an art project), then something motivating (like playing on computer).
    • First wash hands then eat snack.
    • First go to grocery store then go to McDonalds
  5. Distract before the behavior occurs
  6. Redirect

Aide Ground Rules/Rules with CK

  1. Praise and rewad CK for appropriate behaviors.

    • Tell him "Good hands down. Nice waiting." if he is standing in line nicely.
    • Give him a high-five for looking at someone while asking for an item, a turn, etc.
  2. Break activities into smaller parts.
    • If you notice CK having a hard time coloring a whole picture. Break it into a smaller, more acheivable section, then reinforce each section to encourage completion.
    • If CK is having trouble staying on task, give him the oppertunity to finish a small portion of the task with the understanding that he will complete it later. "If you finish these three cards first... then we can play a game and finish the rest of the cards later."
  3. Provide more opportunities.
    • When you notice a particular goal that is not being met, set up opportunities for CK to work on that goal. If CK is having trouble receptivly counting to 5, then choose five dinosaurs to play with during a free time. While you are playing say, "How many dinosaurs do we have?"
  4. Repeat teaching and experience of newer concepts.
    • Reiterate a lesson that was taught during circle time to the whole class, while working one on one or in a small group at a later time in the day.
    • Pre-teach things you know will be worked on during the day. If you know a class objective for the day is the color blue, use time prior to the lesson to work on teaching CK the color blue.
  5. Be aware of CKs developmental language levels and use his areas of strength.
    • Know the words and/or word groups that CK knows and does not know. If he says a word that is supposed to be in past-tense form, make sure you use the correct prompt to facilitate the desired response.(what ever level of response is being requested at the time!).
    • If CK does not understand something, use words he understands to explain meaning. "If someone is alone, then they are all by themselves. No one else is there with them."
  6. What do you want? - try to get him to "use his words". Only ask once or twice as he may not be able to express and you may not be able to guess and "give him the words".
    • Acknowlege feelings, especially during anger
    • If he looks angry, ask how he feels
    • If he doesn't say or says incorrectly and you know he is angry, give him the words "Are you mad?"
    • Tell him it's OK to be mad "I understand your (mad), it's OK to be (mad)"
    • Gently but quickly let him down "but you still don't get to McDonalds" "but you can't have that candy"
    • Try to make it positive or not make it sound like he will "never" get to do it/eat it "maybe we can go tomorrow" "maybe you can ask your Mom to make you a burrito"
  7. Listening skills for teacher
    • Get him to respond to teacher instructions/directions
    • Prompt CK to do what teacher said "Ms Rosita told you to get in line"
    • Prompt teacher to instruct CK again with eye contact to ensure CK's listening skills - Ms Rosita is not in the middle of something else, say "Ms Rosita, can you ask CK to do it again and make sure he looks at you while you are talking"
  8. Socialization
    1. Set up play between children

      • Set up the play
      • Once going, back off and monitor.
      • Step in again if play has stopped or is not active. Step in by prompting CK, prompting other children, or give new idea to keep it going.
      • If it doesn't work, don't worry, there will be other opportunities.
    2. Show how to play side by side with peers - parallel play
      • Prompt CK to look at what other peer is doing and "do what he/she is doing"
    3. Answer questions delivered by peers
      • Prompt CK to answer the question with eye contact if a question is asked. Do this only after 3 seconds of not answering
    4. Teach/ensure use of words/phrases to negotiate simple peer interactions
      • "Can I have the lego"
      • While playing games "It's my turn"
      • "Can I trade"
      • "Please move"
      • "Excuse me"
      • "Can you show me how to do that?"
      • "What's that?"
  9. Adaptive
    • Prompt/follow up routines after CK shows (after about 3 seconds) that he will not do it himself
    • Prompt for handwashing after instruction is given by teacher
    • Prompt to wipe afer BM (hands between legs)
  10. Last Resort for minor non-compliance where child is not drawing lots of attention and not looking very "different"
    • Pick spot in classroom for "quiet time"
    • Give opportunity to let himself out when he settles down
  11. Last Resort for disruptive tantrums
    • Remove from classroom to not stigmatize as "weird kid" - unless he obviously wants to be removed at which point we don't want to reward him and make it a habit
    • Put back into classroom as soon as he settles down

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