"Providing Clear, Concrete Visual Supports with Behavioral Development Strategies to Promote Independent Reasoning Skills"

About R/G Choices
13 Fundamentals
Purchase Books/Posters
Teacher Talk: I Use R/G
Daily Sheets Home
IEP Documentation
Specific Situations
Small Group Samples
R/G IEP Goals
Attentive Concerns
To The Bus!
You/Deciding Factor
The Fire "Yell"
Sample Visuals
More Visuals
High School Materials
Poster Details
Cindy T
Behavioral Links
Author Bio
Contact Irene

Sample Materials
Additional Red and Green Visual Supports
Green (2003) "Red and Green Choices"  www.redandgreenchoices.com

Lisa G., Preschool Itinerant Special Needs Teacher / Speech & Language Pathologist

      Mrs. G. uses "BoardMaker (TM)" and hand-drawn Red and Green Choices for her students. When students' behavioral needs are mild -  group directions are given using the red and green necklace she made during the September 20, 2003 weekend. Mrs. G. worked as a SLP (Speech & Language Pathologist) at a county program for about 17 years, then became certified in Preschool (Early Education of the Handicapped) to become more involved with students. She provides valuable communicative information to others.


Below: For students with more intensive behavioral needs, Mrs. G. uses individual visual supports to provide exact expectations and meaning. She made individual behavioral choices with red and green cards to be placed in the red/green double-sided pocket. She turns the pocket around for the "positive opposite". She made this charting system for the 2002-03 school year for a student new to our preschool system, and new to red and green.  Mrs. G. made a red and green magnetic board for individual students. When a student is choosing green, the green happy face magnet moves to the green choice column.


Mrs. G. works in the same school system as Irene, who showed her the effectiveness of using visual red and green supports to provide students with a predictable and static environment with choices. Mrs. G. has since applied her own Red and Green Choices strategies according to her individual or group students; needs - based upon preschool or early childhood educational, social, communicative and behavioral expectations.  Mrs. G's regular education preschool teacher and special needs aide immediately requested a Red and Green Choices necklace - Mrs. G. commented on the positive support she receives from the other teachers. Thank you to Lisa I. and Kandy B. 


On September 30, 2003 Mrs. G. made a new red and green choices picture card for a three-year old student using "BoardMaker (TM)". This follows "Cindy T's" book theory when first developing positive school behaviors during a specific time. The student at first needs their own 'reason' to sit with the group, while the item also provides sensory input or calming. (click to enlarge)


When other teachers or support personnel see Red and Green Choices working - they want to continue its implementation and spread its use to more children. Support and consistency is a key factor when developing or redeveloping behavioral expectations in children.


Materials / Pictures Irene Has Made:
When it is too timely to make computer-generated picture cards - Irene draws pictures. Many interventions are provided quickly "on the spot", with adaptations and modifications made along the way.

On September 30, 2003 Irene (as an Intervention Instructor) created this quick red and green choices system, upon request from the general education kindergarten teacher.

It is for a student with Autism learning how to sit independently at circle time in the large group environment without an additional adult providing 1:1 attention. The student has already established a relationship based upon the theories of "behavioral trust" with Irene. Now, the student is ready and learning how to display appropriate large group circle time behaviors without her presence. The student is provided with visual "self-prompting" red and green choices techniques, a "designated area", and a sensory input device to sit on.

The red and green choices are specific to this child who engages in singing & verbally repetitive activities with the group. He realizes the red choice is "no red yell" when others are quiet, while the "positive opposite" is "lips still". He has learned how to raise his hand and ask to go to the restroom, and engage is verbal activities when appropriate. If he has a specific need to communicate, he (1) raises his hand, (2) hears his name, then (3) tells or asks. Communication is always encouraged, but always through appropriate means. (Ex: instead of yelling, raise hand)

The green arrows mean to stay in the square. Once this behavior is learned, the tape will be removed. For now, it provides structure and predictability to his environment, with specific expectations during that time. The other children in the large group have become very assistive to him, and have a general large group red and green choices card for them, from the regular education teacher. They are permitted to be assistive and a friend, but not demanding or "mothering" - meaning doing things for him with no request, or ignoring him. Successful inclusion is a collaborative effort between adults, and children. Note: He sits in the back row so intervening adults do not disrupt the entire group when providing specific strategies. Click to enlarge photos.


These Green Choices Lists / Sequence Cards were Made for the 1999-2000 School Year using "BoardMaker (TM)"

A Green Choice Expectation Card for a First Grader in the Resource Room - to Work Independently at the Desk - 1999

A Green Choice Sequence Card for Expectations in a First Grade Homeroom (Large Group) Class in 1999

Made for the 2002-03 School Year - to Provide Meaning through Pairing with My Reaction
Made for the 2002-03 School Year for a Kindergarten Student with Physical Aggression - The Red Choice Side has Descriptions like "Teeth Out Mouth" and the Green Choice Side Indicates "Teeth In Mouth"

This was made for a Kindergarten Student for the 1998-99 School Year to Create Meaning for Green Choice Items
This was made for a Kindergarten Student who Loved a Favorite Computer CD-ROM - When Green Choices were Made, This was His Green Choice Item/Time - I used the digital camera to take his photo holding the CD. (2002)
This was made during the 2003-04 School Year for A Student to Walk Independently in the School Hall & The Sequence - On the Back are The Opposite Red Choices - It's His Hall Pass

The "Are You Working" List Created in (Sep 2003)
Sometimes a Favorite Green Choice Item is a Game - The Student Takes the Card to Large Group Classrooms as a Reminder to Earn "Yes Green" to Earn the Favorite Green Item (Sept. 2003)
Charts & Lists are Posted in the Doorway for Students to Take to Large Group Classrooms (2003)
Academic Assistance Charts are Taped in Student Areas to Promote Independence & "Self-Prompting" (2002)

Up About R/G Choices 13 Fundamentals Purchase Books/Posters Articles Teacher Talk: I Use R/G Daily Sheets Home IEP Documentation Specific Situations Small Group Samples R/G IEP Goals Attentive Concerns To The Bus! You/Deciding Factor Consequences/Needs? Flopping/Hallway The Fire "Yell" Sample Visuals More Visuals High School Materials Forms Poster Details Cindy T Niki Behavioral Links Author Bio Contact Irene

The Material Presented from "Red and Green Choices", Is Based Upon Irene's Own Behavioral Intervention Strategies, and What Types of Behavioral
and Academic Assistance Has Promoted Positive Outcomes With Her and Her Students When Applying Red and Green Choices Behavioral Principles


Copyright 2009 Green Irene


Books, Materials & Posters Copyright 2003, 2004, 2005 Green Irene, Logo is a TM of Green Irene, Red and Green ChoicesTM:
"Printable" Charts/Lists May Be Copied, Downloaded or Printed - When Referencing or Paraphrasing or Quoting Irene's Works / Writings, Please Use Proper Citations CITATION HELP PAGE