A Positive Behavioral Development Intervention Strategy for Children with Autism or Behavioral Predispositions

About R/G Choices
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Small Group Samples
R/G Choices & Consequences
for Specific Individual Students
from Small Group Sessions at Presentations
Green (2003) "Red and Green Choices"  www.redandgreenchoices.com

blank chart (print)

These samples were drawn for audience participants to gain a few thoughts or ideas of how to draw situations, although I often will use words and conversations depending on the child's language processing skills.

Once students become familiar with your R/G Choices strategy, you can begin drawing out specific situations. Eventually the student should be verbally reminded "red or green" and choose desired behavioral responses. Then, it could just be a visual reminder like seeing red and green markers/colors. But when beginning a behavioral expectation specific to an environment, it will need to be explained, practiced, shaped and developed.

When initiating a strategy, be sure to always reinforce the green choice behaviors before introducing any red consequence.  This may diminish undesired behaviors naturally. This will also assist will developing a "behavioral trust" relationship with a child, by allowing student success while letting child know you are available for assistance and support.

The first green consequence should be a type of age appropriate "praise"- smiling, clapping hands, thumbs-up, verbal compliments, etc. If a student is non-responsive to these social cues or understanding, then draw out the green consequence - you smiling, clapping hands, a compliment, a star, etc. And still, if further social assistance for a student to realize there is a direct relationship between their actions and your reactions is necessary, then this may be the time to introduce them to holding a favorite object, or earning an object of their interest, while pairing it with your reactions and the pictures or writings, along with the verbal praise. This will condition the secondary stimuli (red/green, praise) to mean something to the student.

The opposite red consequence would be your 'red' reactions - lips together, arms crossed, the absence of verbal praise, etc. The opposite to holding an object, would be to not hold it. Try just putting a red 'x' under the red consequence. If the student still needs to create meaning or doesn't realize that it means they will not hold the object or receive the green consequence, then draw the item in red, with an 'x' over it.

Once the initial development of red/green meaning is created or conditioned through pairing, then further develop your approaches (as in the samples) to produce other appropriate behavioral responses to other situations.
Green (2003) "Red and Green Choices"  www.redandgreenchoices.com

"Behavioral Rules of Engagement: Setting your own (adult) behavioral expectations for both calm and disruptive times, will prove significant in establishing a behavioral trust relationship." from pgs. 48-49, "Red and Green Choices, A Positive Behavioral Development Strategy.."

A Few of Irene's Own Behavioral Rules of Engagement:
"Child is Never Red- the Choice is Red"        "Ensuring School is Fun!"      "Never Use the Word Bad"

Return to Specific Situations Page

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

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