taunts our cat and when I remind her that it is a red a choice she
stops and then continues later. She keeps doing this throughout the
Green (2003) © "Red and Green
print a blank (.jpg)
Since the daughter
stops when mom says "red choice", then the daughter is familiar
with R/G Choices.
Reinforce the Green:
■Begin each R/G Strategy by reinforcing, through
positive reinforcement, the green behavior.
■Maybe she needs to be reminded of how proud
mom/dad will be when she chooses green.
■What happens when she
touches/taunts the cat later?
■Maybe try a list or an
allotted amount of time with
a timer. Set it for every hour or the morning and evening times,
to reinforce her green behaviors when not taunting the cat.
■Does she need more than you just
saying "red choice"? Take a step back and do what you did to
begin R/G strategies. What was her first red and green
How can mom/dad (adults) help her choose green? Predict
behavior. There should be an antecedent stimulus before her red
choice is displayed. Intervene before she chooses red. Taunting
the cat may be an overwhelming urge she may need help
controlling. She may be thinking.. the cat is not going to tell
me "no" or "red". Maybe ask her:
■"Do you need mom to help you
■"Do you need mom to help you
choose a different activity to get away from the cat, so you
■Or, a simple "mom will help"..
help her, then reinforce her green behavior, "green". (depending
on language skills)
"Self-Prompting": Allow mobile visual in areas to
increase independent skills.
■Maybe put a red and green tag on
the cat's collar. This way, she will begin to make her own
■She will know you put it on the
cat - and by seeing it, will be reminded or your actions and
reactions to her choices.
React Immediately: Provide feedback
■Monitor the behavior when near the
cat. Would she prefer her independence, or mom/dad always
monitoring her every move near the cat?
■Ask her / tell her: "If you choose
red, I will sit here when you are near the cat."
of Consequences: Make a list of her favorite items along
with red and green baskets.
■When green is chosen, put an item
from her list in the green basket. And the opposite with red,
while reminding her to "try again tomorrow". (or later)
■Provide an exact time (maybe write
it down too) when she may retrieve her "green choice items". If
one time per day, make sure there are no more opportunities that
day, for her to choose red with the cat.
■Or, try doing this 2 or 3 times a
day. During school, I use my students' daily sheets home to
review their expectations and responses after each period. I
also will offer "breaks" of their choice, when green is chosen
for that period, before we move on to the next subject or time
click to print a
Choices: Instead of.... I Should...
■Redirect her attention away from
■What other tolerable green choices
could she do?
■I use these types of lists when
consequences are established, known and accepted.
■Is she aware of
consequences, or does she still need
to see the exact consequences to her behaviors.
Sensory Input /
■Is taunting the cat such an
overwhelming need, that she may benefit with a chart/list with
her calming choices?
Nice to the Cat
Mean to the Cat
charts above lead up to her choosing red or green; acting
appropriately to the cat, or taunting it - as in this chart.
■After more intensive intervention
strategies are successful, fade out the pictures & lists, try a
simple chart like this, to see if she remembers her previous
choices. Then try going back to just verbal reminders.
Return to Specific Situations Page
The Material Presented from "Red
and Green Choices", Is Based Upon Irene's Own Behavioral
Strategies, and What Types of Behavioral
Outcomes With Her and Her Students When Applying Red and Green Choices Behavioral Principles