About R/G Choices
Teacher Talk: I Use R/G
Daily Sheets Home
Small Group Samples
R/G IEP Goals
To The Bus!
The Fire "Yell"
High School Materials
You are the Deciding
in the Student's End Result
Green (2003) © "Red and Green
From the ASK (Autistic
Support Group / Educational Forum Meeting on November 20, 2003
I would like to thank everyone in attendance for the questions and
comments, and ASK Program Directors/Parents; Wendy and Leisa for inviting me
to present my information again.
Remember; You Are the Deciding Factor in the Student's End Result:
Decide which behavior you want to ultimately see that student display.
Begin with small sequential steps and break down behaviors into their
Click To Print
If you want a student to stop computer time when
the bell rings, then draw or write out the specific Red and Green
Choices sequence. What is the end result - the student taking their
hand off the mouse, or clicking the "X" or "quit" to end the program?
Practice the behavior using positive practice overcorrection and "explanation,
expectation, choice". Allow the student to earn "green" -
assist as necessary until the exact meaning is understood.
Condition green choices as a reinforcer to desired behaviors.
Reinforce the incompatible green behavior when first initiating a
Children need to know exactly what it means to do (desired behavioral
response) when they are on the computer and the timer rings. Initially
assist with green choices through verbal, visual and physical
assistance , while remaining calm and firm.
These procedures will assist in developing a "behavioral trust"
relationship with that child. They will trust that you support their
feelings by helping them to understand exact expectations, and by
making their environment predictable with Red and Green Choices. Be
available for assistance and training of appropriate choices.
Remain consistent with the pictures you draw, through immediate
When the timer/bell rings, ask the student - red or green? This may
often provide a "self-prompting" visual reminder of their
choices, what the choices mean, and their consequences.
Gradually remove the intensive adult responses and assistance once the
behavior has been shaped or developed. Begin the "finger-snap" to
remind the student. This will assist with reminding the student in
large group quiet environments later.
The Red and Green Choices lists and charts should begin to overlap and
assist with the development of other behaviors.
The same should be present when engaging in academic tasks. Provide an
explanation, expectation, then allow the student to choose their own
behaviors. Before introducing a red consequence (the adult's
non-smiling facial expression) , provide ample time for explanations
Always ask the student- red or green?
Provide Immediate Explanations to Any
Undesired Behaviors as They Occur:
Click to Print
Write or draw specific expectations for
different environments as they occur. Once an undesired behavior
happens, provide an immediate response. Have a plan for any
instance that a behavioral expectation must be explained. This will
assist with the preventing of eventual uncontrollable behaviors - as
exampled in "The Hallway Example" from "A Positive
Behavioral Development Strategy...".
The student may not realize that flicking the lights off and on is
disruptive to the other students in the teaching/learning environment.
Or if that particular child receives reinforcement like children
laughing and smiling, it may become a confusing expectation.
An immediate plan could be taking the student in
the quiet hallway to draw or write about Red and Green Choices. I
carry my markers and clipboard with "daily sheets home" and
blank sheets of paper with me throughout the school day.
I also may take the student back into the resource room to talk,
write and draw about situations. It depends on the age and ability
level of each individual student. For younger students, I will provide
Red and Green Choices immediately. (Older students familiar with Red
and Green Choices can wait for explanations, depending upon the
severity of the behavior displayed. Physical aggressiveness has
immediate responses while a light switch can wait - but everything is
dependent upon what I know and can predict about that particular
After the choices, take the student back to that light switch with the
paper for positive practice overcorrection while reinforcing the
desired "green" behavioral response. The student may want and try to
do it again, but through consequential stimulus (red and green adult
reaction as in picture), the student will begin to develop the
Then practice with different light switches in school. Once the
behavior is learned or developed through shaping and pairing, then
fade the intensive reinforcements and consequences. Walk by a light
switch and ask the student - "red hand on" or "green hand off"? Let
the student choose without the visual reminding list.
The Eventual Uncontrollable Situation:
If this smaller, seemingly 'not to important' behavior is ignored by
the student's intervening adult, it could lead to very chaotic
situations later. Should you wait until this behavior is a daily
occurrence before you intervene? Should you wait until the student
develops the undesired behavioral response, and then try to change it?
Or should the adult provide immediate responses before an undesired
long-standing behavioral pattern is developed?
If you ignore this particular seemingly unimportant behavior now, that
child may believe it is 'ok' to flick light switches on and off
anywhere and everywhere. What will happen when mom or dad take that
child to the grocery store, a friend or relative's house, or a public
restroom? What about field trips with the class? What about entering a
person's office, or a school assembly? Light switches are indeed
So think about what any and all behaviors could eventually lead to,
then intervene on an appropriate schedule - immediately or
Again, you are the deciding factor in the student's end result. Yes,
it can be an overwhelming responsibility that takes time and efforts-
but it can be simplified through Red and Green Choices' very high
expectations of appropriate and desired green behavioral responses.
Begin early. Once the student becomes familiar with Red and Green
Choices, and positive alternatives to their undesired choices - it will begin to
overlap to other behaviors. Eventually it can be introduced to explain
Green (2003) © "Red and Green
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