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Behavior: Card system
Visual maps that help students keep themselves in balance. When they are having a hard time, as a teacher you can give them a warning with the orange, red or black card.
When students are having difficulty, they can indicate with their yellow and …
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Signaling plan
With this signaling plan based on the traffic light, you can identify the signals from your student that indicate that things are not going so well. This plan also includes what the student and others in his environment can do.
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Detailed social scripts (part 2)
Social scripts around different classroom situations:
- classmate asks to trade something;
- classmate gives me an assignment;
- using sensory material to calm down;
- it's too busy in the classroom;
- I want to say or ask something;
- making musts and mags; …
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Follow-up card behavior
An individual behavioral card in which the student gets a second chance every lesson hour during a class day if things don't go well.
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AD(H)D and autism: Podcast
Interview with Elise Cordaro, author of the book Anders goes too . How do you function with ADHD and autism?
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ADHD in the Classroom: Podcast
Children with problem behavior really only want one thing: they want to do well, but their limitations or their limited skills prevent this from happening immediately. From them it is not unwillingness, it is inability.
Podcast with Anton Horeweg, …
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ADHDers are just fun people: Podcast
A conversation about ADHD with Arno de Poorter from Help with ADHD.
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Detailed social scripts (part 1)
Social scripts around different situations:
- I feel myself getting angry;
- I want to play soccer;
- I have finished my exercises;
- I have lost something;
- how can i be a friend;
- playing on the playground;
- there is a quarrel;
- ...
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Non-verbal class keeping, how do you do that?
How do you focus on non-verbal class keeping?
Follow the different steps to achieve the desired behavior.
If these steps are not sufficient, move on to verbal class holding using three sentences.Translated by
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Collect information about behavior
List to observe the severity of problem behavior, according to Rutter's criteria.
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silence meter
Don't you always want to say what sound level you want from the students? Hang this silence meter next to the board and indicate the volume with a pointer.
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GGGG form
The GGGG form assumes that it is important to become aware of the influence of your thoughts and feelings on your behaviour. Thoughts and feelings can both promote and disrupt behavior.
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