Aide Ground Rules

Promote positive rules to visually and physically structure away, deconstruct, distract and if necessary personally block from the negative behaviors ever actually happening. Done until child forgets HOW to do them.

1. Safety of self & others (pulling Cimmeron's hair)
   • Must be kind to others - we may not do anything that might harm others
   • Must be gentle with yourself - we may not do anything that might hurt ourselves
   1. Understand that he wants to do bad behavior (Calvin sees Cimmeron's pig tail and is near the back of Cimmeron. Tell Calvin BEFORE he pulls the hair "Do you want to touch Cimmeron's hair? Calvin should say "yes". Then tell Calvin that it hurts Cimmeron and that he shouldn't do it.
   2. Teach Cimmeron to say "Stop it" or appropriate words. Have him say "Stop" AS Calvin has a hold of the hair. If Calvin does not let go of the hair immediately, make sure you remove Calvin's hand from the hair immediately. This is to reinforce Cimmeron asking to "Stop" and that Calvin should follow directions from Cimmeron.
2. Must be careful with things - may not do anything that might damage property
   • If Calvin throws a toy in anger, it is put up on a shelf for another day. Child expected to hand toy over.

3. First .... Then .... - try to be positive and proactive using motivational items on both side. "Then" must be a positive motivational item.
   • First something that isn't motivating (like doing an art project), then something motivating (like playing on computer).
   • First wash hands then eat snack.
   • First go to grocery store then go to McDonalds

1. Praise and rewad Calvin for appropriate behaviors.
   • Tell him "Good hands down. Nice waiting." if he is standing in line nicely.
   • Give him a high-five for looking at someone while asking for an item, a turn, etc.
2. Break activities into smaller parts.
   • If you notice Calvin having a hard time coloring a whole picture. Break it into a smaller, more acheivable section, then reinforce each section to encourage completion.
   • If Calvin is having trouble staying on task, give him the oppertunity to finish a small portion of the task with the understanding that he will complete it later. "If you finish these three cards first... then we can play a game and finish the rest of the cards later."
3. Provide more oppertunities.
   • When you notice a particular goal that is not being met, set up oppertunities for Calvin to work on that goal. If Calvin is having trouble receptivly counting to 5, then choose five dinosaurs to play with during a free time. While you are playing say, "How many dinosaurs do we have?"
4. Repeat teaching and experience of newer concepts.
   • Reiterate a lesson that was taught during circle time to the whole class, while working one on one or in a small group at a later time in the day.
   • Pre-teach things you know will be worked on during the day. If you know a class objective for the day is the color blue, use time prior to the lesson to work on teaching Calvin the color blue.
5. Be aware of Calvins developmental language levels and use his areas of strength.
   • Know the words and/or word groups that Calvin knows and does not know. If he says a word that is supposed to be in past-tense form, make sure you use the correct prompt to facilitate the desired response.(what ever level of response is being requested at the time!).
   • If Calvin does not understand something, use words he understands to explain meaning. "If someone is alone, then they are all by themselves. No one else is there with them."
6. What do you want? - try to get him to "use his words". Only ask once or twice as he may not be able to express and you may not be able to guess and "give him the words".
   • Acknowlege feelings, especially during anger
   • If he looks angry, ask how he feels
   • If he doesn't say or says incorrectly and you know he is angry, give him the words "Are you mad?"
   • Tell him it's OK to be mad "I understand your (mad), it's OK to be (mad)"
   • Gently but quickly let him down "but you still don't get to McDonalds" "but you can't have that candy"
   • Try to make it positive or not make it sound like he will "never" get to do it/eat it "maybe we can go tomorrow" "maybe you can ask your Mom to make you a burrito"
7. Listening skills for teacher
   • Get him to respond to teacher instructions/directions
   • Prompt Calvin to do what teacher said "Ms Rosita told you to get in line"
   • Prompt teacher to instruct Calvin again with eye contact to ensure Calvin's listening skills - Ms Rosita is not in the middle of something else, say "Ms Rosita, can you ask Calvin to do it again and make sure he looks at you while you are talking"
8. Socialization
   1. Set up play between children
      • Set up the play
      • Once going, back off and monitor.
      • Step in again if play has stopped or is not active. Step in by prompting Calvin, prompting other children, or give new idea to keep it going.
      • If it doesn't work, don't worry, there will be other opportunities.
   2. Show how to play side by side with peers - parallel play
      • Prompt Calvin to look at what other peer is doing and "do what he/she is doing"
   3. Answer questions delivered by peers
      • Prompt Calvin to answer the question with eye contact if a question is asked. Do this only after 3 seconds of not answering
   4. Teach/ensure use of words/phrases to negotiate simple peer interactions
      • "Can I have the lego"
      • While playing games "It's my turn"
      • "Can I trade"
      • "Please move"
      • "Excuse me"
      • "Can you show me how to do that?"
      • "What's that?"
9. Adaptive
   • Prompt/follow up routines after Calvin shows (after about 3 seconds) that he will not do it himself
   • Prompt for handwashing after instruction is given by teacher
   • Prompt to wipe afer BM (hands between legs)
10. Last Resort for minor non-compliance where child is not drawing lots of attention and not looking very "different"
    • Pick spot in classroom for "quiet time"
    • Give opportunity to let himself out when he settles down
11. Last Resort for disruptive tantrums
    • Remove from classroom to not stigmatize as "weird kid" - unless he obviously wants to be removed at which point we don't want to reward him and make it a habit
    • Put back into classroom as soon as he settles down