Behavior management is a challenge in any classroom, but it is multiplied when you add children with disabilities, who often have difficulty with self-regulation and also with understanding subtle social cues.
A new approach introduced by the Skinners (A.L and C. H.) helps, especially with the tricky business of transitioning. One study actually showed that as much as 2 and half hours a day can be wasted with transitioning between activities. Children on the Autistic Spectrum and Children with Attention Deficit Disorder may have major problems with transitioning, and in some instances major behaviors (tantrumming, aggressions, self-injurious behavior) may be triggered by transitions.
The Color Wheel approach uses a circle with three "pie" pieces in three colors. Red, yellow and green are recommended, since the meaning of these colors are already well known, or can easily be taught with the game "Red Light, Green Light." Each color represents a different kind of instructional activity with a different set of behavioral expectations and routines (for "rules" and "routines," see Routines.)
InstructionThe first activity is Instruction. When instruction is happening, students are expected to attend to the teacher. Students will not be talking. Students will raise their hand to speak, and students will stay in their seats. Correct instructional behavior is usually well understood, and teachers often make the mistake of making those behaviors the norm, but when not enforcing them when there is independent or group work going on, there will be problems during instructional time as well.
Transitioning
The second instructional activity is Transition. This is a time when students are asked to get ready for the next subject, prepare for a group or individual activity, or otherwise change from instructional to independent mode, or vice versa.
Independent or Group Work
The third instructional activity is Independent and Group Work. This could be split into two different groups if you have two sets of expectations. I find that spelling out the limits of appropriate movement and activity during an independent work period is helpful. If children know you will switch to another color on the color wheel when they are becoming too noisy, then they are likely to lower voices when prompted. Children like the ability to converse quietly with a neighbor or partner during an independent work period.
Some recommendations for colors:
Red-Instructional Period.
- Raise hand to speak
- Raise hand to leave seat or area
- Eyes on the speaker, the board or the work.
Yellow-Transitioning,
- Stay in your seat.
- Clear your desk
- Eyes on Speaker
Green--Group Activities or Independent Work
- Use an inside voice.
- Keep your hands and feet to yourself
- Follow directions
- Make a choice when independent work is done (Independent work)
For implementation, please continue to page 2.
