- Structure the environment to be predictable, with minimal distractions.
- Prepare student for changes in routine.
- Provide interaction with non-disabled peers as role models for social, communication, and behavior skills.
- Develop a behavior management system that provides structure and consistency.
- Value and acknowledge the student’s efforts.
- Provide opportunities for students to interact directly with each other.
- Teach student to express his / her feelings in age-appropriate ways.
- Ask student to imagine how their behavior might affect others.
- Have students make a “friend book” with students from the class.
- Comment on or describe what the student is doing (be specific).
- When dealing with conflict, explain what happened in as few words as possible and use a calm, not-angry voice.
- Point out consequences of the student’s behavior.
- Brainstorm better choice(s) with the student.
- Use language to describe feelings and experiences.
- Put student’s feelings into words.
- Read books about feelings.
- Explain your reasons for limits and rules in language that the student can understand.
- Model the benefits involved in cooperating.
- Use natural consequences when possible to reinforce cause and effect involved in a rule, request, or limit.
Behavior management techniques can be used in the home, school, and community settings. Functional Behavior Assessments/Behavior Intervention Plans can be created by examining a student’s specific problem behavior, identifying antecedents, understanding consequences that maintain the behavior, and developing strategies to reduce the inappropriate behavior and increase desirable behavior.
Found on: http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/FASD_Strategies.html