Primary reinforcers are typically food items. Such reinforcers increase desired behaviors. Shaping is building a desired behavior while gradually decreasing the prompts or reinforcers. In this case, the student’s ability to transition from recess to his classroom will be built using primary reinforcers and high interest activities. Structured choices enable students to have control over situations they feel they may not have control over. It is a strategy that is very successful in decreasing interfering behaviors and increasing student’s positive behaviors.
I have a student on the Spectrum who will not follow directions to come in from recess when it is over. During recess he is monitored by my classroom paraprofessional. He will run and say ‘no’ when it is time to come in while the other students and adults leave the playground, resulting in my paraprofessional being alone with him. There are instances when he has become aggressive, making this an unsafe situation. Although he is verbal, he typically communicates with short phrases; most often only to make requests. What may I do to prompt him to come inside without causing his behaviors to escalate, keeping in mind that I am not typically there to assist?