Timers or Clickers for Time Management

Timers or Clickers for Time Management

Timers are helpful devices for children that have difficulty completing a task.  They can see how much time they have to go before they have a motor break or move on to a new activity.  There are several types, such as a sand timer, kitchen timer or a Time Timer, that are all slightly different but useful for our learners that have Autism, ADHD or need a help along to complete work.

(We have a couple of these Time Timers available, so please let me know if you wish to trial one.)



As an alternative we can use a Clicker.  The advantage of this, is that the child does not get fixated on the timer itself and you can 'adjust' the time as needed, to meet the learners 'mood' of the day e.g. if you set a timer such as the Time Timer for a period of 10 minutes then there is no altering it, however, the child maybe close to a melt down and you can see that 10 minutes will be too long, so this is where your Clicker is beneficial.  Just 'click' and say that 10 minutes is up.  Like wise, you may have set the timer for 10 minutes but the child is working really well and could continue to do so for  longer that 10 minutes but the timer will go off and prevent the continuation of work.  No worries, use the Clicker and the '10 minute period' continues and you click when you see the child has achieved what he/she can for that lesson.

Karen, Vicky and Abi are currently using the Clickers and have timers.  Ask them what they think would work best for your needs!!

Behaviour Management Tips - A Token Economy

• Choose a small achievable goal e.g. if a student is calling out and not speaking on topic, firstly have a goal such as 'put your hand up when you have something to say while on the mat.'  Hit the second part of the goal i.e. staying on topic at a later date.

• Select a 'reward' that is specific to your student e.g. time to draw their favourite interest, play with a ball outside.  Be aware that other students in the class can see this as rewarding the 'naughty child,' a way around this is for you to choose a buddy for him/her to do the reward with.  This also promotes positive social activity.

• Have other students model the behaviour that you expect to the behaviour student.

• Have the behaviour student demonstrate what you expect and take a photo of this. 

• Decide how many successes the student must have in the specific time frame to receive the reward.  Make this a small number at the beginning so that it is achievable.  Discuss this with the student and see how many he/she thinks is a realistic goal.  Involving the student encourages ownership.  Explain why the goal was chosen and the positive outcome.

• The student must be set up for success so break the day down to blocks or even  lessons.  Use a 'visual' to record  the success.  Think if this will be practical in the class e.g. can you monitor giving a stamp on the hand while everyone is on the mat.  Will you need to move the student to the front of the mat?  Will you need to remind them?  Can you give a stamp on the hand while continuing your lesson?  Will they end up with stamps all over their hands?  Will they 'forget' to wash them and use the same ones the next day?  Sometimes it is best to keep things as simple as a tick on the board under the student's name or a marble/ice block stick in a jar.  This can be done without interruption to your lesson.

• The visual success should be recorded instantly as a result of the positive behavior.

• Exaggerate  how other students are behaving e.g. 'I like the way that Johnny has his hand up when he has something to say.

• Place the photo of the modeled behaviour on, for example, the teacher's station so that you can 'tap it' as a reminder to the student of the expected behaviour.  You do not have to say anything.
   
• Remember your focus is on the one particular goal.  If the student e.g. touches someone else this is NOT the behaviour goal, so if his/her hand is up the success is still recorded.

• Do your best to give the reward as soon as the number of successes are achieved.  Then start again.

• As time progresses and success has been maintained, increase the period of time and reduce the number of successes until no longer required. 

 

• If one plan doesn't work, then try another, check that your reward is important to the student.

Well done, you will now have a positive behaviour plan in place!