![]() We added three boxes to their index cards and put three animal WBL helpers in the boxes. Knowing how intensely distracted this particular group can be, we decided that they could have three chances per thirty minute group before they lost their opportunity to earn a sticker. We brainstormed again and decided to limit the amount of times the kids could lose their helpers and still be able to get a sticker on their chart at the end of group. In the 1st/2nd grade Social Thinking group that Orlanda and I co-teach, we started feeling like we were getting whiplash from taking the WBL helpers off and putting them back on over and over again. We've since branched out for some of the younger students who are more interested in animals. Finally! A visual representation that was meaningful and effective! The response was immediate and dramatic! They worked so much harder to stay focused in group and when their Lego guy left the group, they noticed immediately and corrected their behavior. If their brain or body left the group, then I would take the figure off the card. As long as they kept their brain and body in the group then the mini-figure stayed. The rule was once the mini-figure was on the card then the kids couldn't touch it. I tried placing a Lego mini-figure on an index card. Hmm.what would they not want to lose? Oh, yeah! Legos! Legos are HIGH value in my world. I originally tried this, but my students didn't really seem to care whether their play-doh was pinched. She described using small play-doh balls to represent each group member and "pinching" off a small piece of play-doh when the student's brain or body left the group. This idea was originally based on a technique described in Michelle Garcia Winner's Thinking About You, Thinking About Me. I also regularly use what we call Whole Body Listening Helpers in Social Thinking groups and academic resource groups. ![]()
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