ࡱ> 685[ } bjbj *jjcl8888888l8  l# "888888$  v8888888888888888888  @ܬlNH0# o X4o L^8888 Sue on prevention [WC45] Sue: Looking and listening helps us to determine what we can do to prevent the child from repeating the behavior, and what consequences we can use to promote more desirable behavior. It helps me to remember that all prevention strategies are ways to teach. Prevention strategies exist along a continuum, from less direct to more direct. Teaching can be very direct, or not direct at all. So we need a variety of prevention strategies that vary from direct instruction to indirect instruction. Mike Rutherford: You know Sue, in our series; weve seen several good examples of teaching that vary from less direct to more direct. I remember your comments about just having some clear, simple rules. Remember, rehearsing the rules might be all that a child needs, and that would be an example of less direct teaching, right? And we saw examples of what we call re-direction. This works very well with toddlers and is also effective with threes- to fives when the adult knows the child well enough to redirect their behavior in line with a special interest. Re-direction is a little further along this continuum than simply rehearsing the rules. Sue: Time-out, which is something we hear a lot about, can actually be used effectively as a prevention strategy, rather than a punishment. Time-out is often used a punishment, but it works best if used before the behavior. We like to think of it as prevention time out. Its an opportunity for the child to get his thinking part of his brain into the drivers seat. PAGE   HYPERLINK "URL: http://www.thecol.org/guide/" URL: http://www.thecol.org/guide/ "!  ! 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