We’ve had a couple of little “problem behaviors” pop up that have occurred across multiple students pop up in my class. Going into closets. Climbing on the counters. Dumping everything in the toilet. The instinct from grown-ups tends to be that whole “no means no” — repeat, day after day, ad nauseam. And we say, “Why aren’t they getting it?”
But we can look at it another way — these behaviors are the best tools that the students currently have to meet their needs. These students are telling us: I don’t yet have the skills to handle this exact situation on my own. I need supports; I need instruction. If we want the behaviors to cease, we can’t just say no. We need to create environments that support students to use the skills they have, while we teach the skills they don’t.
So that’s what we did this week.
Situation 1: Climbing on the Counter
Above the counter are shelves — filled with all the things that we don’t allow free access to. Not because we are controlling and keep a “sanitized environment”, but things like Cheerios, Cheetos, glue, scissors… Things that just can’t be free access. They also tend to be things our preschoolers really, really want. Thus the climbing on the counter. All of our students have a way to ask for help or ask for those items. But in the moment, the impulse control, attention shift, and emerging communication skills just don’t line up for them to do so. Because they’re in preschool.
We added a Big Mac switch to the counter that says “I need help”. It’s LOUD. It’s easy — even our most emergent communicators can use it. Just leaning in to the counter as they think about climbing it often activates it, so that they can quickly learn the association. It also serves as a big visual support — a “STOP AND THINK” kind of moment. And it worked. Within just a few hours, multiple students were running to the button, asking for help, and then telling us what they need when we brought their talkers to them. Climbing fell off dramatically — and fast. So much faster than any “no means no” instruction could have done. Because we met the students need.
Situation #2 – Potty!
The toilet is a tempting playground. My own son went through the same phase; we had to call the plumber multiple times for all the things that were flushed down the toilet. It doesn’t matter that we have lots of sensory fun available throughout the room. It’s the TOILET. It flushes! It’s loud! It makes noise! The best way to help our students stay out of trouble is to help them stay out of the toilet.
We also have students who are just recently potty trained, who need to be able to run to the bathroom and gain access quickly. We needed to balance all of the competing needs.
Enter switch #2… It sits right above the door handle, and says “POTTY!” We can keep the door shut, because we are allowing students to have a quick and easy way to meet their need. Just like our counter switch, we positioned it for the easiest access for this particular group of kids. Like with help, they all have the ability to ask for potty on their talkers. But it’s hard. It’s new. We need a bridge until we get there, and this is it.
And once again, it works. We have students requesting the potty that I had under-estimated, that I had not been sure they were yet able to request. It’s not that I did’t think they ever could, but I wasn’t sure they were “ready yet”. But they have an awesome way of continually reminding me that “readiness” can be an arbitrary concept, one that is primarily used to limit them. Readiness is about accommodations as much as instruction. It’s about what I am doing more than anything they are doing.
Meeting needs works. Again and again.