Positivity is an evidence-based, integrated online behavior solution to support student learning. While designed to be a teacher-directed solution, with close communication and partnerships with students’ parents/ caregivers, many of the strategies in Positivity can be used during remote learning to promote positive behavior at home. Interactive strategies can be delivered through digital format during group instruction through video conferencing, as well as individually, through the Student View in either a time-based on demand schedule. In addition, several strategies may also be delivered manually through PDFs.
A Classroom My Schedule is required to use Positivity. Users may only have one Classroom Schedule. Optional Student Schedules can be created individually for unique learners. Please note that a student must be added to your class roster before a Schedule can be created specifically for them. Teachers and parents/ caregivers can collaborate using Flexible Schedule Options. Schedules dictate the content that appears on the Visual Schedule, during which events (blocks or subjects) Strategies are delivered, when Alarms are set and how the events will advance throughout the day. A Time-Based Schedule automatically advances events based on the times set in the schedule. Teachers can also select the Schedule On Demand feature which allows events to be manually advanced on the Visual Schedule. If students do not have an individual Student Schedule, they will see the content related to the Classroom Schedule in Student View. The Visual Schedule appears in a light blue bar at the top of the window (unless it is set to appear vertically) in Student View.
If students are accustomed to taking appropriate breaks at school, this strategy can still be utilized during remote learning through a structured delivery in Positivity. Up to six break cards (duration determined by the service provider) can be delivered per event (block or subject). This strategy can be added to the necessary event depending on how your classroom or individual student schedules are set up for remote learning. During the event, when students are logged in to Student View, these breaks will be accessible to them. Positivity will then record data on the student’s break usage that teachers can report on when needed.
Disruptions in routine are difficult for us all, but this can be especially difficult for our unique learners. In addition, much about our current situation can be frightening for our students. Social Narratives are an evidenced-based strategy that can provide some clarity for our students around the disruptions and help define some of the circumstances in which we find ourselves. Positivity has many templates available to help explain COVID-19 and the precautions that have been put in place to combat this virus, in addition to a variety of templates available for different topics. Blank templates are also available to create your own narratives. The social narratives can be delivered in a classroom setting or remotely via the schedule on demand feature in Student View or through PDFs.
Students sometimes struggle with task completion or self-regulation. This can be especially challenging during remote learning where the environment may not be optimal for our unique learners. Using this visual strategy in the classroom or remotely can help students follow a specific sequence, anticipate what is coming next or prompt them to choose appropriate behaviors. Decision Trees / Workflows can also be delivered in Student Viewvia the schedule on demand feature in Student View or through PDFs.
Alarms may be helpful during remote learning to establish structure and guidance to your students when you can’t be present. As long as the student is logged in to Student View at the time the alarm is set to go off, they will see the alarm alert and/or hear the alarm sound.
Breath Strategies can only be delivered “on demand” to the entire classroom or to individual student(s). Intended to be a support for relaxation coping with a variety of strong emotions, during remote learning, this strategy might be used as a way for students to practice deep breathing, either individually or with multiple students at a time. This strategy can also be used by giving instructions or while video conferencing. The service provider could initiate this strategy at the same time each day to promote a classroom connectedness that may be missed through remote learning. Please note: Only students that are logged in to Student View will see the heart and be prompted to breathe. If this strategy was being taught and used in the classroom, parents / caregivers could continue this strategy in real time with students if they are showing feelings of frustration or anxiety.
When used in the classroom, the video modeling strategy is a demonstration of a desired behavior in video format. During remote learning, this strategy may still be an effective way of demonstrating desired behaviors at home like washing hands, asking for help or participation in online learning. An unconventional use for this strategy during remote learning might also be to make a short encouragement video for students and assign this strategy to each event (block or subject) of your day. If students are logged in when you have this strategy set to be delivered, they would get your personal encouragement through video. Parents may also send videos of desired behaviors at home for teachers to upload. Creativity is encouraged!
Token economies have proven beneficial to increasing desired behaviors for many students. This strategy can be assigned during remote learning as a way to provide reinforcement for a variety of positive behaviors and encourage student engagement and learning during instructional sessions by rewarding students with tokens. Incentive Charts and token reinforcements can be delivered in Student View only if the teacher is logged in and has access to the on-demand panel.
To learn more about these strategies, visit the Positivity section of our Knowledge Base.