Keeping "Graphic Behavior" Socially Appropriate:
Using Visuals to Teach Behaviors
by Kristin Holst, M.Ed.
from T/TAC Link Lines
May/June 2005
Graphic organizers are typically thought of as tools designed for
academic content areas. A less frequently considered application
exists in the realm of teaching behavioral expectations. Students
often need this type of explicit, concrete instruction rather than
traditional verbal cues and reminders to understand how to behave
in a school setting.
The following is an adaptation of Rock’s (2004) guidelines
for using graphic organizers to teach behavioral expectations.
- Provide clear, detailed instructions to students
on the use of graphic organizers.
- Start out using one or two types of graphic organizers.
As students develop proficiency, increase the variety (e.g., sequence,
cause-effect, top down, Venn diagram).
- Scaffold instruction by modeling, leading, and
then having the students complete the task independently.
- Post completed graphic organizers in the classroom
and allow students to refer to them throughout the day for feedback
about their behavior.
- Spend 10 to 20 minutes five times a week reviewing
behavioral expectations with graphic organizers.
- Encourage ownership by allowing students to make
design modifications to graphic organizers.
- Consistently acknowledge students who are demonstrating
desired behaviors based on the graphic organizer.
- Provide naturally occurring and immediate consequences
to students who are not exhibiting desired behaviors.
Figure 1 provides one example of a graphic organizer that may be
used to teach lunchtime routines and behaviors.
Figure 1. Sample Graphic Organizer
Reference
Rock, M.L. (2004). Graphic organizers: Tools to build behavioral
literacy and foster emotional competency. Intervention in School
and Clinic, 40(1), 10-37.
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