Which strategy is BEST for promoting positive behavior in a middle school student with mental retardation who struggles with routines?

Providing a daily picture/word schedule is a highly effective strategy for promoting positive behavior in a middle school student with intellectual disabilities, particularly those who struggle with routines. Visual supports, such as schedules, help students understand what is expected of them throughout the day. They provide clarity and structure, which can significantly reduce anxiety and confusion—common issues faced by students who have difficulty with routines.

By using a combination of images and words, the schedule caters to various learning styles and abilities, ensuring that the student has a clear understanding of each task in their routine. This approach helps reinforce expectations, fostering a sense of independence and allowing the student to anticipate transitions, thereby promoting a smoother flow of daily activities. When students know what to expect and can visualize their day, they are more likely to engage positively in their tasks and exhibit appropriate behavior.

Other strategies, such as discipline methods or relying solely on verbal reminders, may not provide the necessary structure and clarity that a visual schedule offers. While flexible scheduling can be beneficial in some contexts, it may also lead to further confusion for a student who needs consistent routines to thrive.