An evaluation of a three‐component multiple schedule to indicate attention availability

Nava et al. (2016) tested a three-part visual cue in a preschool classroom. The cue told kids when the teacher was free to talk and when she was busy.

They used colored cards: green meant "come ask," yellow meant "wait a minute," red meant "teacher is busy." The cards flipped fast, every few minutes.

The goal was to cut down on kids tugging the teacher during group work.

The cards worked fast. Kids stopped grabbing the teacher when she was busy.

They learned to wait for green before asking for help. Appropriate requests went up, interruptions went down.

Hodges et al. (2018) used the same idea with a wristband to stop toe walking in a preschooler with autism. Both studies show a simple signal can bring behavior under quick stimulus control.

Long (1962) first proved multiple schedules work with young kids in a lab. Nava moves that old lab trick into a real classroom.

Chandler et al. (1992) boosted peer play by pulling the teacher out. Nava keeps the teacher in view but signals when she is off-limits. Both use setting changes, not direct rewards, to shape child behavior.

You can make a three-card flip board in five minutes. Use it during circle time or centers. No extra tokens, no food, just clear signals. Kids learn to read the room and respect your work periods. Try it next week and watch interruptions drop.