Emily Kapfer Mora

ISTC 655

November 2020

Behavior Management Techniques Infographic

Link to Canva:

https://www.canva.com/design/DAEMadPZ9DQ/73dHU4XusQDWJJCZ04BLvQ/view?

utm_content=DAEMadPZ9DQ&utm_campaign=designshare&utm_medium=link&utm_source=

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Audience

The intended audience for this infographic is elementary educators who are looking for

behavior management strategies to utilize in the classroom. The expected learning outcome is for

learners to be able to identify various behavior management strategies for implementation in

their elementary classrooms.

Design Principles

I used techniques to reduce overload in my infographic by incorporating relevant images,

keeping visuals simple, and grouping images with text (Peters, 2014). All graphics used are

simple in an effort to not overwhelm readers and take away from the content of the text. Instead,

the graphics add to the text by supporting the idea. All of these images are both relevant to the

text; for example, I designed a “reward menu” to go along with the ‘incentive choice board’ to

provide readers with a visual in case they are unfamiliar with choice boards. Obviously, the

appropriate image is grouped in the same segment as the text it supports.

To guide learners’ attention, I provided conscious signals (Peters, 2014). One conscious

signal I utilized in this infographic was color-coding. Although the behavior management

techniques I discussed are all equally important, the infographic is organized in a hierarchy

format as the strategies are stacked vertically. This allows readers to scroll down to read in a

comprehensible way. Information organized in this way is also easier to recall, being in a list-like

format.
 Peters (2014) suggests promoting visual perception by choosing colors that contrast in a

positive way, using black and white, and supporting learning with color-coding; so, I integrated

these strategies into my infographic. Being an infographic for elementary educators, the

background colors I chose are bright and in a rainbow order to add the aesthetically satisfying

component. This adds some structure to the infographic while still separating the different

segments. I used a mixture of black and white text so one color was not overwhelming to the

viewer, but also so the text would stand out on the colored backgrounds for accessibility

purposes. Of course, each technique is assigned to its own background color so the entire

infographic is color-coded for learners.

To promote visual learning, I segmented content and used multiple representations

(Peters, 2014). Each behavior management technique is organized into a different segment of the

infographic so learners can visually differentiate among each technique. Multiple representations

are used as I incorporated graphics and text to accommodate those who prefer one or the other in

their learning. Peters (2014) says using multiple representations “allow the learner to construct

deeper understanding.”
Universal Design for Learning

UDL Pillar UDL Guideline UDL Checkpoint Connection to

Infographic
- multiple fonts
incorporated
- size of text varies
- different colors
1.1: Offer ways of used
1: Perception customizing the display - background, text,
of information and image colors
are contrasting
- layout is
organized by
Representation strategy
- all text is
2: Language & 2.5: Illustrate through
accompanied by
Symbols multiple media
illustrations
- important
concepts are
3.2: Highlight patterns, underlined or
3: Comprehension critical features, big italicized
ideas, and relationships - examples of the
strategies are
provided
- text and
5.1: Use multiple
5: Expression & illustrations are
Action & Expression media for
Communication used
communication
simultaneously
 References

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from

http://udlguidelines.cast.org 

Peters, D. (2014). Interface design for learning: Design strategies for learning experiences. Upper

Saddle River, NJ: New Riders Press.