Proximity is exactly what it sounds like - staying physically close to the learner. Instead of directing from across the room, you move into their immediate physical space.

You use this when a learner tends to act out the moment you walk away or turn your attention to another student. By simply being near them, you provide a low-level but constant stream of attention. This often prevents the escalation of attention-maintained behaviours because the learner already has you right there. It is also an excellent way to provide quiet, subtle prompts without drawing the attention of the entire room.

Where practitioners go wrong is assuming proximity means hovering or micromanaging. You don't need to be touching the learner or constantly talking to them. Simply pulling up a chair nearby while you take data or work with another student is often enough. Another issue is using proximity as a threat rather than a support. Your physical presence should signal access to help and attention, not an impending reprimand.

Implementation

Identify situations or times of day when the learner is most likely to seek attention inappropriately.

Position yourself within a few feet of the learner before these situations begin.

Engage in your own tasks (like data collection) while remaining physically accessible.

Provide occasional, brief positive interactions (a smile, a quick thumbs-up) while nearby.

Gradually increase your physical distance as the learner builds independence.

Implementation

Common Mistakes