From the philosophy, and personal posture, a set of strategies can be derived. The overall strategy is to teach firstly the value of human presence, leading to participation, and finally reward. To do this, it is important that one . central person, who sincerely likes and respects the client, is paired to work with them intensely whenever possible over a period necessary to establish the learning of reward. This is usually weeks, although it may be months if the client has much trust to regain.(* The paradigm below can be used without accepting other tenets of Gentle Teaching. Clearly, it is based in the behavioural approach of Differential Reward of Alternative behaviours*).

The basic paradigm in Gentle Teaching is:

1. Ignore/Interrupt             2.Redirect             3. Reward

These steps are meant to occur as a dynamic process, not as separate components. Ignoring or interrupting a behaviour should occur over a period of seconds, and lead into redirection to a positive task or activity, where reward can be, and is, freely given.

The following outlines the overall strategies which can be used to follow this pattern.

Step 1.
How to Ignore (Distractive or Disruptive Behaviours)
In Gentle Teaching this means avoiding or minimising the negative attention, punishment or restraint that typically occurrs during or following a maladaptive interaction. It does not mean ignoring, the person. The aim of ignoring is to defuse challenging behaviours and take away their power. To ignore involves withholding threats, reprimands, scoldings and statements of rules or consequences. There are no (or at least minimal) positive, neutral or negative verbal or non-verbal attentions to the behaviour, BUT the person is immediately re-directed to a task where reward can occur.

This should only occur when harm is likely to people or property. If it is necessary once, we should focus on future prevention (most violence occurs after clear indications). The aim of interruption is to prevent harm while continuing to teach. Interruption should be minimally intrusive, and conducted in a calm and warm manner.

Step 2.
How to Redirect
Redirection is the main component of the Gentle Teaching process. It focuses the interaction on acceptable alternatives to inappropriate responses. It also communicates that the inappropriate response is no longer effective, while providing clear information that an alternative response will result in a rewarding interaction. In redirecting it is important to use minimal cues (e.g. non-verbal), thus avoiding the possibility of reinforcing the inappropriate behaviour. Redirection may require several patient attempts. Once any attempt at participation in the redirected task (or activity or conversation) occurs, the care giver should provide reward (i.e. shaping a desired response).

If the redirection prompt fails to lead to a response, the care giver can repeat it, or use a hierarchy of prompts (pointing, touching the learning material, placing it nearer, guiding movements) - such prompts must be specific and consistent. The process of redirection should be as brief as possible, to prevent the person gaining reward from inattentiveness.

Step 3.
How To Reward
Use sincere, meaningful verbal and non-verbal means of communicating your pleasure. Tangible rewards (chocolate or other foodstuffs) do not help teach the value of social reward, which is one of the main aims of Gentle Teaching, You may choose to reward at any point (or all points) of a task: the initiation, participation, or completion.