Tantrum / Out of Control

Tantrums/ Out of Control

The student may:

• Fail to respond to any redirection, calming, de-escalation, etc

• Extreme oppositional and defiance

• Deliberately destroy items, furniture, toys, supplies, etc

• Yell, scream, hit, kick, bite, flail, stomp, roll on the ground, crawl, hit head-on things

• Lay on the floor and refuse to do what is asked

• Run out of or around room

• Run out of school

• Run from adults and authority figures

• Throw things, swing at others with objects, threaten others with objects, motion they will throw objects

• Pout, whine, moan, groan, growl, or yelp

• Unable to deescalate after a reasonable period

• Yell “no”, “I don’t want to”, “I don’t have to”, “Make me”, etc

• Challenge authority figures or adults

• Make verbal and physical threats

• Appear extremely upset

• Begin to hyperventilate, gag, pass out, become light-headed, hold breath, turn blue

• Hit or bite self and become self-destructive

• Yell inappropriate words

• Say very mean and vindictive phrases

• Smile and taunt others while threatening

• Stand up and become aggressive

• Be unreasonable

• Fail to see logic

• Express no concern for consequences

• Make suicidal and homicidal threats

• Express hopelessness with the situation and an inability to recover the situation

• Become fatalistic

  • 1. Tier I Interventions

    2. Before you start, a few important points:

• • • Try multiple interventions

    • Try each intervention for a minimum of 4-weeks and over 1 intervention may be implemented at the same time.

    • Further details on each intervention is linked here.

1. Avoid power struggle

2. Break down directions

3. Call parent or note home

4. Clear, and concise directions

5. Clear, consistent and predictable consequences

6. Count to 10

7. Deep breathing

8. Explain assignment

9. Explain directions

10. Frequent home contact

11. Give choices

12. Help student start assignment

13. Helping students with homework

14. Ignore

15. Individual workspace

16. Logical consequence

17. More structured routine

18. Move to a new location in the classroom

19. Non-verbal cues

20. Office referral

21. Praise when cooperative and well behaved

22. Praise when good attitude and involvement occur

23. Proximity to students

24. Reassurance

25. Redirection

26. Reduce assignment

27. Reflection sheet

28. Remove from room

29. Rewards, simple reward system and incentives

30. Speak in a calm, and neutral tone

31. Stress ball or fidget

32. Take away privileges

33. Take away unstructured or free time

34. Teach conflict resolution skills

35. Teach coping skills

36. Teach relationship skills

37. Teach social skills

38. Use calm, neutral tone

39. Break down directions

40. Call parent or note home

41. Clear, and concise directions

42. Clear, consistent and predictable consequences

43. Count to 10

44. Deep breathing

45. Explain assignment

46. Explain directions

47. Frequent home contact

48. Give choices

49. Help student start assignment

50. Helping students with homework

51. Ignore

52. Individual workspace

53. Logical consequence

54. More structured routine

55. Move to a new location in the classroom

56. Non-verbal cues

57. Office referral

58. Praise when cooperative and well behaved

59. Praise when good attitude and involvement occur

60. Proximity to students

61. Reassurance

62. Redirection

63. Reduce assignment

64. Reflection sheet

65. Remove from room

66. Rewards, simple reward system and incentives

67. Speak in a calm, and neutral tone

68. Stress ball or fidget

69. Take away privileges

70. Take away unstructured or free time

71. Teach conflict resolution skills

72. Teach coping skills

73. Teach relationship skills

74. Teach social skills

75. Use calm, neutral tone