Move Student to Another Area in Room
Move Student to Another Area in Room
Embedded Files
Moving a student to another area in the room...
Gives a fresh lens of focus
Prevents possible continuation or escalation
Limits student distractions.
Implementation
Implementation
Overview
Ask student in a calm neutral tone to move to another area of the room to complete a task.
There may be an opportunity to pair with an errand or small responsibility to ease the mindset of the transition.
Inform the student of the why and the purpose of asking them to move.
Explain it is not permanent and share the timeframe.
If they argue combine with planned ignoring or avoiding power struggle interventions.
Core Components
Must be discretely communicated
Ideally student initiated
Emphasis on helping focus not isolation or punishment.
Student stays for a set time and is able to return upon transition or work completed.
Proactive Implementation
Proactively creating a space in the environment where a student can go and establishing an understanding that the location is a support not a punishment can be a gift to the classroom culture. The students can freely move to this location to give themselves the space they feel they need.
Responsive Implementation
Responsively using a space such as this requires a very clear understanding of what the space is used for. This may include a sensory break, a short time to finish an assignment/task. The supervising adult should not send a student to this area but instead ask if the student thinks this would benefit them or allow students the autonomy to move to this location themselves.
Bucket Fits
Bucket Fits
Connection
If the need is connection then moving a student may look like asking the student to move to a location with a different partner or selecting a preferred classmate to go to a location to work with them.
Skills Training
If the need is skill building then the student may be asked if a move would benefit them during a specific type of activity. The skill in this is usually self-management.
Awareness
If the need is awareness then the student may be asked if a move to a quieter location would benefit them followed by the teacher using descriptive "I see" statements. "I see that you are getting frustrated, do you think you would you benefit from working over there?"
Emotional Regulation
If the need is regulation then the student may have the option of moving to a specific location that houses items in a sensory tool box or other coping tools whenever they have identified as needing regulation. This should be combined with the
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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