Note to Teacher/Errand

Using an errand or note...

- Provides student with the ability to move out of an instructional setting without distracting peers.
- Helps teacher identify antecedents that may create behaviors of concern
- Gives the opportunity to proactively respond to beheavior

Implementation

Overview

- Using a note to another teacher or errand allows for time.
- If a student is demonstrating a behavior of concern it is a quick and easy way to diffuse a situation prior to escalation and without drawing direct attention to the situation.
- This is not typically a preplanned response. When a student needs a break or the teacher needs a break from a student, they may ask the student to do them a favor and run an errand to the office, another teacher, etc. They may ever write a note to another adult in the school and ask the student to deliver the note.
- This gets a student up and moving
- Have a predetermined teacher or teachers that you can send a note to with the student.
- You may wish to forewarn the teacher or write on the note the expectation for the student.

Core Components

- Student must be given a purpose/mission on what to do for the errand
- Non disruptive interaction
- Clear guidelines on how to complete errand

Proactive Implementation

- Classroom responsibilities and jobs are a great way to proactively establish errands. A student may be given a responsibility of errand runner where they are the member of the class that transports materials to others in the building. If this is established ahead of time then the role will not come as a suprise when it is used.

Responsive Implementation

- If a student is bubbling and there is a need for separation from the classroom then an errand may be used as a way for the student to reset.
- This specifically can support students who are reluctant to leave their peers.

Bucket Fits

Connection

If the need is connection then the student may use an errand to go to an adult in the building that may have a previously established connection with the specific student.

Skills Training

If the need is skill building then the student may work on communication skills with where the errand takes them. This skill may include relaying information back to the orignial teacher from another.

Awareness

If the need is awareness then the student may have a predetermined responsibility that is set for each day but not time sensitive. This could look like completing the errand when they feel they need a break away.

Emotional Regulation

If the need is regulation then the errand or note may be initiated prior to known possible trigger subjects, times, etc.

Considerations & Adaptations

Understanding Adaptations

Consider Factors Prior to Start

Intensifying or Fading During

- Student factors-

Gender, race, function, topography, family dynamics, interpersonal relationships

- Contextual factors -

Resource availability, classroom instruction, physical space, time, technology

- 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

Antiseptic Bounce

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