Scheduled breaks
Scheduled breaks
Embedded Files
Using scheduled breaks...
Boosts focus
Increases productivity
Reduces stress
Implementation
Implementation
Overview
Predetermine breaks are established at different checkpoints in the day for students
Used when there are large increments of instructional time and when the student has shown a pattern of becoming distracted during certain times.
Have student attend an area for the break and complete a task before returning.
The break should be structured and the student should directly understand what they can and can not do during that time.
Typically range from 5-10 minutes as needed
Core Components
Built into schedule for students
Options for breaks pre-determined through menu or structure
Lasting between 2-10 minutes
Must be physical exertion
Proactive Implementation
Proactively building in scheduled breaks within your master schedule for all students allows for the needed decompression and meets the sensory/movement needs of all students. These chunks are clearly and consistently put within the schedule. They are rarely deviated from.
Responsive Implementation
If a student, group, or class is struggling with focus, regualtion, or attention then scheduled breaks may benefit them. Scheduled breaks should be discussed and collaborated with the students to determine the frequency, duration, and options for these breaks.
Bucket fits
Bucket fits
Connection
If the need is connection then a peer may attend the scheduled break and a specific connecting/relationship building activity may be planned for these times.
Skills Training
If the need is skill building then the student may have their scheduled breaks designed to take place prior to the target skill being needed.
Awareness
If the need is awareness then the student may use the schedule break to practice mindfulness strategies.
Emotional Regulation
If the need is regulation then the student may have scheduled breaks built in during periods of specifically challenging
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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