Tantrums/Out of Control

The student may:

• Fail to respond to any redirection, calming, deescalation, etc

• Extreme oppositional and defiance

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

• Yell, scream, hit, kick, bite, flail, stomp, roll on 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 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

What can I do?

• Second Step lessons

• Create classroom norms and expectations

• Avoid power struggles

• Break down directions

• Call parent or note home

• Clear and concise directions

• Clear, consistent, and predictable consequences

• Count to 10

• Deep breathing

• Explain assignment

• Explain directions

• Frequent home contact

• Give limited choice

• Help student start assignment

• Ignore

• Individual work space

• Logical consequence

• More structured routine

• Move to a new location in the classroom

• Non-verbal cues

• Praise when cooperative and well-behaved

• Praise when good attitude and involvement occur

• Proximity to students

• Reassurance

• Redirection

• Reduce assignment

• Reflection sheet

• Remove from room

• Rewards, Simple Reward Systems, & Incentives

• Speak in calm and neutral tone

• Stress ball or fidget

• Take away privileges

• Take away unstructured or free time

• Talk one on one with student- OARS Technique

• Develop, "Get me out of Trouble Plan"

Development of intervention support for 'tantrums/out of control' may go to the school social worker if there are repeated behavior concerns, but there is no accompanying writeup.

Disciplinary referrals may go to an administrator.