Embedded Files
Jack
Jack
Jack is a fourth grader with ADHD. When he makes a mistake on his work, he runs from the room and sits in the hall. When he is in the hall, he won't talk to people. The message is "I didn't get that right because I am stupid." The team identified the developing skills to target: not considering a range of solutions to a problem, difficulty managing emotional response to frustration, and problem-solving.
Environmental supports
Move his desk closer to the teacher so she can see him getting frustrated sooner
Use a script that his answer is “almost right” instead of telling him it is wrong
Reduce the complexity of his work in reading comprehension and math
Rework his schedule to allow 1-to-1 or small group time with special educator to coach him using errorless learning
Teaching New Skills
Teach a problem-solving strategy (using consequence maps)
Teach him what making a mistake means (social narrative)
Teach him what the teacher is going to say when he makes a mistake (social narrative)
Teach him to recognize growing frustration (5-point scale)
Teach better reading comprehension and math skills
Reacting in ways that help
Don’t stop him from running
Wait a few minutes then go to him in the hall. Sit with him
Have him read the social narrative (or read it to him) Complete a blank consequence map
Later, use 5-point scale and map
Keisha
Keisha
Keisha is a third grader who does not have an IEP. She gets in trouble at school because she speaks in ways that sound disrespectful, particularly when she is in trouble. The message is that she is embarrassed to have done the wrong thing and wants to save face in front of her friends. The team has identified several developing skills to target: difficulty expressing herself, inflexible and inaccurate interpretation of what is happening, and difficulty appreciating how she is coming across to others.
Environmental Supports
Increase supervision and support
Move her desk to another area of the room
If she needs to be spoken to, the teachers will assume a neutral stance and provide the correction away from other students
Find ways to help her be a leader in the class
Teaching New Behaviors
Teach her what choices she has when she is called out (social narratives)
Teach her different words/ways to say those words (role play/scripting)
Teach her how different choices affect the outcome (consequence maps)
Reacting in ways that help
Ignore the words and tone
Remain calm
Validate she is having a hard time
Invite her to speak privately
Ask her what is the issue
Reflect on what she says
When she is calm, she rejoins the group
Longer time away as needed
Elijah
Elijah
Elijah is a second grader being served as a student with emotional disabilities. Elijah uses angry words when he is asked to complete certain academic tasks and his behavior can become very intense. He is communicating, "I can't do this and it makes me feel frustrated and angry when you ask me to do it." His identified developing skills include difficulty persisting on tasks that are difficult or tedious and struggling to keep in mind consequences for his actions so that he can modulate more effectively.
Environmental Supports
Reduce the quantity of work he is being asked to do independently
Reduce the amount of EF skills needed on tasks
Give him a water break midway through work (use a timer so he knows when)
Adapt longer writing tasks by having him dictate to a paraprofessional
Use text frames so he only has to write one sentence
Teaching New Skills
Teach him to use breathing exercises to calm himself.
Teach him different self-talk scripts (comic strip conversations)
Teach him to chunk work
Teach him to use dictation software and edit it
Teach him to recognize that behavior choices (not specifically his) have consequences
Reacting in ways that help
Start as soon as he begins to rumble
Ignore the specific words and actions but respond to the message
Ask “How can I help you right now?”
Redirect to water break
Redirect to breathing exercises
Scaffold EF support to get him re-engaged
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