The Behavior Solutions for the Inclusive Classroom
Who has time to
research every problem behaviour?
Now there is one easy source, a new book
called SEE A BEHAVIOR, LOOK IT UP.
As the title suggests it's that simple. This
book will tell you how to fix behaviours fast. The book is specifically for
children with ASD, ADHD and Sensory Processing Disorders. Behaviours it covers
and more.
Is your student:
- Taking off his shoes?·Hugging or pushing
people?·Avoiding activities?·Interrupting?·Humming or making
noises?·No eye contact?Having trouble with
transitions?
·Problem behaviours at lunch?·Saying inappropriate things?·Poor hand writing?·Not attending to task?·Temper outbursts? ·Calling out in class?
·
These are just some of
the many behaviours that are listed in this book, complete with a solution.Teachers,
it is possible to accommodate learning difficulties and sustain a positive
learning environment for ALL
students. This book explains behaviours and gives easy solutions to try.
See Sue's Video Discussing the Book - EXTRACT FROM THE BOOK
SEE A PROBLEM BEHAVIOUR. NOW YOU
CAN LOOK IT UP!
Extract from” Behaviour Solutions for the Inclusive
Classroom. See a Behaviour! Look it Up!” by Beth Aune, Beth Burt & Peter Gennaro
NOT ATTENTING TASK OR
NOT FOLLOWING DIRECTIONS (pg 74)
There
are quite a few issues involved in attention. For instance, just because a
student isn’t looking at you does not mean he is not paying attention to what
you are saying.
Some
students may have ADD in combination with another disability – they may truly
have an issue with staying on task. However, many students without ADD can pay
attention, but have difficulty regulating and shifting their attention. This
could be the student who seems distracted after coming in from recess and has a
hard time settling down. Or it could be the student who would prefer to finish
reading a book rather than start a new lesson. These students are usually
engaged in something else – whether it is their own thought process or trying
to finish a previous assignment – and are having difficulty transitioning to
the next area of focus.
Some
of these students may appear to be ‘daydreaming’. These students could be
battling sensory overload, weak auditory processing, or they may simply have
motivations that are difficult from those of typical students. Going ‘off’ into
their own thoughts is much more pleasurable than work. OR the student may be ‘stuck’
and does not know what to do next, or how to ask for help.
Solutions
·For students who are over-stimulated by the environment,
provide quiet space where they can ‘regroup’.·Use visual cues. Have a written picture-schedule of
directions (use the digital schedule see example below).·Help the child plan out a task. Ask “What materials do you
need?” and “What do you need to do first?”. Break assignments down into
manageable portions.·As needed, allow the child to eat crunchy or chewy foods
or drink water from a water bottle, or drink through a straw, to help with
focus and organization.·A child’s hands are excellent modulators for arousals
states, and can help modulate attending and focus. Try sensory tools like water
balls, paperclips, etc (see below for exmples).·Seat the child at front of class to minimise distractions.·Set up a signal ie sentence the child can say when he
needs help.·Allow the student to work for shorter sessions with
frequent breaks.
·Find ways to reinforce the child for paying attention. The
reinforcement can include, walk, time alone.
