ATTENTION
Teacher asks student to clear plate from lunch, while he's in middle of climbing the steam and ripping off the bulletin board; student refuses to listen.
A. Only place demand if student will listen
B. Prompt student to use pass card
C. Offer candy to get student to listen
D. Pair the bulletin boards and steam so student will listen when misbehaving.
A. Only place demand if student will listen
Student plops on the floor when it's time to go to the teaching table.
A. Sit and play on the floor with the student.
B. Shlep him/her to the table
C. Pair teaching table
D. Take student to the park instead
C. Pair teaching table
Student walks away and lays on the floor and falls asleep
A. Prepare a bed with a blanket that the student can go lay down as needed.
B. Let the therapist know that the student is tired and they should allow him/her to rest instead of therapy.
C. Give the child coffee to keep them awake.
D. Schedule break before the child needs it.
D. Schedule break before the child needs it.
Student grabs leftover lunch food from the counter.
A. Keep food available at all times so student can take when he wants.
B. Give candies so student wont be hungry for food.
C. Keep all food on teacher's desk.
D. Keep counters empty.
D. Keep counters empty.
Student refuses to go to PAES lab as scheduled.
A. Next time, call TCI when it's time for PAES lab, so they can bring him there.
B. Assign student to do school jobs instead of PAES Lab.
C. Create a visual schedule to follow throughout the day.
D. Let Mr. Trieger know that this student is impossible and that he has to switch classes.
C. Create a visual schedule to follow throughout the day.
Teacher is working 1:1 with student and another boy who is working at his desk begins to shout.
A. Work in large groups only.
B. Don't allow group activities.
C. Provide lots of attention to other students even if teacher is working 1:1 with a student.
D. Take an off day when there are 1:1 activities scheduled.
C. Provide lots of attention to other students even if teacher is working 1:1 with a student.
Student finishes the school work and touches the teachers computer and mimeo board.
A. Keep student busy during downtime
B. Tell class when they're done they're free to do as they please
C. Add more downtime to class schedule
D. Prompt student to ask to use the teachers computer
A. Keep student busy during downtime
Student hand flaps during lesson time distracting him or her from the lesson.
A. Give students lesson related items to use during lesson time. (math- everyone gets a bag of cubes, ELA- everyone gets the letters/flashcards...)
B. Play music on your cellphone for the student to hold and listen to on speaker during lesson time to give them additional sensory input.
C. Put a divider in the classroom for the student to sit in and allow him to continue hand flapping. Do not prevent him from hand flapping.
D. Switch the student to an ABA classroom.
A. Give students lesson related items to use during lesson time. (math- everyone gets a bag of cubes, ELA- everyone gets the letters/flashcards...)
Student hits and grabs when told no.
A. Encourage students to make their own decisions.
B. Talk to students about the importance of Derech Eretz.
C. Say yes always.
D. Avoid saying no. Say, "First this, then that" (first finish what you're doing then you can get what you want)
D. Avoid saying no. Say, "First this, then that" (first finish what you're doing then you can get what you want)
Student does whatever s/he wants to do. Student tells others what to do, walks in and out of the classroom as pleases and takes supplies and toys from teacher's cabinets.
A. Set up classroom rules to check in throughout each task of the day so the students can earn PBIS points for following.
B. Tap in to the students strengths and send them to preschool to be an assistant.
C. Follow the students lead and join and engage in the activities of his or her choice.
A. Set up classroom rules to check in throughout each task of the day so the students can earn PBIS points for following.
A child put their hands around a classmates neck.
A. A para or teacher should stay within arms reach at all times
B. Place the child in a belted seat to make sure they're safe.
C. Put the child in a empty classroom for the day.
D. Teach student to ask before choking peers.
A. A para or teacher should stay within arms reach at all times
Student runs away through the bathroom, to the other classroom, when therapist comes.
A. Remove therapy from IEP
B. Provide transition reinforcer where student takes something along
C. Discharge student from Therapy
D. Ask coordinator to switch therapists.
B. Provide transition reinforcer where student takes something along
The student licks any plastic item in reach.
A. Warn the student that they better not lick anything before walking in to the classroom each morning.
B. Keep all items away from student.
C. Post a visual sign by cubicle to remind him to keep mouth closed.
D. Implement a consistent sensory diet with an oral motor component.
D. Implement a consistent sensory diet with an oral motor component.
Student holds on to ipad at the end of IXL even though it's time for PAES Lab.
A. Give student unlimited access to Ipad all day.
B. Have student complete Math in workbook only.
C. Provide an equally valuable reinforcer: Ex: Allow them to use MP3 player until they reach PAES Lab.
D. Warn them before IXL if they don't give up the Ipad they won't be able to go to PAES lab.
C. Provide an equally valuable reinforcer: Ex: Allow them to use MP3 player until they reach PAES Lab.
Student refuses to come to school.
A. Start the day with a fun 2 minute activity to motivate the student to come.
B. Tell the parent maybe it's the wrong placement for the student.
C. Have the parent homeschool the student for the remainder of the year.
D. The teacher should pick up the student daily and bring him/her to school.
A. Start the day with a fun 2 minute activity to motivate the student to come.
Students are sitting at the Ivra table and purposely choosing the wrong answers.
A. Tell the child the correct answer before he has a chance to make a mistake.
B. Put all Ivra programs on hold.
C. Before doing Ivra, let the student know that you know he knows the answers and he better not make any mistakes or else you'll call her mother.
D. Use a Token board to reinforce the correct responses.
D. Use a Token board to reinforce the correct responses.
Student cries and vomits refusing to accept change and go to makeup therapy session.
A. Tell therapist to leave next time she shows up.
B. Pair change and give treat as soon as therapist comes in.
C. Hang up sign on door: "Attention Therapists, do not come in! Learning in progress“
D. As soon as you see therapist, change the schedule to music and dancing time.
B. Pair change and give treat as soon as therapist comes in.
Every time the student walks down the hallway, they explore by touching, ripping or pulling at posters on the wall.
A. Before walking down the hallway, tell the student to say out loud what they see.
B. Only allow the student to walk down the hallway holding the hands of two adults.
C. Use a chair with wheels to push him down the hall.
D. Keep student in class all day.
A. Before walking down the hallway, tell the student to say out loud what they see.
Student takes the teachers phone and scrolls through the pictures.
A. Keep the phone away.
B. Bring more phones for the classmates.
C. Assign the student to answer all the teacher's private calls.
D. Have the student make school wide poker chip announcements on Fridays.
A. Keep the phone away.
The student stays in the bathroom for 10+ minutes instead of going to the scheduled activity.
A. Use a timer with a set reinforcer, and let the student know before heading in to the bathroom.
B. Knock on the door and repeatedly remind the student that they need to go to the next activity.
C. Lock the bathroom door so the student shouldn't be able to use the bathroom during non-scheduled time.
D. Leave the student in the bathroom and join the class at the next scheduled activity in another room.
A. Use a timer with a set reinforcer, and let the student know before heading in to the bathroom.
An administrator walks in to the classroom during lesson time and the student walks straight up to them and stands too close.
A. Compliment the student to the administrator as soon as they walk in. Ex: look how nicely student x is sitting.
B. Prompt the students to say "Hi", as soon as the administrator walks in.
C. Switch activities and have all the students crowd around the administrators.
D. Ask the administrator to lead the lesson.
A. Compliment the student to the administrator as soon as they walk in. Ex: look how nicely student x is sitting.
OR
B. Prompt the students to say "Hi", as soon as the administrator walks in.
Student doesn't listen to anything the teacher says and isn't participating in any classroom activities.
A. Get two paras to work with student at the same time to make sure s/he does what he's supposed to do.
B. Place highly preferred demands to make sure student will listen
C. Call the parent and have the child stay home if they see the child is misbehaving in the morning.
D. Go to the coordinator and have them schedule the students day to be out fully in therapy.
B. Place highly preferred demands to make sure student will listen
A. Ignore student and allow them to continue pinching others.
B. Call the parent and let them know which medication you think is best suited for this problem behavior.
C. Give student a fidget spinner to get the sensory input they need.
D. Put student in calming room all day until the behavior is stopped.
C. Give student a fidget spinner to get the sensory input they need.
Student plays on the classroom teacher's keyboard and computer.
A. Set up a school wide computer lab.
B. Keep the students busy throughout the day with structured down time.
C. Allow them to break the computer since there's no time to use it any way.
D. Take the student out of the class and teach him in the hallway where there is no access to computers.
B. Keep the students busy throughout the day with structured down time.
You walk in to the classroom and notice a student you took off the buss is missing. You ask around and he isn't at therapy. He mentioned something about home and the park when he came off the bus.
A. Ask the coordinator to watch your classroom and all the staff should go looking for the missing student.
B. Say, "It is what it is."
C. Call TCI-999 and report missing student.
D. Continue you day and lesson, he'll come back on his own.
C. Call TCI-999 and report missing student.