Challenge
Set 1
Set 1
Morning Transition Trouble:
A student with ADHD gets off-topic and disrupts group work
Use visual schedules with advance notice for changes
Provide breaks and calming tools during frustrating tasks
Use visual and verbal cues during transitions
Use checklists and one-step instructions: First/Then Chart
Utilize movement breaks
Provide alternatives, quiet spaces, and tools for loud noise spaces such as the art room, music or assemblies
Use timers and task starters for initiation
Repeat and clarify directions with visuals
Use positive behavior supports and reinforce appropriate attention-getting
Provide sensory tools like fidgets or weighted blankets
Fast-Paced Instruction: A student with processing delay falls behind during rapid lessons
Use visual and verbal cues
Use checklists and one-step instructions: First/Then Chart
Provide alternatives, quiet spaces, and tools for loud noise spaces such as the art room, music or assemblies
Use timers and task starters for initiation
Repeat and clarify directions with visuals
Provide scaffolded tools: graphic organizers, guided notes, etc.
Re-write the response or strategy in a positive way:
Change schedules abruptly without warning
Preview schedule changes, adjust their visual schedules if they have them, give warnings.
Emotional Outbursts: A student has frequent frustration episodes that are loud and disruptive
Use social stories to support peer interactions
Provide breaks and calming tools during frustrating tasks
Use visual and verbal cues during transitions
Use checklists and one-step instructions: First/Then Chart
Utilize movement breaks
Provide alternatives, quiet spaces, and tools for loud noise spaces such as the art room, music or assemblies
Use timers and task starters for initiation
Repeat and clarify directions with visuals
Use positive behavior supports and reinforce appropriate attention-getting
Prepare transition warnings such as visual timers, transition cards, fisrt/then chart
Provide sensory tools like fidgets or weighted blankets
Use co-regulation strategies for dysregulation, emotional outbursts, frustration
Auditory Overload: A student resists moving between classrooms
Use visual schedules with advance notice for changes
Use visual and verbal cues during transitions
Use checklists and one-step instructions: First/Then Chart
Use timers and task starters for initiation
Use positive behavior supports and reinforce appropriate attention-getting
Prepare transition warnings such as visual timers, transition cards, fisrt/then chart
Provide sensory tools like fidgets or weighted blankets
Use co-regulation strategies for dysregulation, emotional outbursts, frustration
Reading Road Block: A student with Specific Learning Disability (SLD) struggles with grade-level text
Provide breaks and calming tools during frustrating tasks
Use checklists and one-step instructions: First/Then Chart
Provide scaffolded tools: graphic organizers, summarization sheets, etc.
Lost on the Playground: A student with an intellectual disability wanders off during recess
Use designated play zones, recess buddies or structured recess activity choices
Use social stories to support peer interactions
Use visual and verbal cues during transitions
Use checklists and one-step instructions: First/Then Chart
Repeat and clarify directions with visuals
Use positive behavior supports and reinforce appropriate attention-getting
Prepare transition warnings such as visual timers, transition cards, fisrt/then chart
Re-write the response or strategy in a positive way: Force participation in distressing sensory activities
Never force a student to participate when they are in distress or dysregulated. Offer a break, sensory tools, an alternative option, etc.
Task Initiation Delay: A student with Autism delays in starting independent tasks
Provide breaks and calming tools during frustrating tasks
Use visual and verbal cues
Use checklists and one-step instructions: First/Then Chart
Utilize movement breaks
Use timers and task starters for initiation
Repeat and clarify directions with visuals
Use positive behavior supports and reinforce appropriate attention-getting
Prepare transition warnings such as visual timers, transition cards, fisrt/then chart
Provide sensory tools like fidgets or weighted blankets
Self-Regulation Challenge: A student with sensory sensitivities becomes highly distressed by loud noises
Use visual schedules with advance notice for changes
Use designated play zones, recess buddies or structured recess activity choices
Use social stories
Provide breaks and calming tools during frustrating tasks
Use visual and verbal cues during transitions
Practice emergency drills with visual supports
7. Use checklists and one-step instructions: First/Then Chart
8. Utilize movement breaks
Provide alternatives, quiet spaces, and tools for loud noise spaces such as the art room, music or assemblies
Use positive behavior supports and reinforce appropriate attention-getting
Prepare transition warnings such as visual timers, transition cards, fisrt/then chart
Provide sensory tools like fidgets or weighted blankets
Use co-regulation strategies for dysregulation, emotional outbursts, frustration
Morning Transition Trouble: A student with Autism is upset by unexpected schedule changes
Use visual schedules with advance notice for changes
Use visual and verbal cues during transitions
Use checklists and one-step instructions: First/Then Chart
Repeat and clarify directions with visuals
Use positive behavior supports and reinforce appropriate attention-getting
Prepare transition warnings such as visual timers, transition cards, fisrt/then chart
Provide sensory tools like fidgets or weighted blankets
Use co-regulation strategies for dysregulation, emotional outbursts, frustration
Silent Shutdown: A student with Autism shuts down after a peer says a negative comment towards them
Use social stories to support peer interactions
Provide sensory tools like fidgets or weighted blankets
Guide in peer interactions and problem resolution
Re-write the response or strategy in a positive way: Give directions once with no repetition or visuals.
Provide repeated instructions as needed, simplify directions, give directions in a multimodal way: visual, written, etc.
Sensory Seeking: A student with sensory processing disorder fidgets excessively and can be distracting to those around
Provide breaks and calming tools during frustrating tasks
Use checklists and one-step instructions: First/Then Chart
Utilize movement breaks
Provide alternatives, quiet spaces, and tools for loud noise spaces such as the art room, music or assemblies
Use positive behavior supports and reinforce appropriate attention-getting
Provide sensory tools like fidgets or weighted blankets
Use co-regulation strategies for dysregulation, emotional outbursts, frustration
Attention-Seeking Behavior: A student continuously interrupts instruction and lessons to gain peer attention
Provide breaks and calming tools during frustrating tasks
Use social stories to support peer interactions
Use visual and verbal cues
Use checklists and one-step instructions: First/Then Chart
Utilize movement breaks
Provide alternatives, quiet spaces, and tools for loud noise spaces such as the art room, music or assemblies
Use timers and task starters for initiation
Repeat and clarify directions with visuals
Use positive behavior supports and reinforce appropriate attention-getting
Provide sensory tools like fidgets or weighted blankets
Use co-regulation strategies for dysregulation, emotional outbursts, frustration
Guide in peer interactions and problem resolution
Unstructured Chaos: A student with an intellectual disability is overwhelmed during indoor recess
Use visual schedules with advance notice for changes
Use designated play zones, recess buddies or structured recess activity choices
Use social stories to support peer interactions
Use visual and verbal cues during transitions
Use checklists and one-step instructions: First/Then Chart
Repeat and clarify directions with visuals
Use positive behavior supports and reinforce appropriate attention-getting
Prepare transition warnings such as visual timers, transition cards, fisrt/then chart
Provide sensory tools like fidgets or weighted blankets
Use co-regulation strategies for dysregulation, emotional outbursts, frustration
Provide alternatives, quiet spaces, and tools for loud noise spaces such as the art room, music or assemblies
Loud Hallway: A student with ADHD is overstimulated during noisy transitions and runs ahead, away from staff
Provide breaks and calming tools during frustrating tasks
Use visual and verbal cues during transitions
Use checklists and one-step instructions: First/Then Chart
Provide alternatives, quiet spaces, and tools for loud noise spaces such as the art room, music or assemblies
Repeat and clarify directions with visuals
Use positive behavior supports and reinforce appropriate attention-getting
Prepare transition warnings such as visual timers, transition cards, fisrt/then chart
Provide sensory tools like fidgets or weighted blankets
Use co-regulation strategies for dysregulation, emotional outbursts, frustration
Re-write the response or strategy in a positive way: Complete the work for the student.
Give scaffolded tools: graphic organizers, guided notes, etc. Break down tasks or steps. Use timers, etc.
Peer Conflict: A student with social skills deficits has difficulty resolving disputes
Use designated play zones, recess buddies or structured recess activity choices
Use social stories to support peer interactions
Use co-regulation strategies for dysregulation, emotional outbursts, frustration
Guide in peer interactions and problem resolution
Attention Drift: A student with ADHD loses focus during whole-class instructions
Provide breaks and calming tools during frustrating tasks
Use visual and verbal cues
Use checklists and one-step instructions: First/Then Chart
Utilize movement breaks
Provide alternatives, quiet spaces, and tools for loud noise spaces such as the art room, music or assemblies
Use timers and task starters for initiation
Repeat and clarify directions with visuals
Use positive behavior supports and reinforce appropriate attention-getting
Provide sensory tools like fidgets or weighted blankets
Use co-regulation strategies for dysregulation, emotional outbursts, frustration
Assembly Overload: A student with sensory processing disorder is overwhelmed at assemblies
Provide breaks and calming tools during frustrating tasks
Use visual and verbal cues during transitions
Practice assemblies with visual supports and social stories
Use checklists and one-step instructions: First/Then Chart
Utilize movement breaks
Provide alternatives, quiet spaces, and tools for loud noise spaces such as the art room, music or assemblies
Use positive behavior supports and reinforce appropriate attention-getting
Prepare transition warnings such as visual timers, transition cards, fisrt/then chart
Provide sensory tools like fidgets or weighted blankets
Use co-regulation strategies for dysregulation, emotional outbursts, frustration
Unplanned Fire Drill: A student covers their ears and refuses to move
Use visual schedules with advance notice for changes
Use visual and verbal cues during transitions
Practice emergency drills with visual supports
Use checklists and one-step instructions: First/Then Chart
Repeat and clarify directions with visuals
Use positive behavior supports and reinforce appropriate attention-getting
Prepare transition warnings such as visual timers, transition cards, fisrt/then chart
Provide sensory tools like fidgets or weighted blankets
Use co-regulation strategies for dysregulation, emotional outbursts, frustration
Re-write the response or strategy in a positive way: Expect regulation without support or co-regulation strategies
Excessive Questioning: A student with anxiety repeatedly asks for reassurance
Use visual schedules with advance notice for changes
Use social stories to support peer interactions
Use visual and verbal cues during transitions
Practice emergency drills with visual supports
Use checklists and one-step instructions: First/Then Chart
Use timers and task starters for initiation
Repeat and clarify directions with visuals
Use positive behavior supports and reinforce appropriate attention-getting
Prepare transition warnings such as visual timers, transition cards, fisrt/then chart
Guide in peer interactions and problem resolution
Assembly Overload: A student refuses to attend assemblies due to crowd and noise fears
Use visual schedules with advance notice for changes
Use social stories
Provide breaks and calming tools during frustrating tasks
Use visual and verbal cues during transitions
Use checklists and one-step instructions: First/Then Chart
Provide alternatives, quiet spaces, and tools for loud noise spaces such as the art room, music or assemblies
Use positive behavior supports and reinforce appropriate attention-getting
Provide sensory tools like fidgets or weighted blankets
Use co-regulation strategies for dysregulation, emotional outbursts, frustration