# data[].attributes.body
They  safe surroundings  and interactions with otthers

# data[].attributes.body
Lanyard, clothes, phone.

# data[].attributes.body
Student got upset when asked to complete math assignment. They picked up scissors and threatened to stab me.

# data[].attributes.body
Clothing, shoes.

# data[].attributes.body
Other students or anything they can get their hands on.

# data[].attributes.body
I am not given any info about any of may students home life. When assigned a student we are given an a need to know IEP.  I need to work with this person for a few weeks before I learn their behavior. No one gives you a handbook.

# data[].attributes.body
Stop for drink of water. Deep breaths while heading to next assigned area

# data[].attributes.body
Students were asked to put book tubs books away. Male student didn’t want to continue with any more lessons so he threw the book at me, hoping to be taken out of the room. Being told to clean up for next activity was the trigger.

# data[].attributes.headline
A student was copying another student who made a mistake and erased it, he got angry and stared throwing things and screaming. The trigger was the mistake.

# data[].attributes.subject
A student was copying another student who made a mistake and erased it, he got angry and stared throwing things and screaming. The trigger was the mistake.

# data[].attributes.headline
Student threw lunch tray at another student for cutting in line.  Trigger was the other student cutting in line.

# data[].attributes.subject
Student threw lunch tray at another student for cutting in line.  Trigger was the other student cutting in line.

# data[].attributes.body
Taking several slow, deep breaths, telling myself to show love and respect to these kiddos at all times.

# data[].attributes.headline
student got upset over having to do a writing assignment.  They ran out of the classroom and tore papers off walls.  The trigger was any writing assignment.

# data[].attributes.subject
student got upset over having to do a writing assignment.  They ran out of the classroom and tore papers off walls.  The trigger was any writing assignment.

# data[].attributes.body
Sometimes a studen is not doing what they are asked to do and when pointed out it will set them off.  They leave the room, you follow. You try to talk them down. It is not working because they do not see the IA in the same way as a teacher or a councilors, etc.

# data[].attributes.headline
A student became angry and started throwing items and furniture around the room.  He threw a laptop at me. He didn't want to work on his sight words.  He wanted to play a computer game.  The work was the trigger.   

# data[].attributes.subject
A student became angry and started throwing items and furniture around the room.  He threw a laptop at me. He didn't want to work on his sight words.  He wanted to play a computer game.  The work was the trigger.   

# data[].attributes.body
Student was upset because she wanted a blue marker and became assaultive in the classroom. She threw herself on the floor, yelled at her teacher, hit and kicked desks and teachers in the classroom. She had to be physically removed from the classroom and calmed down in a safe area. After she was given a blue marker she came back to the classroom happy and calm. Telling the student "no" is a trigger.

# data[].attributes.body
A student was upset after they lost in a counting game the class was playing. The student ran from the center of the room (where we were playing the game) to a back table, shouting obscene language, climbed on top of the table and began throwing objects around the room, hitting a student.

# data[].attributes.body
student was upset about not being done with work when teacher moved on. He began to yell and run around room. He threw things off of desks and was jumping over chairs and desks. He pushed and hit other students. He was removed out of class by school leaders and later came back and was more calm and apologized.

# data[].attributes.headline
Breathing and tell myself this too shall pass, learn from the situation, and use that knowledge for the next time.

# data[].attributes.subject
Breathing and tell myself this too shall pass, learn from the situation, and use that knowledge for the next time.

# data[].attributes.body
Breathe deeply, pray for patience, and stay positive so that you can be a good role model for the students

# data[].attributes.headline
Student is triggered by changes to environment. Student refused to get off the bus when I different staff member was there to greet him. He started to become physical with staff members including kicking and hitting. 

# data[].attributes.subject
Student is triggered by changes to environment. Student refused to get off the bus when I different staff member was there to greet him. He started to become physical with staff members including kicking and hitting. 

# data[].attributes.headline
Take a deep breath, tell myself be the example.  Use as a teachable moment for self control.  Ground myself by thanking the Lord.

# data[].attributes.subject
Take a deep breath, tell myself be the example.  Use as a teachable moment for self control.  Ground myself by thanking the Lord.

# data[].attributes.body
Student was cheerful and compliant. When they did not receive their medication, they would become aggressive, verbally abusive towards others and physically abusive to self. Added supports were one on one support for that student when available and necessary.

# data[].attributes.headline
Breath. Remind myself (self talk) that immediate thing I'm trying to teach or get the student to do is not more important than their well being and dignity. 

# data[].attributes.subject
Breath. Remind myself (self talk) that immediate thing I'm trying to teach or get the student to do is not more important than their well being and dignity. 

# data[].attributes.body
Student J is triggered by transitions, especially to unknown classrooms. We provide support and incentives for success.

# data[].attributes.body
Student wanted to use electronic device when wasn't their turn. When told they had to wait got upset and tried to flip tables.

# data[].attributes.headline
child did not want to do what was asked, became upset, started cussing and throwing things. 

# data[].attributes.subject
child did not want to do what was asked, became upset, started cussing and throwing things. 

# data[].attributes.body
Student was upset with teacher, did not want to participate in activity. Turned and hit me because I was the nearest adult to lash out at.

# data[].attributes.body
Take a second before you act.

# data[].attributes.body
My self control plan is to take a deep breath, possibly close my eyes for a couple of seconds, and to remember not to take anything a student does or says personally.

# data[].attributes.headline
A boy when he was asked to do anything would begin to physically tense up, and turn red faced.

# data[].attributes.subject
A boy when he was asked to do anything would begin to physically tense up, and turn red faced.

# data[].attributes.body
Student kicked teacher. Trigger was being told she had to stay in class.

# data[].attributes.body
Student getsets mad because they can not  draw  in class. They need to  do what is asked.  Teacher takes paper away the paper and  throws it in the trash. Student gets upset.  Give that student a 3 minute break to settle down.

# data[].attributes.body
Stay positive, breathe

# data[].attributes.body
Student grabbed another student because they were upset that their mother did not purchase them the same clothing. They did not feel loved and secure. The new exciting clothing trigger the aggressive behavior.

# data[].attributes.headline
counting to 10 mentally or aloud. Taking a deep breath, and rubbing my lanyard or spinning my ring.

# data[].attributes.subject
counting to 10 mentally or aloud. Taking a deep breath, and rubbing my lanyard or spinning my ring.

# data[].attributes.body
Take a deep breath and then breathe out slowly. Instead of self talk i usually will sing a song in my head. If I'm on a break i will usually listen to music as it calms me and makes me in a better mood. Playing with my laynard or drawing on a whiteboard can keep me grounded.

# data[].attributes.headline
Student could enjoy seeing the clothing. Next they may become aggressive. Refocus the student. Look for other interests that will distract and create a  positive outcome. 

# data[].attributes.subject
Student could enjoy seeing the clothing. Next they may become aggressive. Refocus the student. Look for other interests that will distract and create a  positive outcome. 

# data[].attributes.body
The child was upset that they were not picked to complete a task and they became upset and began yelling and being disruptive

# data[].attributes.headline
Take a deep breath and count to 5 to myself, remember not to take behavior personally and be patient.

# data[].attributes.subject
Take a deep breath and count to 5 to myself, remember not to take behavior personally and be patient.

# data[].attributes.headline
students general attitude is quiet, happy, and reserved.  extra support would be needed when they have become more confrontational or easily agitated.

# data[].attributes.subject
students general attitude is quiet, happy, and reserved.  extra support would be needed when they have become more confrontational or easily agitated.

# data[].attributes.body
This student had a history of not having enough food at home. The student would act out in class, refuse to complete work, leave class when frustrated, or shout and yell at staff when asked to work. When they arrived at school, we made sure that they had breakfast and a snack to hold them over until lunch. We also gave student calming down strategies they were able to choose from. We had to avoid constant requests to complete tasks, as this would further escalate the situation.

# data[].attributes.headline
Student that loves super hero's. They can come distracted and upset. Student could grab others with clothing they want. 

# data[].attributes.subject
Student that loves super hero's. They can come distracted and upset. Student could grab others with clothing they want. 

# data[].attributes.headline
Clothing that may trigger a negative affect. 

# data[].attributes.subject
Clothing that may trigger a negative affect. 

# data[].attributes.headline
Student was upset because he forgot some class materials so he threw paper at me. Not having materials was the trigger. 

# data[].attributes.subject
Student was upset because he forgot some class materials so he threw paper at me. Not having materials was the trigger. 

# data[].attributes.body
Student is generally very happy and funny. Student needs extra support when they start to become disruptive and clearly aggitated. The extra support could be called in at first sign of the disruptive behavior in order to avoid the student becoming aggressive and angry with others.

# data[].attributes.headline
I will start playing with my wedding ring, then rub my hands, finally i will rub the back of my neck.

# data[].attributes.subject
I will start playing with my wedding ring, then rub my hands, finally i will rub the back of my neck.

# data[].attributes.body
Be patient, treat the student respectfully and just breathe.

# data[].attributes.headline
A student that usually comes in a little tired and dragging came in eyes wide open and fidgeting.  I stayed close to him and definitely between he and other students. 

# data[].attributes.subject
A student that usually comes in a little tired and dragging came in eyes wide open and fidgeting.  I stayed close to him and definitely between he and other students. 

# data[].attributes.body
I fidget with my hair and remember the quote "they are not giving me a hard time, they are having a hard time."

# data[].attributes.body
Take deep breath and be patient with student

# data[].attributes.body
Student punched a classmate in the back of the head. The trigger was that the classmate insulted the student's intelligence despite the fact that they student had already finished their portion of the assignment and was just offering to help their classmate yet that classmate told them they didn't need their help because they were stupid.

# data[].attributes.body
Deep breath in through my nose and out through my mouth, really focused. Just a reminder that I am an adult and they are a kid, it's my place to control the situation. And for grounding I use my lanyard or messing with my hair as a point of focus.

# data[].attributes.body
The student's baseline behavior was happy and willing to participate in classroom stations. Change in baseline behavior would occur if someone tried to help the student or if we were transitioning to another classroom or different activity. New level of observation would be to recognize when the student was enjoying a particular station. Added support could be to set a visual timer to remind the student that we will have to clean up and move on to other activities or classrooms.

# data[].attributes.body
WT

# data[].attributes.body
Students were leaving the carpet to go to their group of desks. The student got upset that a classmate had taken the desk he likes, he threw a book at the student and began to cry. The desk was a trigger for the student.

# data[].attributes.body
Talking deep breaths, remembering why I am there and positive self talk

# data[].attributes.headline
Students baseline behavior was generally talkative and engaging. The child started to seek attention from staff and other students more frequently disrupting class. Observation needed to be constant. 

# data[].attributes.subject
Students baseline behavior was generally talkative and engaging. The child started to seek attention from staff and other students more frequently disrupting class. Observation needed to be constant. 

# data[].attributes.body
The need to be safe and loved.

# data[].attributes.body
A child got mad for not allowing him use the laptop, run away, the tiger was the acceptance of the word no

# data[].attributes.body
Student baseline was calm and talked when asked questions. He would get worried when he couldnt figure something out or routine changed and would run.
I think making sure someone focused more on what he was doing so that they could help before he ran. Extra support wuld be to have someone one on one with him at all times.

# data[].attributes.body
Items that can become projectiles, too many hallways for students to travel through, desks, chairs, too many hiding places in school

# data[].attributes.body
Student was upset when asked to do a certain task on the computer, he got up from his seat and started running around the room, shutting off other children's computers, he we was highly agitated. The trigger was asking him to do something he didn't want to do

# data[].attributes.headline
Student became upset when they did not earn computer time and started crying and refusing to go home. The computer is the trigger.

# data[].attributes.subject
Student became upset when they did not earn computer time and started crying and refusing to go home. The computer is the trigger.

# data[].attributes.headline
Student would leave class to avoid undesired tasks.  Would start walking around area.  I would give them a more desired tasks with similar goal or with a desired object.  Did not force them to do the task that was undesired because it was in the lesson plan or scheduled.

# data[].attributes.subject
Student would leave class to avoid undesired tasks.  Would start walking around area.  I would give them a more desired tasks with similar goal or with a desired object.  Did not force them to do the task that was undesired because it was in the lesson plan or scheduled.

# data[].attributes.headline
Deep breath, set timer, assure student that they will have another opportunity for the task. Stay positive. 

# data[].attributes.subject
Deep breath, set timer, assure student that they will have another opportunity for the task. Stay positive. 

# data[].attributes.headline
A student that had been abused and witnessed abuse would run or tear apart the room.  He would start by looking around the room and ignoring me.  I used non verbal cues (cards) to see if he wanted a break or snack.

# data[].attributes.subject
A student that had been abused and witnessed abuse would run or tear apart the room.  He would start by looking around the room and ignoring me.  I used non verbal cues (cards) to see if he wanted a break or snack.

# data[].attributes.body
Clothing that contains offensive connotation to race/spirituality/ethnicity

# data[].attributes.body
A student put their hand in the air like they were going to hit someone. The student was upset that the student took their special spot around the room.

# data[].attributes.body
To  be honest and patient with the child

# data[].attributes.body
Student has a history of aggressive behavior, making threats, and running when confronted. Student lives with grandparent and has had a lot of abuse from relatives. An effective intervention is to take a break and get the student away from any other students so the student can calm down. Student gets embarrassed very easily so correcting behavior in front of peers should be avoided whenever possible.

# data[].attributes.headline
Student was normally a little active. With out meds. this student could not control herself. She needed more one on one to calm down. 

# data[].attributes.subject
Student was normally a little active. With out meds. this student could not control herself. She needed more one on one to calm down. 

# data[].attributes.headline
Student is playing nice with others. It is time for the task to stop and another task to start. Student starts crying and becoming aggressive. Give the student a warning of time ending and allow them to have a smother transition time. 

# data[].attributes.subject
Student is playing nice with others. It is time for the task to stop and another task to start. Student starts crying and becoming aggressive. Give the student a warning of time ending and allow them to have a smother transition time. 

# data[].attributes.body
Anything that can be thrown. Desk. Markers. Chairs. Books.

# data[].attributes.body
My self control plan consists of taking a deep breath and counting to 3, if I need more than that I always twist my wedding ring with my thumb 3 times.

# data[].attributes.body
Student J is very easy going and friendly. When he is becoming escalated he begins to withdraw. We should observe him during times of the day that could cause the withdrawn behavior. A staff member could give support be offering help or guidance.

# data[].attributes.body
Building a communication and trust with child can lead to a better behavior

# data[].attributes.headline
Student was asked to come sit on the carpet, leaving his chair.  Student didn't want to leave chair, so they got mad, and threw back their chair and left the room.  Moving location was the trigger

# data[].attributes.subject
Student was asked to come sit on the carpet, leaving his chair.  Student didn't want to leave chair, so they got mad, and threw back their chair and left the room.  Moving location was the trigger

# data[].attributes.headline
This student had a history of becoming easily agitated when asked to do work in the classroom.  We had to find different ways to engage their learning.  Traditional worksheets didn't work for them.

# data[].attributes.subject
This student had a history of becoming easily agitated when asked to do work in the classroom.  We had to find different ways to engage their learning.  Traditional worksheets didn't work for them.

# data[].attributes.headline
The student has a history of abuse. Their emotions can fluctuate back and forth. They may fly off at anytime. Find out what is upsetting them. Avoid talking about the students mother.

# data[].attributes.subject
The student has a history of abuse. Their emotions can fluctuate back and forth. They may fly off at anytime. Find out what is upsetting them. Avoid talking about the students mother.

# data[].attributes.body
Baseline behavior was very happy and talkative, engaged. Child became very quiet and distant. New level of observation was constant. Support that could have been added (was added) was checking in with student.

# data[].attributes.body
Normally compliant child, arrived one day combative and verbally abusive. Called for a support person to observe that he did not hurt himself or someone else.

# data[].attributes.body
Student normally came to class talkative and ready to dive into the activity. Would then come in and sleep instead of working. Usually let student sleep knowing they didn't get enough sleep at home.

# data[].attributes.body
I had a girl that is smart when I allow her to dance she can do all her school work, little love and attention

# data[].attributes.body
The child was usually happy and talkative upon arrival at school but on morning when his arrival was silent it was evident he was in a bad mood and it clear that a behavior was to occur shortly so it was best to keep other students away from him and allow him some time to adjust while keeping a close eye on him

# data[].attributes.headline
open back sandals, phone, jewelry, pen/pencils, lanyard

# data[].attributes.subject
open back sandals, phone, jewelry, pen/pencils, lanyard

# data[].attributes.body
Worked with a student whose mom was in and out of he/she's life and dad was deceased, causing he/she to be raised by grandparents. Although very loving, the grandparents had a hard time at home with he/she because of child's intense anger. A small situation like losing a game could set the student off and he/she could become very angry, throwing objects around the classroom. The safe, effective intervention was to evacuate all other students from the classroom, have the schools Behavior Interventionist (if available) come and be with the student in the room. An intervention that should be avoided in this scenario would be to keep the other students in the room while he/she is throwing things and try to talk with the student or reprimand he/she.

# data[].attributes.headline
Clothing that could trigger a negative thought. 

# data[].attributes.subject
Clothing that could trigger a negative thought. 

# data[].attributes.headline
The student had a long history of abuse and multiple foster homes. The student struggled to trust anyone including adults and children. The student suffered from anxiety and had behavior challenges. The student started a medication that made them tired in the mornings. It was best to keep consistency for this child. Familiar faces to greet the child when they arrived to school. Providing rest times and a quiet area for the child to feel comfortable. Any changes in environment should be avoided if possible. Consistency is key.  

# data[].attributes.subject
The student had a long history of abuse and multiple foster homes. The student struggled to trust anyone including adults and children. The student suffered from anxiety and had behavior challenges. The student started a medication that made them tired in the mornings. It was best to keep consistency for this child. Familiar faces to greet the child when they arrived to school. Providing rest times and a quiet area for the child to feel comfortable. Any changes in environment should be avoided if possible. Consistency is key.  

# data[].attributes.body
Student who normally talks and participates is quiet and not participating. Continue to observe and give them a break if needed. Ask if everything is ok. Report to Gen Ed teacher if behavior continues