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We have had elopers. Move desk to farthest point away from the door and have teacher/IA near door

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#3 student running of room

We had a kiddo who did this regularly and my room was on a different floor than his sp Ed teacher. We just worked out a way to message each other via text as neither of us could always follow. (He did always go to her room or mine) but just had initials and we had code words to represent different scenarios to clue each other in so we knew what he needed when he got there. Was quick and def helped a lot! It also meant I could send a student with the code words to if needed and kept his privacy

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3 - giving students an outlet for frustration: pushing against the wall, setting up the trash can as a basketball hoop to throw things in, taking walks and letting them do sensory walks to get energy out

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Scenario 2: had a student I think I may of put him on the back burner & got on him more. One day he lashed out. Tore up my room, cussed me out, etc. I realized all he wanted was to be closer to me. The rest of the year I worked with him and what he needed from me. Since then he knew what my expectations were and we worked together (my whole class did too) and there weren’t anymore lash outs.

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1 figure out what works best with the student. I need a good inventory list to help with know behaviors.

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Scenario 1 - ignoring the student as much as possible during whole group instruction. During independent work time I give the student a new paper and ask what part they want to do first; giving them a choice typically helps. Once they do one part I give them a 2 min break before they choose the next part to do. Choice and breaks can work wonders

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1: when struggling with calling out- writing down what they want to tell you and give them time to share out after completing work?

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4- I had a student this past year and I was determined to make him my best friend. Everyday he entered the room I would greet him saying “Hey Best Friend”. I would call on him constantly by saying “Best friend what are you thinking. Spill the tea. Tell me your secrets.” When he wouldn’t answer me I started making bird calls and when he asked why, I replied with “I thought you were ignoring me because I didn’t use our secret code”. This relationship ship made him engage in class and not fall asleep

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1) find what works best for the student and have first then board and choice options for what to work for. Ex. First: work Then: Break and the break would be able to choose what they want if that’s a snack, craft, etc for a set time

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Scenario 2: Provide a break or sensory items but remind them of expectations before going back into work. Show visual reminder to have a calm/safe body.

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Scenario 3. Be prepared for elopement. Hang out by the door, in front of the door handle. Physical presence makes elopement impossible but also provides a visual reminder to the student that elopement is not available.

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I have experiwnced all of those behaviors.

Escape is the most frustrating. Making connections with the studebt and identifying specific triggers and helping the student work through their issues will help.

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Scenario 4: Had to start incorporating a lot more breaks and movement, as well as morning check-ins before class to give a pep talk for learning and providing incentives after work is complete.