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ECG counsellor was having a group guidance session with 2 female and 2 male students. 3 of them wanted to know more about which ITE courses they could go, given their prelim scores. The 4th student, Yu Yan, wanted to seek advice about her EAE offer.

ECG counsellor advised to arrange a separate session with Yu Yan as her concern was different from her classmates but she insisted on sitting in for the session. While the session was ongoing, the 2 male students kept joking and making fun of Yu Yan whenever she talked. The remaining female student remained quiet the whole time.

Yu Yan would glare at her classmates when they made fun of her and was seen to rock back and forth in her chair. While the male students toned down after ECG counsellor remarked on their teasing, they continued to snicker and laugh at Yu Yan.

At one point when ECG counsellor was going through possible courses that did not have any subject requirements, one of the boys suddenly shouted “What?!”, which prompted the other one to laugh loudly and they began to engage in a mock fight.

Yu Yan suddenly stood up and threw her pencil box at them. She shouted at them, “Just stop it!”, then burst into tears. Instead of stopping, the students just laughed at Yu Yan.

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Goal: Preventing problem behaviours from occurring

●Add gestures to your communication

●Use visuals

●Speak slowly, remember to pause & wait for response

●Check for understanding

●Give clear & simple instructions

●Provide transition warnings (use timers, count-downs)

●Visual supports (body movements to environmental cues)

●Schedules can be done up visually

●Positive reinforcement (what works for the student)

●I Do, We Do, You Do

●Using prompts  - to get responses, prevent errors. To be eliminated before the behaviour is considered to be learnt

●First-Then Strategy (“Let’s do this first, then we will do this”)

●Social story – meant to help persons understand social situations, expectations social cues, social rules, &/or new activities

●Structure the physical environment (4Cs)

-Create Clear boundaries

-Have Cues/Labels

-Keep area Clutter-free

-Address safety Concerns

●Use high interest materials during non-preferred tasks or activities

●Modifying the task – not too easy or too challenging

●Building in breaks

●Positive attention – catch them doing right

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Goal: Cut short the behaviour

●Interrupts, redirect & reinforce

●Planned ignoring – e.g. no response until student raises hand*

●Redirection – When a student keeps drawing on their table, you tell the student it is not ok to do that, but you can give them a piece of paper instead for them to draw on