# data[].attributes.attachment_link.title
Crisis Int IDD Session ONE of TWO virtual sessions 2022-23

# data[].attributes.attachment_link.title
Crisis Int IDD Session TWO of two virtual sessions 2022-23

# data[].attributes.attachment_link.readable_text
Description. When students engage in disruptive behaviors in the classroom, they may be seeking to escape or avoid an academic task (Packenham, Shute, & Reid, 2004). With the Class Pass intervention, the student is able to use a limited number of passes to take brief (8-12 minute) work breaks to engage in preferred activities without disrupting instruction (Collins et al., 2015; Cook et al., 2014). To promote increased work tolerance, however, the student is also given an incentive to retain passes unused to redeem later for rewards.

This article lays out the procedures for using Class Passes (based on the work of Collins et al., 2015; Cook et al., 2014).

Preparation. In advance of the Class Pass intervention, the teacher:

1. decides how many Class Passes to issue. The teacher determines the number of Class Passes issued to the student each day. As a guide, research shows that 3 passes per day (elementary) or class period (middle or high school) have generally been sufficient to substantially increase academic engagement. Review these examples of Class Passes

2. determines the length of the work break. When the student uses a Class Pass, that learner receives a short break from academic work. The teacher chooses the length of these brief breaks. Research supports a 10-minute break period for elementary students and a 5-minute break for secondary-level students.

3. decides on the minimum wait-time between work breaks. Once a student has used a Class Pass to take a break, that student is expected to resume work for a minimum period before being allowed to request another break. The teacher chooses the minimum wait-time period between breaks. Research suggests that a minimum wait-time of between 7 and 15 minutes to be effective.

4. identifies allowed break activities. The teacher and student develop a list of activities that the student can engage in during work breaks. Acceptable activities should be reinforcing for the student, cause minimal distraction to peers, and be manageable within the time-limits of the break (e.g., 10 minutes). Examples of appropriate activities might include drawing at one's desk or using a computer math-skills program at the back of the classroom. If there are particular rules or exceptions associated with any of the activities, these expectations should be clearly defined. For the activity using a computer math-skills program, for example, teacher and student may agree that this activity is available throughout the day except when other students are using that program for math instruction. More detailed instructions for identifying break activities can be found in the organizer Class Pass: Selecting Break Activities.

5. creates a reward menu. The teacher and student identify several positive reinforcers ('rewards') that the student can access by redeeming unused Class Passes. These rewards are arranged in a menu format, with information about how many unused Class Passes are required to access each reward. Appropriate reward choices are those that are permissible in the classroom or school, viewed as reinforcing by the student, and available at little or no cost. Guidelines for assembling a reward menu can be found in the organizer Class Pass: Building a Reward Menu.

Student Training. When the Class Pass program is ready to start, the teacher trains the student. The training should follow the sequence of coach (the teacher describes the procedures), model (the teacher demonstrates for the student what the procedures look like), and practice (the teacher has the student practice the procedures with instructor feedback). While this training can most likely be completed in a single session, the teacher should be prepared to provide additional training sessions if the student needs them.

Most of the steps that the student is to be trained in are explained in the 'Procedures' section that follows. During this training, the teacher also:

helps the student to recognize signs that a work-break is needed. The teacher tells the student that a work-break might be needed when the learner feels confused, bored, frustrated, or tired during academic work. The student can then be prompted to come up with specific examples of when they might need to take a work-break.

identifies the sequence for requesting a work-break. The student is told that, to initiate a work-break, he or she raises a hand and waits patiently for teacher acknowledgement and approval before starting the break.

informs the student when work-breaks are not permitted. The student is informed that Class Pass breaks are off-limits (1) during exams, (2) if the student has already used up all available Class Passes for the session or day, or (3) if the student requests a work-break too soon after requesting a previous work-break.

Procedures. When the Class Pass is in effect, here are the daily steps that make up this intervention:

1. The teacher issues the allotted Class Passes. The instructor starts the day or period by issuing the student the agreed-upon number of Class Passes (e.g., 3).

2. The student requests Class Pass breaks when needed. During academic tasks, the student monitors his or her emotional response. If needed, the student signals the request for a Class Pass break by raising a hand and waiting for the teacher to acknowledge and approve the request. The student surrenders a Class Pass and begins the break.

3. The student takes the timed work-break. When the student starts the work-break, the teacher or other supervising adult starts a timer set to the break length. At the end of the break, the student returns to the work setting and resumes the academic task.

4. The student is credited with unused Class Passes and selects rewards. At the conclusion of the instructional period or day, any Class Passes the student has not used are credited to that learner. Periodically and in a timely manner (e.g., daily, every other day), the student has an opportunity to review the reward menu and 'purchase' rewards for which the student has collected sufficient Class Pass credits.

Troubleshooting/Tips. Here are teacher tips to get the greatest benefit from using the Class Pass intervention:

Remind students to use the strategy. When the teacher observes the student being non-compliant, appearing frustrated, or otherwise displaying potential escape-and-avoid behaviors, the instructor can gently remind the student of the intervention: e.g., "You can follow instructions or you can take a Class Pass break. It's your choice."

Pair Class Passes with academic supports. If the student appears to habitually engage in behaviors to escape or avoid academic tasks, it is likely that the learner experiences real difficulty in completing the assigned work. In this common scenario, the Class Pass system can quickly reduce disruptive behaviors-but does not address the academic deficits that are the root cause of those behaviors. Students who fit this profile, therefore, should also be provided with appropriate academic supports to help them to successfully complete schoolwork and eventually eliminate the need for scheduled work-breaks.

Periodically update activities and rewards. To maintain the effectiveness of the Class Pass system, the teacher may want to re-meet with the student every several weeks or so to update the work-break activities and Class Pass reward menus. Refreshing these intervention elements occasionally can sustain student motivation.

Fade Class Passes over time. As the student shows the ability to tolerate longer work-periods and save unused Class Passes for rewards, the teacher should frequently reinforce the student by praising gains in academic engagement as well as increased work production and improved grades. Along with consistent use of praise, the instructor can gradually reduce the number of Class Passes assigned per day (e.g., dropping from 3 to 2, etc.) until the student is able to complete academic work without supports and the intervention can be discontinued.

Student Training. When the Class Pass program is ready to start, the teacher trains the student. The training should follow the sequence of coach (the teacher describes the procedures), model (the teacher demonstrates for the student what the procedures look like), and practice (the teacher has the student practice the procedures with instructor feedback). While this training can most likely be completed in a single session, the teacher should be prepared to provide additional training sessions if the student needs them.

Most of the steps that the student is to be trained in are explained in the 'Procedures' section that follows. During this training, the teacher also:

helps the student to recognize signs that a work-break is needed. The teacher tells the student that a work-break might be needed when the learner feels confused, bored, frustrated, or tired during academic work. The student can then be prompted to come up with specific examples of when they might need to take a work-break.

identifies the sequence for requesting a work-break. The student is told that, to initiate a work-break, he or she raises a hand and waits patiently for teacher acknowledgement and approval before starting the break.

informs the student when work-breaks are not permitted. The student is informed that Class Pass breaks are off-limits (1) during exams, (2) if the student has already used up all available Class Passes for the session or day, or (3) if the student requests a work-break too soon after requesting a previous work-break. Student Training. When the Class Pass program is ready to start, the teacher trains the student. The training should follow the sequence of coach (the teacher describes the procedures), model (the teacher demonstrates for the student what the procedures look like), and practice (the teacher has the student practice the procedures with instructor feedback). While this training can most likely be completed in a single session, the teacher should be prepared to provide additional training sessions if the student needs them.

Most of the steps that the student is to be trained in are explained in the 'Procedures' section that follows. During this training, the teacher also:

helps the student to recognize signs that a work-break is needed. The teacher tells the student that a work-break might be needed when the learner feels confused, bored, frustrated, or tired during academic work. The student can then be prompted to come up with specific examples of when they might need to take a work-break.

identifies the sequence for requesting a work-break. The student is told that, to initiate a work-break, he or she raises a hand and waits patiently for teacher acknowledgement and approval before starting the break.

informs the student when work-breaks are not permitted. The student is informed that Class Pass breaks are off-limits (1) during exams, (2) if the student has already used up all available Class Passes for the session or day, or (3) if the student requests a work-break too soon after requesting a previous work-break.

References

Collins, T. A., Cook, C. R., Dart, E. H., Socie, D. G., Renshaw, T. L., & Long, A. C. (2015). Improving classroom engagement among high school students with disruptive behavior. Evaluation of the class pass intervention. Psychology in the Schools, 53(2), 204-219.

Cook, C. R., Collins, T. A., Dart, E., Vance, M. J., McIntosh, K., Grady, E. A., & Decano, P. (2014). Evaluation of the class pass intervention for typically developing students with hypothesized escape-motivated disruptive classroom behavior. Psychology in the Schools, 51(2), 107-125.

Packenham, M., Shute, R., & Reid, R. (2004). A truncated functional behavioral assessment procedure for children with disruptive classroom behaviors. Education and Treatment of Children, 27(1), 9-25.

# data[].attributes.attachment_link.title
How to Reduce Disruptive Behaviors Through a Brief Escape Break: Class Pass

# data[].attributes.attachment_link.description
Description. When students engage in disruptive behaviors in the classroom, they may be seeking to escape or avoid an academic task (Packenham, Shute, & Reid, 2004). With the Class Pass intervention, the student is able to use a limited number of passes to take brief (8-12 minute) work breaks to engage in preferred activities without disrupting instruction (Collins et al., 2015; Cook et al., 2014).

# data[].attributes.attachment_link.readable_text
Students with behavioral disorders or ingrained patterns of non-compliant or defiant behaviors may receive in-class or out-of-class time-out as a disciplinary consequence. However, use of time-out (from reinforcement) has the serious drawback that students miss instruction while in time-out. Furthermore, because students are often directed to time-out when emotionally upset, there is a significant likelihood that they will resist the time-out placement, thus creating the potential for teacher-student power-struggles, classwide disruptions, and other negative outcomes.

Active-Response Beads-Time Out (ARB-TO: Grskovic et al., 2004) is an intervention to replace in-class time-out that is easy to use. It promotes students' use of calm-down strategies when upset, enhances behavioral self-management skills, and minimizes exclusion from academic activities.

Preparation. The teacher makes a sufficient number of sets of Active Response Beads (ARBs) to use in this intervention--depending on whether the strategy is to be used with one student, a small group, or the entire class.

The materials needed to create a single Active Response Bead set are:

ten 3/4-inch/1.9-cm beads with hole drilled through middle

A 38-cm/15-inch length of cord

To make a set of Active Response Beads, the teacher strings the 10 beads on the cord and ties a knot at each end.

Training. The teacher meets for at least 2 sessions with the student(s) who will be using the Active Response Beads-Time Out strategy. The teacher introduces ARB-TO as a way to self-manage emotions and classroom behaviors to increase classroom success and reduce number of time-outs. In each training session, the teacher and student practice steps of the ARB-TO procedure (outlined below). Training concludes when student(s) demonstrate understanding and compliance with the procedure.

Procedure. The ARB-TO can be used whenever the student displays defiant, non-compliant, acting-out, or escalating behaviors (e.g., refuses to engage in classwork, leaves seat without permission, talks out, makes rude or inappropriate comments or gestures, or engages in less-serious acts of aggression or property destruction). NOTE: Educators should be aware that the teacher's role in providing prompts, feedback, and praise to the student throughout the ARB steps is crucial to the intervention's success.

Here are the 4 ARB-TO steps:

Teacher: The teacher directs the student to "go get an ARB".

Student: The student walks to the teacher's desk (or other classroom location), picks up a set of Active Response Beads and returns to seat.

Teacher: The teacher praises compliance and directs the student to begin the ARB-TO procedure:

"Thanks for getting your ARB . You need think-time for [describe problem behavior]. Put your head on the desk and use your ARB."

Student: The student puts head on desk and counts down slowly from 10 to 1. The student starts counting in an audible voice. With each number in the count, the student:

takes a deep breath and slowly releases;

moves a bead along the cord from the left to the right side of the ARB;

gradually reduces voice volume--to conclude in a whisper on the last number.

Upon completing the count, the student raises head from desk.

Teacher: The teacher praises successful use of the ARB-TO strategy and prompts the student to return the ARB to the teacher

"Good job using the ARB. Please bring it up to me."

Student: The student gives the teacher the ARB and returns to seat.

Teacher: The teacher again praises use of ARB-TO, directs the student to resume the academic task or rejoin the academic activity, and offers support as needed.

"Thanks for using the ARB and for returning it to me. Please continue with your assignment/ rejoin our activity. I will be over to check on how you are doing in a moment."

Student: The student resumes the academic task or rejoins the learning activity.

Adaptations. Here are two adaptations of the ARB-TO procedure to increase convenience and extend student skills:

Replace Beads With 'Desk Dots'. Teachers may want to use the student self-directed calm-down strategy represented by ARB-TO but also wish to avoid managing sets of beads or having emotionally upset students leave their seats to retrieve bead sets. A low-key adaptation of the ARB-TO is the substitution for the beads of a series of 10 dots numbered in descending order printed on a slip of paper and affixed to the student's desk. The student is then trained, when directed by the teacher, to apply the ARB-TO count-down/calm-down procedure using dots.

Train Students to Self-Manage Use of ARB-TO. As students become familiar with, and comfortable using, Active Response Beads-Time Out, the teacher can give those students their own bead sets. Students would then be encouraged to monitor their own emotional states and use the beads (or Desk Dots) when needed as a calming device--without teacher prompting.

The teacher directs the student to "go get an ARB".

The student walks to the teacher's desk (or other classroom location), picks up a set of Active Response Beads and returns to seat.

The teacher praises compliance and directs the student to begin the ARB-TO procedure:

"Thanks for getting your ARB . You need think-time for [describe problem behavior]. Put your head on the desk and use your ARB."

The student puts head on desk and counts down slowly from 10 to 1. The student starts counting in an audible voice. With each number in the count, the student:

takes a deep breath and slowly releases;

moves a bead along the cord from the left to the right side of the ARB;

gradually reduces voice volume--to conclude in a whisper on the last number.

Upon completing the count, the student raises head from desk.

The teacher praises successful use of the ARB-TO strategy and prompts the student to return the ARB to the teacher

"Good job using the ARB. Please bring it up to me."

The student gives the teacher the ARB and returns to seat.

The teacher again praises use of ARB-TO , directs the student to resume the academic task or rejoin the academic activity, and offers support as needed.

"Thanks for using the ARB and for returning it to me. Please continue with your assignment/ rejoin our activity. I will be over to check on how you are doing in a moment."

The student resumes the academic task or rejoins the learning activity.

References

Grskovic, J. A., Hall, A. M. Montgomery D. J., Vargas, A. U., Zentall, S. S., & Belfiore, P. J. (2004). Reducing time-out assignments for students with emotional/behavioral disorders in a self-contained classroom. Journal of Behavioral Education, 13(1), 25-36.

# data[].attributes.attachment_link.title
How To: Reduce Time-Outs With Active Response Beads

# data[].attributes.attachment_link.description
Students with behavioral disorders or ingrained patterns of non-compliant or defiant behaviors may receive in-class or out-of-class time-out as a disciplinary consequence. However, use of time-out (from reinforcement) has the serious drawback that students miss instruction while in time-out.

# data[].attributes.attachment_link.title
De-Escalation Techniques in the Classroom

# data[].attributes.attachment_link.title
Visual supports for autism: a step by step guide - Autism Awareness

# data[].attributes.attachment_link.description
People with ASD tend to learn best using visual supports like pictures or sign language rather than auditory input. Here is a guide to resources and best practices

# data[].attributes.body
click here to access a separate padlet of resources and information about autism spectrum disorders

# data[].attributes.body
link to a separate padlet of resources for creating and using social stories and social narratives

# data[].attributes.body
link to a separate padlet of resources for supporting individuals using AAC

# data[].attributes.attachment_link.title
Making Core Count_ Core Vocabulary in Activity-Based Instruction [360p]

# data[].attributes.attachment_link.title
AAC Generalizing CV Use in Classrooms 2019

# data[].attributes.attachment_link.authors[].name
Fairfax Network - Fairfax County Public Schools

# data[].attributes.attachment_link.title
Augmentative and Alternative Communication (AAC ) Devices

# data[].attributes.attachment_link.title
Introduction to Augmentative and Alternative Communication (AAC)

# data[].attributes.attachment_link.title
How to make a Personal Communication Dictionary

# data[].attributes.attachment_link.title
Sensory Processing Challenges on the School Bus

# data[].attributes.attachment_link.title
50 Ways to Avoid Power Struggles With Children - Positive Time-Out by Dr. Jane Nelsen

# data[].attributes.attachment_link.description
PBISWold.com Tier 1 Positive Behavior Intervention and Support targeted toward large groups, schools, and settings. Avoid Power Struggles is an essential intervention for the oppositional, defiant, authority challenging, argumentative, and power struggle engaging student, child, and adolescent.

# data[].attributes.attachment_link.title
5 Ways You Should Handle a Power Struggle

# data[].attributes.attachment_link.description
This special education blogger shares 5 ways she’s learned to avoid or handle a power struggle with students to avoid making the problem worse.

# data[].attributes.attachment_link.title
Avoiding Power Struggles in the Classroom

# data[].attributes.attachment_link.description
by Dr. Kelly Gfroerer and Dr. Jane Nelsen Image from the Positive Discipline Teacher Tool Cards One of the most difficult classroom management challenges is avoiding power struggles. Remember, it takes two to engage in a power struggle. The Mistaken Goal Chart shows us that your feelings are…

# data[].attributes.attachment_link.readable_text
As an educator or parent, getting into a power struggle can be an awful thing. We waste so much of our energy trying to get we we want that we sometimes forget what our goal was in the first place. Power struggles can be especially difficult with kids with ADHD, autism, oppositional-defiant disorder, and other social-emotional challenges. After teaching middle school special education in a behavioral classroom for ten years, I've picked up a few strategies on how to avoid (and get out of) power struggles.

If you find yourself needing more support with de-escalation strategies for kids and young adults, consider this De-escalation Strategies Guide with a detailed educator guide, sample scenarios, proactive strategies, and de-escalation techniques.
Here are some strategies for avoiding power struggles that you can use right away:
1. Develop a relationship early on. This is by far the most important element to reducing power struggles with kids and young adults. Talk to kids about what they're interested in and spend time learning about those topics. That often means talking about non-school related topics, and that's okay. Time spend on relationship building is never time wasted. It's a prerequisite for learning.

2. Hide your frustrations. We all get frustrated with students sometimes! When that happens, take a breath and walk away. Kids really need more positivity in their lives. By showing our frustrations, we are just making kids feel poorly about themselves instead of helping them reach their individual potentials.

3. Be kind. A kind tone and "please" really can go a long way. Sometimes this can be all the child or young adult wants. Other times, kids are so shocked that someone would ask them so politely, they just end up following through right away. Be reflective with yourself frequently about how you might be coming off to another individual.

4. Give the expectation and run. That means what it says! Literally tell the child your expectation or direction privately and then get out of there. Don't give the child a chance to talk back to you or tell you they aren't going to do it. Get out of there!

5. Ignore what you can ignore. If a behavior isn't interfering with the learning of others, try to ignore it. Even if it bothers you personally (like pen clicking or tapping), let it go. Most likely, another student will end up politely correcting the child. This is really the best thing when this happens because kids listen to each other much more than they listen to adults! Additionally, sometimes our reactions are actually the reinforcement that kids are looking for. By ignoring many behaviors, we are helping to extinguish them. When you want to correct a behavior, consider if you can ignore it or not first.

6. Let the child or young adult get the last word. This seems counter-intuitive in the education world. Adults always feel the need to get the last word with kids, but so often it really does not get us anywhere except further argument! My favorite strategy is just to pretend I didn't hear it when a student talks back or says something negative under their breath. Things like, "I'm not doing it," and "This is a stupid project," can just be completely ignored! It will make your life easier in the end.

7. Listen and validate. If a student is having a problem or starts to argue, listen to them without interrupting. Validate them by saying, "I see your point," and "So what you're saying is...?". Spending that extra time just listening to a student and letting them have a voice can defuse power struggles before they start.

8. Explain your reasoning. Let students know, "I really need all eyes on me right now so I can explain the directions to the lab and then you can go off with your groups." Kids need to know why they should be paying attention and following rules. So often, a simple explanation can make a big difference.

9. Give choice. It's healthy for kids and young adults to have choices. On a math homework page, let kids choose any ten to finish. For a presentation, allow students to select whether to do an oral report, a multimedia presentation, or write a report. Even really small choices can make a big difference. For example, if you have a student who struggles working with group work, ask them to choose between two groups.

10. Be flexible. Kids and young adults need structure, of course, but adults need to show they are flexible and compassionate, too. Don't get stuck on having one right way to do things. My favorite example is letting students use gel pens to complete their work. I have never in my life seen middle schoolers so excited to complete homework. If students are working and growing, it's okay to be a bit flexible in how they do it.

11. Know how to back out of power struggles. Finally, if you do happen to get in a power struggle, here is a winning phrase that can stop the battle right away: "Let's talk about that later". It defuses the situation, lets the child or young adult know you will follow up, but puts the disagreement on hold. This is a great way for teachers to address the behavior without making a huge deal of it in the moment. It tells your other students that you are handling the behavior, just not at the moment. Get this list of over 50 free de-escalation strategies you can use right away.

12. Compromise with a goal in mind. Consider what your goal is for the child. Do you want them to finish an assignment? Work in a group? Finish their test? Stay quiet during a lesson? Be willing to make accommodations and compromise with the student in order to have them meet your expectation for them. Let's consider an example. Let's say a student is outright refusing to start their math homework. They tell you it's too long and they don't do homework. If your goal is to help that student work on some math problems, ask them how many they think they could finish before the end of class. Compromise on a number and assign only those ones. While it's not where you want the student to be, it's a stepping stone to get there.

13. Embrace the behaviors you can. If a student has their phone out in class when they shouldn't, direct them to look up a question about your curriculum and then give them time to share the answer with the class. When a student makes a joke, make a joke right on back! This has to be done thoughtfully, but it's healthy to embrace the challenges when you can.

If you are interesting in this topic, be sure to read my article on 50+ de-escalation strategies with a free printable list!

# data[].attributes.attachment_link.description
As an educator or parent, getting into a power struggle can be an awful thing. We waste so much of our energy trying to get we we want that we sometimes forget what our goal was in the first place.

# data[].attributes.attachment_link.title
How to Avoid Power Struggles | Crisis Prevention Institute (CPI)

# data[].attributes.attachment_link.description
Is there someone who constantly baits you into a power struggle? This will help you change things from negative to productive.

# data[].attributes.attachment_link.readable_text
Anxiety is a huge barrier to learning and very difficult for educators to identify. "When anxiety is fueling the behavior, it's the most confusing and complicated to figure out," Minahan said. That's because a student isn't always anxious; it tends to come and go based on events in their lives, so their difficulties aren't consistent. When we are anxious our working memory tanks, making it very difficult to recall any salient information.

Researchers surveyed a group of first graders none of whom had any reading or math disabilities. Those who had been diagnosed with an anxiety disorder were eight times more likely to be in the lowest achieving group in reading, and two-point-five times more likely to be in the lowest quartile in math achievement by the spring.

"Anxiety is a learning disability; it inhibits your ability to learn," Minahan said. But it isn't usually recognized as a learning disability and there is almost never a plan for how to address it in the classroom. "For kids with anxiety, the 'can'ts fluctuate," Minahan said. "When they're calm they can. When they're anxious they can't. And that's very deceiving."

Anxiety isn't about ability, it's about interference, which means that traditional rewards and consequences don't often work with this group of learners.

"Rewards and consequences are super helpful to increase motivation for something I'm able to do," Minahan said. But an anxious person's brain has shut down and they aren't able in that moment to complete the task being asked of them. The best way to combat this tricky problem is to try to prevent anxiety triggers and build up students' social and emotional skills to cope with the moments when anxiety sets in.

When kids are in the throes of bad behavior they have poor self-regulation skills, often get into negative thinking cycles that they can't stop, have poor executive functioning, become inflexible thinkers and lose social skills like the ability to think about another person's perspective. That's why kids can seem so unempathetic when teachers ask, "how do you think that made Sam feel?" At that moment, the student acting out has no ability to take Sam's perspective, but a few hours later or the next day, he might be able to show the remorse educators want to see.

ALL BEHAVIOR HAS A FUNCTION

Bad behavior is often connected to seeking attention, and when kids act out, they can see the results.* "Negative attention is way easier to get and hands down easier to understand," Minahan said. "It's much more efficient." Adults tend to be unpredictable with attention when a student is doing what she is supposed to do, but as soon as there's a dramatic, obvious tantrum, the student has the teacher's attention. And negative attention is powerful -- one student can hijack a whole classroom.

A common teacher response to low-level negative attention seeking is to ignore the student. The teacher doesn't want to reward bad behavior. "I want to caution you about ignoring someone with anxiety because their anxiety goes up," Minahan said. Ignoring an already anxious student can accidentally convey the message that the teacher doesn't care about the student, and worse might escalate the situation. Perhaps a teacher can ignore a student tapping his pencil or banging on his desk, but threatening behavior can't be ignored. And the student learns exactly what level of behavior he must exhibit to get attention.

TIP 1: Instead, "what you need to do is make positive attention compete better," Minahan said. She often suggests that teachers actively engage the most difficult student at the beginning of class saying something like, "I can't wait to see what you think of this assignment. I'm going to check on you in 5 minutes." When the teacher actually comes back in five minutes, validates the student's progress, and tells her another check-in is coming in ten minutes it sets up a pattern of predictable attention for positive behavior. And while it might seem unfair to take that extra time and care with one student, it ultimately saves instruction time when a teacher doesn't have to deal with a tantrum that sends the student out of the room.

TIP 2: Often in an attempt to form a positive relationship with a student teachers will publicly praise positive behavior. That can backfire, especially with anxious kids who don't want any extra attention from peers. Private or non-verbal praise is often better. Minahan recommends pulling students aside at the beginning of the year to ask how teachers can best tell them they're proud. "It's a gift to your February self if you can figure out a system now, otherwise you'll get stuck on the negative attention scale," Minahan said.

Tip 2.1: She also recommends fact-based praise as opposed to general praise. Vague praise is easy to dismiss.
ANTECEDENTS TO BAD BEHAVIOR
Many kids have predictable anxiety triggers like unstructured time, transitions, writing tasks, social demands or any unexpected change. Similarly the antecedents of negative behavior are fairly predictable: unfacilitated social interactions, interaction with an authoritative adult, being asked to wait, when demands are placed, being told no, writing, and transitions.**

Tip 3: "Teach waiting now," Minahan said. "When you are anxious, despite your age, it's very hard to wait." She was asked to observe a boy who constantly disrupted class. Minahan soon noticed the boy often did his work, but if he finished early or there was downtime in the class, he would start causing trouble. When Minahan pointed this out to him he had no idea what "wait time" was. She had to spell out to him that when he finished a task he should apply a strategy, like turning over the paper and doodling appropriately on the back. After this small intervention the student's behavior was so improved that his teacher thought he'd gone on medication.

'You can have really bright, able children whose anxiety is interfering so much.'

For kids with anxiety, there are a number of strategies teachers can employ. The first is not to take any student behavior personally. The student isn't trying to manipulate or torture the teacher, his behavior is reflecting something going on internally. Often a short movement break can help relieve anxiety, but not the way they are commonly given.

Minahan described a seventh grade girl who was recovering from an eating disorder. The girl was scraping her arms so badly they would bleed. After lunch, predictably, the behavior was worse, so her teachers were letting her color and draw to relieve her anxiety. Another common break is to tell a student to go get a drink of water down the hall. The coloring break wasn't working for this seventh grader and Minahan soon figured out why. "We accidentally left her alone to fester in her anxious thoughts," she said.

Tip 4: Leaving class doesn't give the student a break from internal negative thoughts like "I'm fat," or "I'm not smart enough," which paralyze thinking. But a break paired with a cognitive distraction does offer respite from the "all or nothing" thinking that's so common with anxious students. An older student might take a break and record herself reading a book out loud for a younger student with dyslexia. It's impossible to read out loud and think another thought. Other distractions could include sports trivia, sudoku or crossword puzzles. Little kids might do a Where's Waldo or look through a Highlight magazine for the hidden picture.

Tip 5: When teachers want to wrap up a task they often use a countdown. "Silent reading time is going to be over in five minutes." But counting down doesn't support a high achieving anxious child who feels she must finish. And it takes a lot of executive function skills and cognitive flexibility to fight the urge to keep going after the time is up. So instead of counting down, a teacher might walk over to that student and say, let's find a good stopping point. She may stop a minute later than the rest of the class when she reaches the designated point, but it won't escalate into a tug-of-war.

Transitions are another common time for kids to act out. Younger students often don't want to come in from recess, for example. But when a teacher says, "Line up. Recess is over. It's time for your spelling quiz," it's no wonder the student doesn't want to go from something he loves to something he hates.

Tip 6: The teacher can give students an in-between step to make the transition more palatable. Go from recess, to two minutes of coloring, to the spelling quiz. The intermediary step gives that non-compliant student behavioral momentum. He's already sitting down, quiet, with pen in hand, so the jump to spelling isn't as jarring.

For middle and high school students, school is all about being social, but the only times students get to see their friends are in the two to five minute passing periods between classes. Again, the transition is from something they love to something they hate, so don't make that transition extra hard by collecting homework as they come in the door. The toughest kids are probably already not doing well in the class, and a reminder of the homework exacerbates feelings of inadequacy.

Tip 7: One high school geometry teacher started playing two minute YouTube videos about geometry as students came into class. It got students from the hallway into the classroom without thinking negatively and her class started to run more smoothly. She didn't have the same interruptions she used to, which made the lost two minutes seem worth it.

Tip 8: Minahan also likes some of the biofeedback tools that are now available, like the EmWave. A wound up student puts a sensor on his finger and calming down becomes a game. He might start out with a picture of a black and white forest, but as he calms down (and the sensor monitors his heart rate) the colors start to pop in. It can take as little as two to five minutes to completely calm a kid down when they can see the feedback so clearly.

"I like it because it's so concrete," Minahan said. A student with high functioning autism might not even know what a teacher means by "calm down," but with the biofeedback device she can see what it means.

WORK AVOIDANCE

Minahan says it's very common for students to have trouble initiating work, persisting through work and asking for help, but there are strategies to help kids build the skills to get better in these areas.

"You can have really bright, able children whose anxiety is interfering so much," Minahan said. The anxiety isn't coming from nowhere; it's coming from prior experiences of feeling frozen and stupid. In that moment the child's working memory isn't working, so teachers need to find ways to bypass it until the anxiety passes.

Tip 9: One way is to let students preview the work for the day. In the morning, an elementary school teacher might work on the first few problems with the anxious child so she knows she can do it. Then, when it's time for that work later in the day, that child receives the sheet she's already started and can go from there.

Tip 9.1: In high school, teachers can give students with trouble initiating the preview as homework. Students can start at home without any pressure and continue at school. "Fight or flight is the worst when they first see it," Minahan said, so try to bypass that moment and prevent a breakdown.

Tip 10: At the same time, when the teacher names the strategies a student is employing, he is helping the student build a toolbox that can be used independently. Strategies might include, asking a teacher to help her start when she feels frozen, or asking to preview the homework. For perfectionist students, difficulty starting can stem from a fear of messing up. Give those students dry erase boards, where the mess ups can be easily erased. It helps when teachers treat the difficulty starting as a small problem and say something like, "Looks like you're not initiating. What strategy are you going to use?"

'When I shift the reinforcement to skills, I've noticed the skills go up and that's what makes the difference for the kids who have mental health difficulties.'

Tip 11: Some strategies to build persistence include skipping the hard ones and doing the ones a student knows first, working with a buddy, and double checking work on problems that have been completed.

Giving help in class is often a tricky balance, especially if a student is too embarrassed to ask vocally. Instead of acting out because she can't do the work, the student might raise her hand, pass the teacher a note or make eye contact. Then the teacher has to be careful not to give too much help. "We accidentally create dependency because we help so much," Minahan said.

That goes for academics as well as behavior. Often a teacher will notice a student becoming agitated and dysregulated and tell him to take a short walk. But ultimately the student will be better served if he can learn to monitor himself and implement strategies when he notices early signs of agitation. "Kids have to learn how to catch themselves on the way up and calm down there," Minahan said, because that's when the strategies work. But kids need to be taught how to recognize the signs.

Tip 12: Teach kids how to do a body check. With younger students a teacher can describe the signs of agitation as they are happening so the student starts to recognize them. With older students, ask them where in their body they feel anxious, for example, "in your belly?" "Give them the data every day," Minahan said. "This is your body on the way up." After the groundwork has been laid, a teacher can just say "body check, please" to let a student know it's time to check in with themselves and start using a strategy.

But what can you do when a kid is already exploding? Minahan says, not much because the child will have a very hard time reacting in a reasonable way once he or she is riled up.

Tip 13: What educators can do is anticipate those moments and rehearse self-calming strategies when the child is calm.

In one case, Minahan knew an elementary student she was working with was going to have a traumatic change in her life. The child's mom was giving her up to foster care and the date had been set. To prepare for what would undoubtedly be a moment when the student couldn't control herself, Minahan had her practice self-calming in the social worker's office, where she would probably go on the day. Twice a day for five minutes she rehearsed a self-calming routine when she was already calm so her working memory was available and she was learning the strategies.

When the day came and the child did freak out, Minahan quickly got her into the office with very little touching or verbal interaction which might further set her off. Once there, the girl got into her routine, and started singing to herself as a cognitive distraction. "The rehearsal allowed for automaticity and did not require cognition or working memory in that moment," Minahan said.

Tip 14: Rehearse replies to confrontations. Minahan worked with a high school student who constantly got in fights. If he felt disrespected he'd start swinging. Together they rehearsed over and over him saying, "I don't have time for this," and walking away. During the rehearsals, Minahan gave him something to hold in his hands as he said this. And soon, he stopped getting in fights. It gave him the moment he needed to make a decision not to use his fists and a go-to automatic reply.

Tip 15: Use data to disprove negative thinking. Writing is a common barrier for kids with anxiety, Minahan said. But one way to begin getting students past this hurdle is to ask them how hard a task will be before they start and again after they've completed it. Almost always the perception of the task is worse than the actual task. With several weeks of data you can show students the pattern in their responses.

Minahan worked with a girl who hated writing so much that she was skipping school twice a week. She would often say that writing was torture to her. Minahan broke writing down into component parts with corresponding strategies for getting started on each part. When the student worked on a writing task Minahan would ask her how many strategies she employed. Often the girl didn't use that many strategies, which didn't fit with her own conception of herself. "We reframed her whole thinking and she felt more empowered to solve her problems," Minahan said.

INTERACTION STRATEGIES

In any interaction with students teachers can only control their own behavior, but that's actually a lot of power. "We are 50% of every interaction with a child," Minahan said. "We have a lot of control over that interaction."

Tip 16: If a teacher gets off on the wrong foot with a student early in the year, try randomly being kind to the child, rather than only giving positive attention based on his or her behavior. This kind of noncontingent reinforcement helps the child to see the teacher likes him for who he is, not because he does math well or reads perfectly, Minahan said.

Tip 17: In areas where the difficult student is competent, give her a leadership role. Maybe let her take a younger child to the nurse or start an activity club. This helps change the child's perception of herself and also her relationship to the teacher.

Tip 18: When demanding something of a student, don't ask yes or no questions and teach kids not to ask yes or no questions. In that scenario, someone has a 50 percent chance of being disappointed with the answer. By changing the question, the teacher opens the door for the answer to be diffusing, rather than an escalation of defiance. For example, if a student asks, "Can I work with Jack?" The teacher can reframe the question: "Oh, did you want to know when you could work with Jack? You can ask: When can I work with Jack." The student might not like the answer, but it likely won't produce the same explosive reaction as getting an outright "no."

Tip 19: Give kids time and space. If a student is prone to arguing, eye contact and physical proximity can escalate potential protests.*** For example, if a kid is humming in an annoying way, a typical teacher move might be to make eye contact with the child and shake your head to get him to stop. But in this situation eye-contact is non-verbally asking the child for a response, which he may be incapable of giving at that moment. Instead, calmly walk over and put a note on his desk that says, "please stop humming." Then run away and do not make eye contact with that student for a few minutes.

"The initial reaction is not pleasant and you have to wait for them to de-escalate before they can comply," Minahan said. Sometimes the mere presence of the teacher prevents that de-escalation.

Tip 20: Reward practice or strategy use, not performance. "When I shift the reinforcement to skills, I've noticed the skills go up and that's what makes the difference for the kids who have mental health difficulties," Minahan said. Ultimately, educators are teaching kids the skills and strategies that they can then use throughout their life when they're anxious, so rewarding practice makes sense.

The more teachers can empathize with students, teaching skill building and focus on preventing challenging behavior, the smoother the classroom will run. Often that means learning about the student in order to identify triggers and design new ways of interacting with even the most challenging students.

*An earlier version of this post overstated the connection between bad behavior and seeking attention.
**An earlier version of this sentence highlighted only one type of negative behavior -- fighting.
*** This section was updated to include the situations under which eye contact could make a situation worse for a student. We regret these errors.

Don't miss an episode of the MindShift Podcast

# data[].attributes.attachment_link.title
20 Tips to Help De-escalate Interactions With Anxious or Defiant Students | KQED

# data[].attributes.attachment_link.description
Interventions and strategic behaviors can help teachers manage students who are acting out or missing out on learning because of behavioral issues.

# data[].attributes.attachment_link.title
Creating Reflection Center with zones 2017

# data[].attributes.attachment_link.title
Performing Feelings Check for Self Regulation

# data[].attributes.attachment_link.title
Behavior Reflection form with triggers, zones

# data[].attributes.attachment_link.readable_text
Social & Emotional Learning (SEL)

A simple technique that takes just a few minutes can help an agitated student regain the state of mind needed for learning.

So often we find students in a stressed or anxious state of mind. The most telltale signs are inappropriate behaviors or outbursts, negative comments, and anxiety-ridden movements such as fidgeting, leg shaking, and fist clenching. These signals should raise immediate concern and indicate to educators that a response may be needed. The goal is to guide the student to a self-regulated mindset, but how does a teacher do that?

First let's review what is going on with a student in the middle of an outburst. Cortisol, which is responsible for keeping people alive in the face of danger, is being released. Often referred to as the stress hormone, cortisol plays a crucial role in our ability to protect ourselves. When we experience stressful situations, the release of cortisol helps us respond rapidly, but it comes with a cost, as it negatively affects the brain's ability to function at an optimal level.

Think of it like this: You're in the ocean on a surfboard waiting for the perfect wave. A short distance away, you see a shark fin pop out of the water, heading your way. Immediately two chemicals- cortisol and adrenaline-are released and you enter the fight, flight, or freeze response: You can fight the shark, flee by paddling as fast as you can, or freeze and hope the shark loses interest in you. Whatever your response, you find yourself in a moment of stress, anxiety, uncertainty, and fear due to heightened cortisol levels.

Now let's consider how this might look in a learning environment. At the end of a class, two students learn that they have received a poor grade on a science test. This is not a life-or-death situation like the approaching shark, but the physiological response is the same. The students' cortisol levels are high and they are anxious, a state of mind that doesn't support clear, conscious thinking. Upon entering their English class, the two students are visibly upset. One heads straight for their seat and begins to cry, while the other throws their book bag on the floor and punches the desk. For the teacher, recognizing these signs before beginning class is important.

The Stress Response and the Brain

The young brain can be confusing, complex, and often misunderstood, not only from the perspective of adults but more importantly from that of the students themselves. In order for students to understand how their brain functions, it's important to teach them about a few parts of the brain and their functions. To keep it simple, teach them about the amygdala, prefrontal cortex, and hippocampus.

The amygdala directs rapid responses when necessary-the fight, flight, or freeze response. When the amygdala detects a threat, it responds faster than the prefrontal cortex, which directs the ability to make decisions and problem-solve, and the hippocampus, which is responsible for remembering details and storing memories. The two areas of the brain most needed for academic work are thus bypassed. As a result, an anxious, stressed, or fearful state of mind can lead to poor decision-making, inability to think with clarity, and impulsive behaviors.

Learning how to calm ourselves is imperative for our well-being, and the following technique, which is designed to decrease negative impulses and emotions, can be shared with students. The goal is to lead them to more regulated thinking and learning.

A De-escalation Technique

Let's go back to the two upset students in their English class. They aren't ready to work, but the teacher can help by taking a few minutes to guide them back to a state of calm.

This process should take anywhere from four to six minutes and be centered on the student. I've provided a sample of what a teacher might say at each stage, but you should modify those statements so they feel natural to you.

If you have a paraprofessional or in-class support teacher, you can ask a student who seems upset to step out into the hallway or into an area of the classroom set aside for de-escalation. Or you can do this as a whole-class starter activity for anyone who might have something worrisome on their minds. Students can either choose this de-escalation technique-thinking over their answers instead of sharing them out loud-or engage in a warm-up activity connected to the class such as completing a journal entry or worksheet.

Give the student time to regain their calm: Say, "I notice you're really upset. Let's work together on breathing slowly for one minute in order to manage your impulses."

Direct the student to be aware of their thoughts and feelings: Say, "What's going on in your brain and body right now? Tell me how you feel and what you're thinking, and if you're ready to focus on moving forward with getting calm."

Have the student redirect their thoughts: Say, "Take a minute, close your eyes, breathe slowly, and think about something that makes you happy. I know you told me how much you love your grandma's fresh-baked cookies. Think about walking into grandma's house in a calm state of mind as you smell the cookies, taste the cookies, and feel the warmth of them right out of the oven."

Give the student positive feedback on becoming calm: Say, "Now open your eyes. How are you feeling? If you need more time to settle down, let me know. You should feel happy and excited about your work in getting to this point."

Give the student a little more time to refocus: Say, "Take a minute and do something for you. Go for a walk and get some air, or tell me about your baseball game the other night."

Have the student reflect for the future: Say, "The next time you're feeling this way and I'm not with you, what can you tell yourself in order to take charge of your thinking and behavior, and get yourself to a regulated place?"

# data[].attributes.attachment_link.title
A De-escalation Exercise for Upset Students

# data[].attributes.attachment_link.description
A simple technique that takes just a few minutes can help an agitated student regain the state of mind needed for learning.

# data[].attributes.attachment_link.title
Visual Schedules and Choice Boards: Avoid Misinterpretation of their Primary Functions

# data[].attributes.attachment_link.description
The purpose of this article is to help people understand these critical distinctions and to reduce communication breakdowns that can surround interpretation of these interventions.

# data[].attributes.attachment_link.title
I Can Do It Myself Using Work Systems to Build Independence: Articles: Indiana Resource Center for Autism: Indiana University Bloomington

# data[].attributes.attachment_link.description
The goal of independence is a priority for all children, yet when working with children with ASD, independence is the key to successful community inclusion and future employment.

# data[].attributes.attachment_link.title
visual supports, boundaries in classroom 2016

# data[].attributes.attachment_link.readable_text
If you're seeking to encourage your child with special needs to complete tasks independently, try using visual cues and labeling for that task.

1. Identify the task and the environment in which it will take place.

2. Identify which elements in the environment to label.

3. Attach visual labels to these items (using hook and loop fasteners or tape).

4. Model for your child how to use the visual labels to guide them through their task.

5. Be sure to positive reinforce them as they complete the task!

The special education resources on this page were authored by Watson Institute's special education consultants and faculty.
Classroom Centers - Visual Cues and Labeling Classroom Centers - Visual Organization
If you have questions or concerns about the Watson Institute's use of this information, please contact us.

# data[].attributes.attachment_link.title
Visual Cues, Labeling and Organization - Watson Institute

# data[].attributes.attachment_link.description
If you're seeking to encourage your child with special needs to complete tasks independently, try using visual cues and labeling for that task. Identify the task and the environment in which it will take place. Identify which elements in the environment to label. Attach visual labels to these items (using hook and loop fasteners or tape).

# data[].attributes.attachment_link.authors[].name
FDLRS Action Structured Classroom Series

# data[].attributes.attachment_link.title
The Importance of Visual Supports - Video 8 ASD

# data[].attributes.attachment_link.title
The Sensory Room: Helping Students With Autism Focus & Learn

# data[].attributes.attachment_link.title
Autism in the Classroom- Sensory Environment

# data[].attributes.attachment_link.title
Five Tips for Managing Power Struggles in the Classroom - Simply Special Ed

# data[].attributes.attachment_link.description
The dreaded power struggle. How can they be avoided in the classroom? Here are five tips for managing power struggles in the classroom.