When you do When you don t Then Then
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- Jonas Booth
- 7 years ago
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Transcription
1 When you do When you don t Then Then
2 When you do When you don t Then Then
3 When you do When you don t Then Then
4 When you do When you don t Then Then
5 When you do When you don t Then Then
6 When you do When you don t Then Then
7 When you do When you don t Then Then
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9 I NEED TO GO TO THE OFFICE
10 1. Only sit on it. Exercise ball expectations 2. It stays by your desk, just like a chair 3. If you use the ball the incorrect way, you lose the privilege of using the exercise ball as a seat for that class. 1. Only sit on it. Exercise ball expectations 2. It stays by your desk, just like a chair 3. If you use the ball the incorrect way, you lose the privilege of using the exercise ball as a seat for that class. 1. Only sit on it. Exercise ball expectations 2. It stays by your desk, just like a chair 3. If you use the ball the incorrect way, you lose the privilege of using the exercise ball as a seat for that class.
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13 5 Feeling like I m going to explode- I need help to calm down 5 Feeling like I m going to explode- I need help to calm down 4 Feeling angry- I need to calm down 4 Feeling angry- I need to calm down 3 Feeling anxioussomething is bothering me 3 Feeling anxioussomething is bothering me 2 Feeling fineeverything is OK 2 Feeling fineeverything is OK 1 Feeling happy-things are going well 1 Feeling happy-things are going well 5 Feeling like I m going to explode- I need help to calm down 5 Feeling like I m going to explode- I need help to calm down 4 Feeling angry- I need to calm down 4 Feeling angry- I need to calm down 3 Feeling anxioussomething is bothering me 3 Feeling anxioussomething is bothering me 2 Feeling fineeverything is OK 2 Feeling fineeverything is OK 1 Feeling happy-things are going well 1 Feeling happy-things are going well
14 How I feel What I can do 5 Panic has set in! See my teacher. Take a 2 minute walk in the room. 4 I know this stuff but I can t remember. STOP. Put down my pencil. Put head down and breathe for seconds. 3 This test is so hard! Breathe and try to relax. 2 Okay-I have questions I might double check. Slow down! Read carefully and look for things I know. 1 Calm- I know this Keep going!
15 Personal Space People get mad when I m too close. I need to stay in my bubble. Uh oh! I am so close that I might bump into someone. Much too close! My body might touch someone else. My arms and legs are very close to another person. Inside my bubble. My arms can move without touching anyone.
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17 5 4 3 Bail Out Plan Coping Strategy 2 1
18 5 4 3 Bail Out Plan Coping Strategy 2 1
19 5 4 3 Bail Out Plan Coping Strategy 2 1
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22 How are you feeling right now? Just fine Bored Tired Happy Hungry Confused Embarrassed Guilty Smart Hurt Annoyed Mad Sad Upset Angry Scared
23 How are you feeling? Feeling like I m going to explode-i need help to calm down Feeling angry- I need to calm down Mad Angry Feeling anxioussomething is bothering me Feeling fineeverything is Ok Feeling happy-things are going well Scared Just fine Hungry Nervous Smart
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25 Length of episode Duration Possible Antecedents Class Homework Didn t Have Support Not Allowed To Leave Room Not Allowed To Call Home Tired Change in routine Somatization Hungry Triggers Tired Homework Being told what to do Behaviors Displayed Punching Walls Pacing in Room Yelling Swearing Crying Refusing Do What I Want Happy (smiling, laughing) Lethargic Can t Focus Running out of the School Process with resource teacher Called Home Interventions extra help/assistance given Detention Coping Skills Music Talking to Someone Coloring Patterns Drawing Walking out of room Video Camera Card Tricks Intensity 1 fine working and calm 2 might be a little upset: still thinking clearly may feel uneasy, nervous, crabby or anxious. 3 Heightened emotion stated in level 2, they need a break to put a coping strategy in place. 4 not thinking clearly-danger zone, almost ready to explode; child should use bailout plan 5 Behavior is breaking rules/laws-not thinking clearly
26 I THINK IT DO NOT SAY IT!!!!!
27 THINK IT THINK IT THINK IT DON T SAY IT DON T SAY IT DON T SAY IT THINK IT THINK IT THINK IT DON T SAY IT DON T SAY IT DON T SAY IT
28 Please help me get rid of my bad thoughts! Ask me my bad thoughts Help me find good thoughts (Simpsons, King of the Hill, mom, computer) Make me push the button and have me tell my bad thoughts to go away Please let me have a 5 minute sensory break.
29 I am having a bad thought that I need to get rid of. I know my thought is only in my head and is not really happening. I am at school and it is a safe place. I need to think of good thoughts like Forest Gump, The Blind Side, Napoleon Dynamite, The Simpsons, King of the Hill, Frozen Ice with Mr. Loy, Lilly, Horrible Histories and/or Twizzlers. I am going to make today a good day and make good choices. I am having a bad thought that I need to get rid of. I know my thought is only in my head and is not really happening. I am at school and it is a safe place. I need to think of good thoughts like Forest Gump, The Blind Side, Napoleon Dynamite, The Simpsons, King of the Hill, Frozen Ice with Mr. Loy, Lilly, Horrible Histories and/or Twizzlers. I am going to make today a good day and make good choices. I am having a bad thought that I need to get rid of. I know my thought is only in my head and is not really happening. I am at school and it is a safe place. I need to think of good thoughts like Forest Gump, The Blind Side, Napoleon Dynamite, The Simpsons, King of the Hill, Frozen Ice with Mr. Loy, Lilly, Horrible Histories and/or Twizzlers. I am going to make today a good day and make good choices. I am having a bad thought that I need to get rid of. I know my thought is only in my head and is not really happening. I am at school and it is a safe place. I need to think of good thoughts like Forest Gump, The Blind Side, Napoleon Dynamite, The Simpsons, King of the Hill, Frozen Ice with Mr. Loy, Lilly, Horrible Histories and/or Twizzlers. I am going to make today a good day and make good choices.
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31 YOU ARE ENTERING A POSITIVE ATTITUDE ROOM! (Please adjust attitudes accordingly)
32 THINK IT THINK IT THINK IT DON T SAY IT DON T SAY IT DON T SAY IT
33 This is what happened and it bothers me. This is what I can do to prevent this in the future. This will be the future result of my hard work.
34 NOT APPROPRIATE NOT APPROPRIATE NOT APPROPRIATE NOT APPROPRIATE NOT APPROPRIATE NOT APPROPRIATE NOT APPROPRIATE NOT APPROPRIATE
35 Pick a Coping Strategy Take a walk Read a book Get a drink of water Computer Listen to music Crash Mat Draw Go Outside
36 You might not like it BUT You have to do it You might not like it BUT You have to do it
37 I need time to think I need time to think please don t talk to me for 5 minutes I need time to think please don t talk to me for 5 minutes I need time to think please don t talk to me for 5 minutes I need time to think please don t talk to me for 5 minutes I need time to think please don t talk to me for 5 minutes I need time to think please don t talk to me for 5 minutes I need time to think please don t talk to me for 5 minutes please don t talk to me for 5 minutes
38 I m having a bad time right now. I need some space. Thanks I want to talk to the teacher in private. Thanks.
39 I message When (happening) (H), I feel and I (feeling) (R), (do) because (belief) (B).
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41 See me after class See me after class Warning #1 Warning #1 Warning #2 This is your LAST warning. Warning #2 This is your LAST warning.
42 Level 1 Voice Level 1 Voice Level 1 Voice Level 1 Voice Level 1 Voice
43 Level 1 Voice Level 1 Voice
44 Voice Volume 5 Dangerous!!! 4 Last 3 Warning! 2 Just 1 Whisper Too loud Only in an emergency Warning! Getting too loud This is very agitating and out of control A few people are getting loud Only at this level when talking in the cafeteria above a whisper/1:1 conversation People are talking in low volume You can hear the person who is talking next to you-but not disturbing others Very low talking
45 This is not appropriate at school. This is not appropriate at school. This is not appropriate at school. This is not appropriate at school.
46 Think it. Don t Say It. COMMENT or QUESTION raise my hand wait for the teacher to call on me
47 Pick a Coping Strategy
48 Level 4 Bail Out Plan 1.) Stop talking 2.) Put your hands together in your lap or cover your ears 3.) Close your eyes 4.) Slow your breathing
49 Time for Class to Start Sit in Chair, feet on the floor Do you have your materials? Look at the teacher Quiet mouth and listen to the teacher If I am Hungry... 1.) I can get animal crackers or a granola bar from Mrs. Leer 2.) I can bring food for my locker
50 Level 4 Bail Out Plan 1.) Stop talking 2.) Put your hands together in your lap or cover your ears 3.) Close your eyes 4.) Slow your breathing
51 Pick a Coping Strategy
52 Think it. Don t Say It.
53 How are you feeling right now? Just fine Bored Tired Happy Hungry Confused Embarrassed Guilty Smart Hurt Annoyed Mad Sad Upset Angry Scared
54 How are you feeling today? Just fine Bored Exhausted Ecstatic Hungry Confused Embarrassed Guilty Smart Hurt Happy Mad Sad Upset Angry Enraged
55 WE ALL MAKE MISTAKES WE ALL MAKE MISTAKES WE ALL MAKE MISTAKES WE ALL MAKE MISTAKES DEAL WITH IT DEAL WITH IT DEAL WITH IT DEAL WITH IT
56 Level 4 Bail Out Plan 1.) Stop talking 2.) Put your hands together in your lap or cover your ears 3.) Close your eyes 4.) Slow your breathing
57 Pick a Coping Strategy
58 Think it. Don t Say It.
59 You might not like it BUT You have to do it
60 Level 4 Bail Out Plan 1.) Stop talking 2.) Put your hands together in your lap or cover your ears 3.) Close your eyes 4.) Slow your breathing
61 Pick a Coping Strategy
62 Think it. Don t Say It.
63 How are you feeling right now? Just fine Bored Tired Happy Hungry Overwhelmed Annoyed Mad Confused Angry Upset Sad
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65 The Fidget Rules A fidget? What s a fidget? A fidget is a small object that keeps your hands busy, so you can pay attention to the teacher. Sometimes a fidget can help you listen better during class.
66 A paper clip, eraser or small toy can be a fidget. You can hold it in your hand and feel it, move it and play with it while you re looking at the teacher. A fidget feels good in your hands and it keeps your hands out of trouble. How do I know if I need a fidget? It s good to use a fidget when you are having trouble paying attention in class.
67 It s good to use a fidget when you keep touching things you re not supposed to touch. There are some important rules about using a fidget, though. One rule is that you shouldn t need to look at the fidget very much. If you look at the
68 fidget too much, then you won t be paying attention in class. Another rule is that you shouldn t try to get your friends attention with the fidget. It s not fair to disrupt other people that are trying to learn. Another rule is that the fidget needs to stay in your hands or on your desk. A fidget is not to be thrown or dropped or bounced.
69 So, a fidget is a good thing to use when I m having a hard time paying attention. But, I have to be careful to follow the Fidget Rules.
70 Classroom Expectations -Listening to the teacher/speaker -Respecting his peers and their property -Raising hand to share/ask a question in class -Respecting adult directions and instruction -Staying on task and completing work assigned -Bringing all materials to class I need a Coping Strategy. Teacher s Name Re-directed to expectation. Teacher s Name Re-directed to expectation. 1 Consequence (Lunch detention, before/after-school detention, or parent called) Resource Teacher Opportunity to process with resource teacher. Re-directed to expectation in resource room. Parent called. **No tolerance issues: When teachers feel that the student is displaying behaviors that are physically or verbally threatening in which harm can come to that student, other students or staff, the student will be referred to Administration for disciplinary action. Classroom Expectations -Listening to the teacher/speaker -Respecting his peers and their property -Raising hand to share/ask a question in class -Respecting adult directions and instruction -Staying on task and completing work assigned -Bringing all materials to class I need a Coping Strategy. Teacher s Name Re-directed to expectation. Teacher s Name Re-directed to expectation. 1 Consequence (Lunch detention, before/after-school detention, or parent called) Resource Teacher Opportunity to process with resource teacher. Re-directed to expectation in resource room for the remainder of the school day. Parent called. Administration **No tolerance issues: When teachers feel that the student is displaying behaviors that are physically or verbally threatening in which harm can come to that student, other students or staff, the student will be referred to Administration for disciplinary action.
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76 What is personal space? Let me show you. Stand with your arms out.. The blue area is your personal space. People should not stand any closer than your fingertips when they are talking, playing, or walking in a line.
77 My friends like to have their own space. When I touch them or get too close, they may feel uncomfortable. I will try to keep my hands to myself. When I feel like touching something, I can ask for a fidget toy. These are toys I can use to help me keep my hands to myself when I am waiting. Keeping my hands to myself and giving my friends personal space makes my teachers and friends happy!
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