Student Name Implementation Date

School Hendra State School Review Date

Ready to Learn Anxiety Defensive Crisis Event Tension Reduction Restoration of Relationship
 Calm  Starts to question e.g Why? What now?  Making noises, random, high pitched  Physical – hitting, punching and kicking towards  Wants to know if Mother or Father will be  Calm
 Attempting set tasks by having a go with  Hypervigilent – Noticing what certain  Ripping up work people notified  Quiet
  Throws objects with force  Wants to tell an adult about the incident in an 
Observable

CT support students are/are not doing Increase swearing Compliant

Features

 Following directions and instructions  Shorter attention span  Body tenses  Resists relocation honest way and admits his behaviour  Attempting set tasks by having a go or negotiating
 Engaged in learning up to 5 mins  Invades personal space of others by leaning  Clenches fists  Slams door  Seeks social justice about the incident  Following directions and instructions
 Seated at desk in to them  Non-compliance with any instruction  Loud yelling and swearing at adults  Quiet with others  Engaged in learning up to 5 mins
 Not seeking adult attention  Fiddles with objects in tidy tray  Returns to his desk  Seated at desk
 Drawing  Not seeking adult attention

 Begin to use calming tools – e.g. Zones of  Agree to use Safe Space / Safe Adult  Leave classroom when directed safely  Follow directions and instructions  Make connections between actions and
 To learn Regulation interventions (Mr Fitz & Mrs P)  Follow directions or instructions  Act in a safe manner consequences
 To self manage  Use strategies to re-focus (drink of water,  To de-escalate / self- regulate  Act in a safe manner  De-escalate / self-regulate  Following directions and instructions
Behaviour
Support

 To maintain engagement short break from classroom)  Leave room when instructed without  To engage in restorative measure – apology letters
Goals

 Use appropriate stategies to seek adult  Follow teacher instruction to leave the physical or verbal misconduct
attention classroom or go to Office for a job to do
 Remain seated

This is the time to: Supportive: Directive -Set limits: Non-Violent Crisis Intervention: Therapeutic Rapport: Therapeutic Rapport

 Use Check In book  Continue to monitor personal space Continual positive praise of minor things  Call Administration for support
 Re-establish communication, use a  Staff - Debrief
 Give feedback as well as and interactions with other students  Using limited language. Simple directions  Limit number of people involved calming voice tone  Restorative Chat to debrief and repair relationships.
acknowledment  Send on job to Office or Year 1 class and give time to process the instruction or  Move students who are in close proximity   Refer to PLC
Strategies - Do

Pay attention to:

 Offer Movement Breaks –  Re-direct to task without addressing the direction – be quick and be quiet  Remove students from classroom to o Personal space
individual and whole class behaviour  Position between student and other neighbouring class and observe Tye from o Voice tone, volume
 Regular drinks  Use humour students in sight a distace until adult support arrives. o Body language – posture and
 Snack  Ignore attention seeking behaviour if  Removal from classroom – drawing or  Admin support provided motion
 Maintain flexibilty with negotiation appropriate listening to a device  Contact parents
of tasks  If at end of day, or before break allow to  Provide a calming activity before
 Differentiate work expectations leave solo a few minutes early engaging in curriculum task
and timeframes  Listens to music
 Ipad in a quiet space in classroom  Drawing
  Positive and calm language  Engage in playful chat rather than  Directive using calm tone. ‘You  Minimal and supportive
 Calm tone of voice  Calm tone of voice
 Negotiation - Provide choices reprimand now need to have a break to cool off’.  Short phrases
 Directed language  Continual positive praise  Name-verb-thank you eg. Tye,  Supportive tone
 “I bet you can finish 5 questions in walk with me, thanks

Script

Focus on moving forward

under 10 minutes”  “Tye, I will need to call Mrs Leslie and
 Do you need a break Tye? let Mum know.”
 Direct him to go get a drink/or short
walk

Don’t Don’t Don’t Don’t Don’t

Don’t
 Tell or Give an ultimatum e.g. If  Engage in argument or negotiations  Block escape – allow exit  Don’t engage – observe from a distance
you don’t complete this now  Yell or raise voice  Don’t use a lot of words  Don’t continue repeating instructions  Bring up incident immediately – allow for
then you’ll stay in.  Don’t ignore HIGHER level behaviour  Give chances after physical calm down
 Go over incident unnecessarily
 Raised voice miscoduct resulting in Tye striking a
Don’t

peer or adult  Demand an apology