In my last few blogs, I talked about inclusive interventions in the areas of whole group time and play time. The most challenging area I see in my blended preschool classroom is helping my IEP students who have disruptive behaviors. This may be screaming, hitting, running away, taking items from other students, refusing to complete an activity, difficulty transitioning.
I always start with observing the student to identify what the disruptive behaviors are and why. Are they overwhelmed? Do they have sensory issues? Do they understand the activity? There are numerous reasons why a student is exhibiting behaviors. I may fill out a brief FBA- Functional Behavior Analysis to determine the antecedent (what happens before), the behavior, and the consequence. This usually gives me the information I need to decide on some interventions to try.
Next, I prep the interventions. I usually start with adding visuals for transitions if they are having difficulty with transitions. Often times my students understand real photos versus line drawings, so I take photos of all areas of the classroom and outside of the classroom where they may go each day.
I talk with the teacher about creating a calm down area or if they already have a calm down area, I add inventions to this area. Favorite fidgets, sensory items, blankets, calm down strategies, and more. Depending on what times of the day my student is struggling, I look at how I can add structure into these routines. If it is whole group time, can I add a whole group mini visual schedule and whole group book that will help my student follow along.
Can I structure where they sit with their name and picture on the chair. If it’s play time, can I add choice boards and turn taking strips to help them interact with their peers. Do they need sensory breaks during the day or an area in the classroom where they can sit at a desk quietly doing activities.
Then I collaborate with the other teachers, assistants, or therapists in the classroom to explain the interventions we will be implementing and why. My goal is to prevent disruptive behavior by providing structure, choices, and breaks throughout my students’ day.
