http://www.nationalautismresources.com/oral-motor.html\nhttp://www.sensoryuniversity.com\nhttp://shopau.sensorytools.net/as_oralmotor?productID=2378\nhttp://www.therapro.com/Designed-to-Chew-C307786.aspx\nhttp://www.talktools.com/sensory-tools/\nhttp://arktherapeutic.wordpress.com/tag/chew-tool/\nhttp://specialneeds4specialneeds.com.au/products1/index.php?main_page=index&cPath=7\nhttp://www.easylunchboxes.com/blog/chewable-sensory-motor-tool-special-needs-kids/\n\nAnd there are a lot more out there, but this should be a good start. Additionally, depending on the age of the student, the teacher might try a self monitoring system. This would basically be where the student keeps a chart and makes a mark every time they find themselves doing the targeted behavior (chewing on hand). This helps to alert students to just how frequently they are engaging in the behavior, and over time, makes them more aware when the behavior occurs, so they can actively stop. This can be combined with an incentive system whereby the student gets small daily or weekly incentives for decreased numbers on the checklist, like a free cookie at lunch, 10 minutes computer time, helping in the office, 5 extra minutes recess, being the teacher's helper for the day, etc.\n\nAnd one other thought is for the teacher to work out a system of Non-Verbal Cues or Signals with the student. The teacher would simply give a cue or signal when the behavior was noticed. The student, knowing what the cue means, would then know the teacher has noticed them engaging in the behavior and they need to stop. Sometimes implementing a structured break can help to distract students from behaviors and being in a certain frame of mind, mood, or state of being. Kind of like when someone is staring off into space and you give them a nudge, which jostles them back to reality. The structured break could be combined with the non verbal cues and signs, such that when the teacher notices the behavior, they give the sign or cue, the student picks it up, and proceeds to take a structured break. \n\nI hope there is something in here that's new or at least spurs a new thought or idea. If something else comes to mind, I'll chime in again. "}" data-sheets-userformat="{"2":961,"3":{"1":0},"9":0,"10":1,"11":4,"12":0}">Hi and welcome to the forum. I'll throw out some thoughts and hopefully someone else jumps in with some thoughts too.

I can imagine the tape gets gross by the end of the day. I think the teacher should try implementing some sensory tools. Specifically, oral sensory tools, like chewable items. There are specific items made for this very purpose. Many of them are directed toward kids with autism, but don't let that scare you off from using them and trying them out. Kids with autism tend to have more sensory issues than other disabilities, but these are meant as much for these other disabilities as for autism. Check these out:

http://www.nationalautismresources.com/oral-motor.html
http://www.sensoryuniversity.com
http://shopau.sensorytools.net/as_oralmotor?productID=2378
http://www.therapro.com/Designed-to-Chew-C307786.aspx
http://www.talktools.com/sensory-tools/
http://arktherapeutic.wordpress.com/tag/chew-tool/
http://specialneeds4specialneeds.com.au/products1/index.php?main_page=index&cPath=7
http://www.easylunchboxes.com/blog/chewable-sensory-motor-tool-special-needs-kids/

And there are a lot more out there, but this should be a good start. Additionally, depending on the age of the student, the teacher might try a self monitoring system. This would basically be where the student keeps a chart and makes a mark every time they find themselves doing the targeted behavior (chewing on hand). This helps to alert students to just how frequently they are engaging in the behavior, and over time, makes them more aware when the behavior occurs, so they can actively stop. This can be combined with an incentive system whereby the student gets small daily or weekly incentives for decreased numbers on the checklist, like a free cookie at lunch, 10 minutes computer time, helping in the office, 5 extra minutes recess, being the teacher's helper for the day, etc.

And one other thought is for the teacher to work out a system of Non-Verbal Cues or Signals with the student. The teacher would simply give a cue or signal when the behavior was noticed. The student, knowing what the cue means, would then know the teacher has noticed them engaging in the behavior and they need to stop. Sometimes implementing a structured break can help to distract students from behaviors and being in a certain frame of mind, mood, or state of being. Kind of like when someone is staring off into space and you give them a nudge, which jostles them back to reality. The structured break could be combined with the non verbal cues and signs, such that when the teacher notices the behavior, they give the sign or cue, the student picks it up, and proceeds to take a structured break.

I hope there is something in here that's new or at least spurs a new thought or idea. If something else comes to mind, I'll chime in again.

Awsome ideas - thank you! The special ed teacher is going to request some oral sensory tools. And yes the tape is gross by the end of the week.
Thanks Again for the great ideas.