Presenting Behavior: Doesn't start work independently, needs multiple redirects, often in his own world
Please describe the behavior:
Student fails to start his work after directions were given. If someone is right next to him telling him next, next, next, and redirecting constantly he will do the work. He often is in his own little world talking about random things and doing hand gestures/playing instead of working or doing the task at hand. Student has a hard time staying on task
How old is the student?
Third Grade
Where and when does the behavior occur?
Classroom, hallway, playground, everywhere
Frequency and duration of behavior?
Constantly and consistently
What happens before and after behavior?
When asked to focus on something, student attends for short period of time then starts going off into own little world and gets nothing done.
What does the student get from engaging in the behavior?
Possible sensory stimulous
What is the emotional state of the student during the behavior?
Curious, calm, happy
Is the behavior intentional or involuntary?
Thinking more involuntary.
Relevant health and mental health conditions?
Autism, no other concerns
Student strengths and interests?
Very friendly and interactive with adults, minons, characters, turbo, cartoons, animation
Hi,
This sounds like a frustrating behavior to intervene with. My first thought is to break everything down into small chunks the student may be more likely to be able to focus on and finish. For example, instead of 10 math problems on a page, just write one big math problem on one page and put it on the student's desk. When they finish it, put another down, etc. Same could be applied to reading comp questions, etc.
Another thought is to maybe have the student stand at a tall table or sit on a yoga ball while working. Sometimes this can help busy or distracted brains focus more on the task at hand.
If the student is autistic, perhaps some tight vests or weighted wrist/ankle bands could help.
Relating work to the students interests when possible may or may not help. For example, minions could be used during math as objects to count, add, subtract, divide, etc.
Depending on the student's auditory sensitivity, they might focus better with headphones on to block out sound. Or with headphones on to play music or rain, or waves, etc.
