| |
|
|
| |
|
|
|
|
Elopement
I have one student with autism that is starting to exhibit eloping behaviors. I call the office when I see the antecedent behaviors taking place but he almost walked off campus the other day before someone was able to find him. How can I prevent him from partaking in this behavior? |
|
|
|
|
| |
|
|
| |
|
|
| |
Solution 1
Posted February 25, 2018 12:54 am |
|
|
|
| |
A functional assessment would help determine what he is accomplishing with this behavior. Is he getting away from something, perhaps a task or over-stimulation? Or is he going toward something, like hoping to get a favorite toy or see a favorite truck? You can not sit back and watch where he goes if it extends beyond the school or into a high traffic area, but interviewing the family and other caregivers may grant you some insight too. You will want to chart how often it happens, what the result is (if able to) and so on. This will provide valuable info to help you create a plan of action to curb the behavior. |
|
|
| Comments posted for this solution |
|
|
|
|
|
| |
|
|
| |
|
|
| |
Solution 2
Posted July 2, 2018 12:05 pm |
|
|
|
| |
Maybe ask him why he is eloping. And figure out a good tool to stop it.maybe give him something to help you so he feels more attached to the classroom. |
|
|
| Comments posted for this solution |
|
|
|
|
|
| |
|
|
| |
|
|
| |
Solution 3
Posted October 8, 2019 9:36 pm |
|
|
|
| |
Always actively monitor the student. Analyze or ask him if there is something that triggers him enough to feel the need to leave. Maybe you can try to place a stop sign on the door so there is one more image for him to see before he takes off that remind hi that this behavior is incorrect. Verbally intervene and say something to distract his mindset of leaving. Try to shift his focus on to something whether it be a game or a "brain break" for the entire class. If he manages to leave the room, contact administration right away so they can meet him before he exits the building altogether and puts himself in a even. more dangerous position. |
|
|
| Comments posted for this solution |
|
|
|
|
|
| |
|
|
| |
|
|
| |
Solution 4
Posted February 26, 2019 4:24 am |
|
|
|
| |
I work in a ASD classroom and at a camp for kids with special needs and we have students who try to "walk home" all the time! Oftentimes we will use something we know the student likes, sort of like a bribe or incentive to get them to want to stay. Sometimes we have kids run, and we pull anything out of the box we know they like in the moment to keep them SAFE! Once they are safely back under your supervision or inside of a room, then talk to them about how that is a bad decision, and to their best of their ability try to have them understand that is unsafe and will have consequences. Provide them solutions like "if you need a break, you may ask for a walk" or "you may pace the classroom for 5 min if you stay inside and do some work first". It all depends on the kid and their level of functioning and comprehension. |
|
|
| Comments posted for this solution |
|
|
I agree with this solution. Giving the student some incentive to stay in class is a great idea. Also, providing options when the student is upset is also helpful. |
| |
Posted on: October 20, 2019 8:54 pm
|
|
|
|
|
|
|
|
|
| |
|
|
| |
|
|
| |
Solution 5
Posted October 9, 2019 5:12 pm |
|
|
|
| |
locking your doors to make sure the student can not get out, or possibly moving your desk closer to the door so you can always see who enters and exits |
|
|
| Comments posted for this solution |
|
|
Locking your doors is a major hazard and its not always possible for a single teacher to sit at her desk all day to make sure that he doesnt run. |
| |
Posted on: October 20, 2019 8:56 pm
|
|
|
|
|
|
|
|
|
| |
|
|
| |
|
|
| |
Solution 6
Posted February 26, 2018 4:59 am |
|
|
|
| |
This student must always be monitor. |
|
|
| Comments posted for this solution |
|
|
|
|
|
| |
|
|
| |
|
|
| |
Solution 7
Posted February 18, 2019 6:19 pm |
|
|
|
| |
Offer incentives/consequences. If the student remains in class, they can get an award. If they leave, they get a consequence. |
|
|
| Comments posted for this solution |
|
|
|
|
|
| |
|
|
| |
|
|
| |
Solution 8
Posted October 11, 2019 11:08 pm |
|
|
|
| |
Conducting a functional assessment would be an excellent way to understand why the student is eloping. Maybe they're are eloping because they are under or over stimulated? Perhaps the content is too difficult? |
|
|
| Comments posted for this solution |
|
|
|
|
|
| |
|
|
| |
|
|
| |
Solution 9
Posted October 4, 2018 8:29 pm |
|
|
|
| |
Due to the fact that you can't have the student walking off and they must always be monitored while under your care, you have to get with the administration and start working with the parents. |
|
|
| Comments posted for this solution |
|
|
This is great! But also we could see how we can keep the student engaged and see what triggers him/her to go into this mode. |
| |
Posted on: February 22, 2019 7:18 pm
|
|
|
|
|
|
|
|
|
| |
|
|
| |
|
|
| |
Solution 10
Posted February 26, 2018 4:59 am |
|
|
|
| |
This student must always be monitor. |
|
|
| Comments posted for this solution |
|
|
|
|
|
| |
|
|
| |
|
|
| |
Solution 11
Posted October 13, 2018 3:55 am |
|
|
|
| |
The student must always be monitor |
|
|
| Comments posted for this solution |
|
|
|
|
|
| |
|
|
|
