DRAFT ONLY SAFETY PLAN Developed by: K …

Attachment to IEP for:_J.

(Student Name) Shared with:
Date: September 30, 2004

Behaviour Trigger(s) Prevention Strategies Intervention(s)

General Essential to J.’ success at When J. shows signs of anxiety, be
this stage is staff’s keen supportive by:
Phase 1: Anxiety
observation skills and
recognition that he is
anxious or becoming  Acknowledging that J. is having difficulty
Specific anxious. by making simple statement such as “this
 WATCH FOR:  Talking about J. is hard sometimes.” Suggest a strategy
 Do not assume he cannot
and his behaviour e.g., move onto next question or just finish
 Shaking his foot hear if he is ANYWHERE
(assuming that J. this row of questions.
nearby. J. has
 hand shaking cannot hear you or hypersensitive hearing  Show him, by example, of what you are
is not listening)
 Body and face tensing (even the hallway may asking him to do. He may not be able to
(shoulders especially  Giving him too many not be far enough). process verbal instruction. Write out
visible) instructions (and not simple instructions if he can’t listen.
 Give him an instruction
giving him enough
 increased volume of voice once and give him time to  Suggest J. take a “time-out” break. Allow
time to process the
process it (up to 10 J. to re-enter class once he is able to
 repetitive asking of instruction)
seconds). If he does not regain control. (It must be stressed to J.
questions understand – try writing it
 Change of schedule that he will be able to re-enter the room
 pacing or routine down. when he is able to do so calmly.)
 difficulty speaking (e.g.  Confusion about  Advance notice of change  Have safe space or “home room” available
stuttering, starting over what is expected of in routine with frequent for J. to go to regain control. (Room must
often) him, i.e., unclear reminders be available at all times.)
instructions  Ensure expectations are  If J. indicates he wants to be left alone, do
 Criticism or threats very explicit. If you are so until he is ready to talk.
unsure, ask him what he
 Sensory overload, thinks is expected. It is important to note that at this stage,
e.g. excessive further escalation of behaviour can be
talking, excessive  Focus on the positive and avoided.
noises, too many focus on the reward –
people talking to him rather than the
punishment
 J.’ misinterpretation
of other students  Make sure J. can ask for
actions or a break or can go to a
comments. quiet space (e.g. his
classroom’s quiet room).

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DRAFT ONLY SAFETY PLAN Developed by: K …
Attachment to IEP for:_J.
(Student Name) Shared with:
Date: September 30, 2004

Behaviour Trigger(s) Prevention Strategies Intervention(s)

 J.’ belief that he will Allow him to turn off the
not be successful lights and be still.

MORE INTENSE  Clear visual and verbal

OBSERVATION IN instructions with advance
CLASSROOM IS notice of deadlines.
REQUIRED TO  Breakdown instructions
FURTHER IDENTIFY into smaller steps.
AND DOCUMENT Checklists of tasks that
ANTECEDENTS TO he can cross off to help
ANXIETY. him stay on task
 Assistance in organizing
tasks, i.e., making sure
he notes all assignments
in agenda, repeated
review of expectations
throughout day.
 Parents should follow-up
at home to ensure
assignments completed,
i.e., review agenda with J.
and communicate with
teachers when
necessary.
 Outline clear
expectations of what
behaviours are
acceptable and not
acceptable in a given
classroom
 Communicate to
classmates the fact that
J. does have Autism –
provide information if
necessary (parents can

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DRAFT ONLY SAFETY PLAN Developed by: K …
Attachment to IEP for:_J.
(Student Name) Shared with:
Date: September 30, 2004

Behaviour Trigger(s) Prevention Strategies Intervention(s)

help with this)
 Where possible select
classes with smaller
number of students and
highly structured
environment.
 Positive feedback about
achievements and
ongoing progress.
Negative test results
should be provided in
individual setting.
 Use Comic Strip
Conversations to review
social situations to make
sure J. understands
social situations

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DRAFT ONLY SAFETY PLAN Developed by: K …
Attachment to IEP for:_J.
(Student Name) Shared with:
Date: September 30, 2004

Behaviour Trigger(s) Prevention Strategies Intervention(s)

Phase 2: Defensive  When unable to  Steps outlined above in Get J. out of the room quietly. Tell him
resolve anxiety from intervention strategies. we’re taking a quick break and tell him
 Demanding questions triggers outlined where he needs to go.
 Loud voice above.
 Challenging/intimidating  If he thinks you are
comments: telling other Try to minimize your language.
angry with his
students to be quiet. behaviour
 Beginning to lose rationality
 Threats of STAY CALM and supportive. Do not get
 Refusal, non compliance
punishment angry or disappointed as it will upset him
further.
 Too much talking at
him
 Touching him or too
much physical
redirection

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DRAFT ONLY SAFETY PLAN Developed by: K …
Attachment to IEP for:_J.
(Student Name) Shared with:
Date: September 30, 2004

Behaviour Trigger(s) Prevention Strategies Intervention(s)

Phase 3: Acting Out  Minimize language
(Loss of Control)
 Trying to discuss  Get him to a safe place Once J. is in full “rage stage” (loss of control)
what is causing this main concern is safety of himself and others. J.
 Raising voice behaviour is often unable to be reasoned with or
 yelling disengage at this point. It is important to
 pinching and  Lecturing him remember that rage is not always about
grabbing others specific events in classroom, but J.’ anger at
 biting himself for losing control.
 kicking
 J. should be allowed space and not be
 hitting
crowded (CPI stance)
 pinching self
 swearing  Allow J. to vent. (if he does)
 frothing at mouth
 Remain calm, using a neutral, firm voice
 sweating tell J. to go to “homeroom” and walk with
 shaking him.

 Loss of rationale  The person accompanying him to

homeroom should walk with him (a step or
two behind) but not attempt to talk until he
has had a chance to regain control
 Avoid confrontation – this is not the time to
discuss what lead to outburst.
 Once he begins to regain control remind J.
to do calming breathing exercises

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DRAFT ONLY SAFETY PLAN Developed by: K …
Attachment to IEP for:_J.
(Student Name) Shared with:
Date: September 30, 2004

Behaviour Trigger(s) Prevention Strategies Intervention(s)

Phase 4:b  Blaming him  Act as if nothing This is the stage where Therapeutic Rapport
happened. needs to occur. Staff need to create a learning
Tension Reduction  Making him feel experience for all involved.
(Recovery Stage) embarrassed or
ashamed  Allow J. to maintain dignity
 He will say “I’m sorry for …”  Not accepting his  Be reassuring – J. is scared and upset at
apology this stage.
 Can become extremely sad
and quiet. J. is aware that  Return to original
others are afraid of him when expectations/task/request.
he has rages and is very  Do not engage in argument concerning
distressed by this. events that lead to outburst, this will only
cause another rage.
 Slowed breathing, body
tension subsides.
 Discuss and plan for appropriate
 Starts to regain control. alternative strategies for behaviour, MUCH
LATER and once he is truly calm

Staff Available for Support Resources

 (names of in school staff)  Kerry’s Place Autism Services - (name, contact info. of consultant)
 YRDSB Behaviour Team - (names, contact info.)
 YRDSB Autism Team – (names, contact info.)

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