Compulsive or repetitive behaviours are usually not intentional. Students with ASD or OCD may have ritualistic needs and can become frustrated when their patterns are disrupted. Task completion is a strong motivator for student behaviour under these circumstances.
Intersperse preferred and non-preferred tasks.
Consistent lesson structure is reassuring.
Break tasks down to small increments and give frequent positive reinforcement for accomplishments (this type of behaviour is often due to frustration).
Students may take instructions literally eg ‘sand until smooth’. Time limits work better.
Allow the student to run an errand to ‘walk off’ excess energy.
Precede focused tasks with movement.
Incorporate breaks into the lesson.
Consistently use a signal to tell students to return to their tasks.
Anticipate dangerous situations and plan for in advance.
Pair with responsible peer but vary this duty across a number of students.
Make links between tasks explicit- give a reason why to move on to the next activity.
Reward effort over completed tasks if appropriate.
Perfectionist traits may lead to time management issues.
Give assignments or sections of tests separately or with clear time expectations.
Avoid detentions during recess or lunch which prevents the student from releasing energy.
Provide students with stress balls.
Give student frequent opportunities to get up and move around. Allow space for movement.
Give students notice before changing tasks.
Teach calming strategies if ritual or sequence interruption causes distress.
Seat out of view of peers if behaviours are distressing.
Educate peers to promote understanding and patience.
Share notes of peers if behaviours become time-consuming.
Broken tasks down into smaller, manageable steps?
Considered preferential seating near teacher or peer role models?
Established a reward system for students to self-monitor progress?
Displayed rules and expectations on classroom noticeboards?
Provided a quiet study area within the classroom?