Characteristics
Personal safety needs may result from physical issues and/or behaviours of the student, and may be directed at others or to the student him/herself, which is referred to as self-injurious behaviour or self-harm. Possible personal safety issues include: balance/falling, choking/eating non-food items, running into danger, hitting, throwing objects, head banging, biting, hair pulling and self-cutting.
What it is
An area of student need, involving a student’s own personal safety and/or the safety of others.
Teaching Strategies
Instructional
• Develop a baseline of the current behaviour using an Antecedent, Behaviour and Consequence (ABC) chart.
• Develop and implement alternative programming in collaboration with other professionals, teachers and parents/guardians.
• Reward positive behaviours and improvements.
• Directly teach and practise alternate behaviours.
• Develop a consistent method of handling inappropriate behaviours.
• Use social stories to teach positive/alternate behaviours.
• Use visuals (photos of the student doing the preferred behaviour and/or other pictures).
• Use the student’s name and/or a key word to divert behaviour.
• Focus on preventing the behaviour by determining the function and triggers (time of day, location, stress level, etc...).
• Re-direct when a trigger is present, preferably by using visual and/or oral cues.
• Teach the student to self-monitor by using a checklist to prevent undesirable behaviours.
• Teach the student to recognize emotions.
• Model the preferred behaviour and vocalize steps for attaining it.
• Use a home communication system.
• Access the support of a counselor.
Less...
More...
Environmental
• Provide constant supervision.
• Use preferential seating.
• Use specialized equipment, as prescribed to the student.
• Keep potentially dangerous items in a secure location (scissors, etc.).
• Plug electrical outlets .
• Post visuals of steps for appropriate behaviour.
• Post “stop” signs on areas that are not to be accessed by the student.
Assessment
• Provide extra time.
• Chunk assessments into small parts, alternating with breaks and/or preferred activities.
• Use resource materials/visual cues during testing.
• Use various forms of assessment, focusing on the demonstration of skills.
• Conduct assessments at various times of the day, if possible.
See strategies and resources in Behaviour Exceptionality section and Safety Plan section.
Resources
