I introduced yet another "tool" to Curtis for him to put into his Coping Skills toolbox.  Any way I can eliminate my voice and my direction and still meet Curtis's needs is a good tool. This most recent addition is a menu of sorts that Curtis can chose from when he needs a break. The flip book is clearly called "What to do when I need a break". He wears it around the school like a bracelet and anytime his body, brain or emotions are feeling as if he needs a break - he is learning to flip threw his options rather than ask me first. The options in the book include:

1) Taking a walk around the school with Ms Barber.

2) Grabbing a snack and sitting in the quiet space while he eats it.

3) Taking a walk to the schools water fountain with a friend and getting some water.

4) Journaling in his self-time journal at his desk for 2 minutes.

This form of self-directed soothing is vital to his long-term goal of reduced 1:1 support. I can read his body language, his facial expressions and his energy like the back of hand at this point in our working relationship but there will be day when I am not working so closely with him. It is crucial that he knows what to do when he needs a break and how to get through stressful situations calmly and in a way that will benefit himself and his environment.

The work with Curtis is filled with focused baby steps - he is slowly getting to a place where his voice is getting more and more defined and his needs are getting better met by either himself or from his peers. My work with him is still vital in his growth but as a fellow teacher put it yesterday (at its best) while she passed by him in the hall she said, "Curtis - I have noticed such growth in you over the past three years. Your hard work has really paid off! Good Job!"

Caron, 1:1 School Support