Regulation Rendezvous: "In the Moment" Breaks

Sometimes a student needs a brief break from classroom demands in the moment to regain focus and calm down. We commonly refer to these breaks as “in the moment” breaks. These breaks may be requested by the student or initiated by staff and can be used as a replacement for interfering escape behaviors during work times. Today’s Regulation Rendezvous will provide tips and ideas for implementing “in the moment” breaks in the classroom.

 

The guidelines for an “in the moment” break are generally the same:

• “In the moment” break activities should be proactively practiced prior to the student needing them reactively when frustrated. It is difficult for students to perform unfamiliar tasks when overwhelmed!
• The predetermined break activity should provide a calming effect on the student.
• They should be less motivating than a reinforcement break.
• Use visual supports to reduce verbal prompting which can increase overwhelm.
• They work best when they have minimal transitions and have a definite ending point.
• If the break activity doesn’t have a set ending point, then use a transition support such as a timer or visual countdown to signal when to return back to work.
• When setting a timer, give the student shared control by choosing how long they want to take a break for (i.e. “Do you need a break for 2 minutes or 3 minutes?”).

• When using a visual countdown, pace the length of time used to count down from 5 to 1 based on the student’s observable signs of de-escalation.

• The duration of the break may vary in length depending upon the amount of time needed for the student to de-escalate.
• After an “in the moment” break, the student returns to the assigned task.

 

Staff-Directed

Initially, a student may not know when they need a break, therefore staff should look for signs of frustration or escalation and initiate the “in the moment” break for them. A popular strategy for adult-directed breaks is a delivery job. The staff can provide the student with a special item such as an envelope, ream of paper, or bin of books and ask them to deliver it to a specific location. These are often effective because they have a definite purpose (making the delivery) and ending point (returning to class).

Lindy McDaniel
Considerate Classroom

Rylie Jarrett
Stevenson Elementary, Mad River

Keep in mind:

• Some students may need an adult to accompany them during the transition.
• If accompanying the student, staff should keep directions and verbal interaction to a minimum to prevent further overwhelm.
• If the student is in a meltdown, it would not be appropriate for them to transition outside of the classroom.

 

Break Card

A break card is a visual communication tool that can be implemented as a replacement for interfering escape behaviors that occur during work tasks. When a student is demonstrating undesirable behavior as a response to frustration during a task, the student can be taught to instead hand the adult a break card to communicate the need for a break. Look for early signs of escalation. When you feel the student is escalating (before they engage in interfering behaviors) nonverbally prompt them to take the break card. If you have a second adult, you can have that person act as a silent facilitator to physically prompt the student to hand you the break card without your prompting. Open your hand to receive the card. As soon as the card is in your hand say “Okay, let’s take a break”.

Julianne Bauer
Washington Primary, Piqua

Keep in mind:

• To increase the use of this new skill you must reinforce it as an alternative to the disruptive behavior by consistently and immediately honoring their request for a break.

For more information on functional communication training to reduce escape behaviors through the use of breaks see our previous post:

Communication Corner: Escape

 

Predetermined Activity

As mentioned above, the break activity should temporarily remove the task demand, but must be less motivating than the reward activity. It should be an activity that can be completed in a short amount of time and allow easy transition back to the task. At times, the activity may be something they can bring back to their desk to use for calming while continuing their work.

Jennifer McGowan
Smith Middle School, Vandalia

Deep Breathing Folder

Kelli Tritschler
Mound Elementary, Miamisburg

Lori Bicknell
Mound Elementary, Miamisburg

Demmitt Elementary, Vandalia

Keep in mind:

• Home Base is a location the student can do to get a break from classroom stimuli while still completing their assigned work. 

Beth Young
Snyder Park Elementary, Vandalia

For more information on Home Base check out our previous post:

Regulation Rendezvous: Home Base

 

Break Choices

Some students respond better when provided with a choice of what they would like to do in the moment. Using a list or pictures can provide a predictable, consistent way for the student to know what choices are acceptable.

Denise Williams
Twin Valley South Elementary, Twin Valley South

Laura Frank
Valley Forge Elementary, Huber Heights

Heather Balkcom
Washington Primary, Piqua

Mandy Whitfield
Learning Center-East, MCESC

Nikki Tinnerman
Kleptz ELC, Northmont

Angela Crum
Parkwood Elementary, Beavercreek

Caroline Kinnison
Northmont Middle School, Northmont

Rebecca Lemons
Miamisburg Middle School, Miamisburg

Keep in mind:

• The student should be involved in creating their menu of break choices to ensure the choices are actually calming.
• During times of frustration or overwhelm, it can be challenging for some students to make decisions. Be sure not to further overwhelm them by reducing the number of choices and using visual prompts rather than verbal prompts.

 

Break Sequences

Another effective “in the moment” break strategy for some students is to have a predetermined, proactively practiced sequence to calm down.

Heather Balkcom
Washington Primary, Piqua

Taylor Ruef
Stevenson Elementary, Mad River

Calm Down Folder with Sequence, Choices, and Social Story

Christine Scarborough
Tecumseh Elementary, Xenia

Keep in mind:

• The student may need a moment or two to calm down before being able to engage in any demands including the sequence.
• Sometimes the sequence may be done in the student’s workspace, while other times they may need to go to a separate location.

 

To learn more about the different types of breaks, don’t miss our previous post:

Around Town Round Up: Types of Breaks