Take a Break

When it comes to attention spans, many of us are lacking. As an adult it can be difficult to sit still and be quiet for a period of time - yet kids are expected to do so every day. This is part of life - and a developmentally appropriate request for most kids. Funnily enough, the world we live in is constantly sabotaging our ability to have sustained attention through the conveniences of modern life. Kids with sensory or social differences have an even harder time keeping their bodies still and quiet, which can be very distracting for others in the group.

We have been thinking about ways in which to give wiggly kids a way to overcome their challenges, rather than having their challenges overcome them.

How do you teach a child in a classroom setting to self regulate - especially in group time?
We use "Break Cards". Teach a child what it means to take a break, and then allow them to use a special card to give them a break from an activity before a behavior occurs. This is meant to be a positive experience for the child and others involved. It is super important that a child learns how to recognize when the environment is too overstimulating.

What if the child doesn't want to take a break? 
At first, a child's breaks will probably be led by adults. If you are assisting a child within a structured preschool/school environment, use repetition. When you see that the child needs a break - give him one. Again and again. The goal is that he will begin to recognize what it feels like to remove himself from a situation that will lead to behavior he may regret, or later be embarrassed by.

What does the child do on a break?
Occupational Therapists call these activities a 'Sensory Diet'. Just like we need a balanced food diet, we need a balanced sensory diet. Some people are allergic to certain foods, like some people are "allergic" to certain sensory experiences.

Here are some examples;
* Bear Walks
* Crab Walks
* Chair Push-ups
* Sitting in a Bean Bag
* Swinging

Give choices in a way that is developmentally appropriate and in context to the situation. A young child might respond to a laminated icon with a picture of the break activity. An older one may respond well to a color coded card or a key word. Older kids will likely want to keep their differences more discrete, so this could be something more than one child in a class uses.

Notes on Rewards/Reinforcers
I am not a big fan of material rewards. I also think it is too much of a stretch to ask a child to be entirely intrinsically motivated. In my opinion, the pendulum should swing somewhere in the middle of that spectrum. "Experience Rewards" are one way of encouraging desirable behavior - such as; extra play time, play time with a best friend, free choice activity, watching a movie etc. Rewards that have a material motivator attached can work too, but maybe think of a thoughtful way of incorporating relationship into the mix. What about a hot chocolate date? That gives the child something tangible (hot chocolate) and a date (relationship). Some families like to buy their child Lego and have a parent make the Lego set with the child as part of the reward. Rewards only work if they are meaningful to the child - so check in with him to see what he'd like. That in itself is a huge motivator.