Being Out of Class Without Permission

Below is a checklist of questions that will be used to help you identify relevant strategies you can use to address the issue(s) you have identified.

  1. Read each question and check either the Yes box or the No box for each question.
  2. After answering all questions, click the Suggest strategies button at the bottom. All questions need to be answered in order to have strategies suggested.
  3. Your answers will be used to show you relevant categories of strategies, both foundation and more intensive strategies.

Note: When you bookmark or share the link to this page, it will include your answers as part of the address.

Questions

  • Does the student consistently leave or try to leave the classroom when required to complete a specific activity (e.g., Mathematics, music class, free play,) and/or use a specific skill (e.g., writing) or item (e.g., pencil, paintbrush) and/or does the absconding stop/decrease when the activity is finished, or the item put away?
  • Does the student consistently leave or try to leave the classroom or play area when a specific adult is present or working with them and/or does the absconding stop/decrease when a specific adult stops working with them/another adult starts working with them?
  • When working/playing with a peer or small group of peers, does the student consistently abscond either immediately or after a certain length of time and/or does the absconding stop/decrease when they no long have to work with others?
  • When the student absconds do they appear to be seeking/enjoying the sensory sensation generated by the running, climbing or other specific activity undertaken while out of the classroom?
  • When the student absconds, do they consistently go and do something that they enjoy such as kicking a ball, wandering the school, vaping, reading a book etc.?
  • When the student absconds does an adult consistently go with them/get called to supervise/try to get them to come back to the classroom
  • When the student absconds do their peers try to stop, follow, or watch/engage with them?
  • 8. Prior to/when the student absconds do they appear to be feeling distressed, overwhelmed, overexcited or another big emotion?
  • After the student has absconded and once they have finished running and/or returned to the classroom, do they appear calmer or more regulated than before?

Please answer all questions to continue.