Addressing Behavior Concerns in Class

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Keep calm, including the tone of voice used. Exhibiting a calm demeanor may also help diffuse an escalating situation or help to engage the student in a more meaningful way.
Calling for assistance (UMW Police) is appropriate if you feel safety is a concern.
Offer the opportunity for the student to take a break.
Continue to show your class that differences are respected and appreciated so that others can understand that people act in different ways.
Arrange a time to speak to the student privately.
Avoid making assumptions about the student having a disability. There are many reasons behavioral differences may arise, and not all are related to having a disability.

Use direct, concise, concrete language.
Be patient and wait for a response; often there may be a delay in the students responding.
Follow up and check for understanding.
Use different inflections for a question vs. a statement.
Break down lengthy instructions into steps.
Assist students with joining/forming groups, as needed.
Increase their understanding of expectations, while working to understand how they think.

Understand that behaviors may be the result of neurological differences and trying to change certain behaviors may not be effective.
Be patient and consider adjusting the rate in which you expect students to accomplish tasks. Allow for extra time, which can result in helping the student remain calm and focused.
Should you notice an aspect of your class triggering a type of behavior in a student, whether it be writing assignments, speaking, or comments about quizzes, allow for breaks or incorporating other ways to release anxiety.
Stay positive and speak calmly.
Give feedback often and reinforce attempts to complete any assignments/class activity that may be triggering certain behaviors.
Consider alternate assignments that meet the same expectations as all other students.
Should you be aware that the student is registered with ODR, reach out for additional assistance as needed.