Memory Strip: Using Your Strategies
I created this memory strip for behaviour which prompts recall of strategies to help a student struggling with dysregulation. This dysregulation may be due to suppressed tics, overwhelming stimulus, heightened emotions or even boredom. It is typical for these types of situations to stimulate unwanted behaviour, aggression, provoking behaviour and disruption. The strategies must be known to the student and have worked well in the past. This particular strip was created for a grade 7 student who was profoundly challenged by Tourette Syndrome. This memory strip was posted inside the student’s locker, and on the inside cover of his notebooks. It proved to be very effective, and was consistent with his Behaviour Management Plan. The memory strip provides a consistent reminder of his strategies and school behaviour expectations.
Frame 1: Take a quick break outside the classroom door (1-2 minutes). Provides an opportunity for a quick release of tics or stress.
Frame 2: Take a walk around in the hall. Provides an active release of energy.
Frame 3: Take a time out at the office. The student needs more time to decompress and possibly some distraction from the current situation.
Frame 4: Say it or do it someplace else (leave here and do the tic in a safer place). The student can choose to continue with their current behaviour but in a place where they are more comfortable and safe.
Frame 5: Say or do something else (stay here, but change the tic). The student can check in and choose to redirect their focus and energy.
Frame 6: Take a time out (leave the area and go to the office for support). The student needs to have some adult support to manage the situation.
Frame 7: Use the 3 steps to managing conflict (a process I created for schools). The student chooses to appropriately manage the situation causing dysregulation.
Memory strips are easy to create, and should be created with the student. All memory strips can be tailored to the specific needs of the student improving their independence and success. The student takes ownership of the memory tool by searching online for icons that they “connect to” and pasting them into the frames. By allowing the student to co-create the memory strip with you, they are more likely to remember and use the tool.
Consistent use of memory strips lead to these steps and skills being memorized and becoming “second nature” to the individual. Be sure to share the strips between home and school as the student likely has the same challenges in both situations.
Memory strips give students power and confidence knowing that they can effectively use the guidance within the strip to be successful!
For more strategies see our posts:
Coprolalia Part 2: Coping With Coprolalia for planned ignoring techniques.
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