Impulsive
An impulsive student may...
- interrupt or blurt out, raising hand sometimes at the same time
- move quickly (dart)
- be out of his or her seat
- act without considering the consequence
- respond quickly rather than using think time
- say something rude or offensive
- use profanity
- be emotional
- fidget
- throw things
- touch peers or things
- give brief written or verbal answers
When supporting a student who is impulsive, some general strategies involve
- teaching wait time/response time
- break down directions
- hold materials during your instructions
- build structured routines
- allow the student to stand while working
- explore fidgets
- use non-verbal cues
- repeat directions with a kinesthetic connection (point to fingers for each step)
- monitor your own impulsive behavior
- "breath before blurt"
- build in motor breaks before seat work or instructional segments
- use choral response
Interventions may include
- make time for students to "think outloud" so you can help identify their reasoning and processes
- Use StopThinkTalkDo
- create separate listening space/workspace in the classroom
- build in 10-15 seconds of wait time for all of the class
- give the student a job--ex: to write the task list on the board
- use sticky notes or tokens for reinforcement and cost-response
- build in specific pathways for movement in the classroom
- use purposeful dismissal or transition in the classroom and for lines
- have the student hold a specific/purposeful object
Literature Link
Clark the Shark by Bruce Hale
What were you Thinking by Bryan Smith
It's Hard to be a Verb by Julia Cook
What if Everybody Did That by Ellen Javernick
Spaghetti in a Hot Dog Bun by Maria Dismondy
Stand in My Shoes by Bob Sornson
Tessie Tames Her Tongue by Melissa Martin
Hands Off Harry by Rosemary Wells
I'm in Charge of Me by David Parker
Teacher Reading
Self Regulation-Social Thinking