1. Provide specific steps the student can take to relax, or provide a relaxation ritual
   
   Example:
   Take three deep breaths; tense fingers or toes for five seconds, then relax.
2. Provide alternative foci to distract the student from somatic symptoms
   
   Example:
   If the student complains of a recurrent headache without medical etiology, provide the student a phrase to think of or an activity (doing three problems then standing up, 10 problems then walking to the fountain). Have the student hold a stress ball and practice squeezing and relaxing his/her arm while breathing in and out at an even pace.

Specialized Instruction:

• Have the student identify antecedents/precipitants to anxiety
  
  Example:
  Have the student identify what preceded or led to emotionality when it occurred, look for what leads to escalations, and then identify how he/she can avoid exposure to that precipitant and/or steps to slow escalations, such as distracting him/herself with another task, talking to other students, or waiting two minutes before accessing the teacher.
• Help the student address stressors through art activities
  
  Example:
  Ask the student to draw a picture of what stress or fear looks like to him/her and suggest various coping strategies, then draw pictures of solutions so the student can "visualize" enacting the solution.
• Help the student devise and practice problem skills
  
  Example:
  Practice steps to decide how "dangerous" the current situation is, what resources are available (staff, book, music to distract), and what is most likely to help quickly ("If look at a book, I'll stop noticing my sweaty hands"). Ask the student to describe/draw a picture of what serenity and calm look like to him/her and suggest actions to achieve calmness (look at the sky, hum a song silently, or touch a soft felt strip in his/her desk).
• Design and post visuals for the student to review and use when solving a problem
  
  Example:
  Create a simple pictoral diagram of problem solving steps ("what is the problem? what are some solutions? what should I do? give it a try!") For additional examples, click here: www.csefel.uiuc.edu   top

Behavioral Planning:

• Identify a hierarchy of safe places for the student to de-escalate emotionality symptoms
  
  Example:
  Stay at his/her desk; move to another part of the classroom; go to the edge or outside of class; go to a designated room (other classroom, library, office). Reward the student's use of lower level places, and more time staying on task, by allowing the student to eat with a peer or help the teacher with a special task. top