I would try to assign this child a classroom "job" that gives them a purpose. For example, a door holder or caboose. If they do not respond well to this, I would try to provide an incentive for staying in their seat during class, while still working to provide opportunities for the student to move around.

Creating a positive behavior intervention plan will be useful. The first step is gathering details about the behavior and the disability. For the intervention, there are multiple ways to approach it. For example, have positive reinforcement for when the student stops at the door or stays in his seat. This could be extra computer time or an extra treat at lunch time. Or you could teach the student a song about lining outside the door. Review the intervention plan with the IEP team before doing it.

Using positive reinforcement could be very beneficial in this situation. Praise the student for when he does right, by sitting in his seat or waiting to open the door until you say to do so.

Maybe give him a job, like being doorholder, that way he doesn't leave the room before you or the other students.

Hi Carla! This is Toby! A lot of differently abled students often wander. Sometimes giving these students something to fidget with such as a small toy or playdough can help these students stay on task. Giving students a visual representation of how many times they wandered and how many times they stayed in their spot, then creating goals based on that may also be very helpful!

I like to use the first/then or now/next with students in order to get them to do a desired task. "First you complete this task, then you can walk around the room." As long as the student is completing their work and not distracting others, it does not hurt to allow desired activities/behaviors. Always choose your battles wisely. The student might also feel uneasy sitting in their seat for long periods of time, so you could create break cards for them to use. Once all the break cards have been used for the day, the student will not be allowed to take a break. It would also be smart to establish rewards and consequences. If the student refused to do their work when asked, they do not get to be the line leader. Consistency is key when working with ESE students. Visuals are also great, such as break cards, timers, behavior chart, etc.

Perhaps give the student a job that allows him that movement in the classroom such as a paper passer or office runner. This purposeful movement may reduce the amount of time he wanders in the classroom not doing what he is supposed to. Additionally, a permanent job as a caboose could be used to stop the door opening situation or if he insists on being in front then give him the job as door holder but instruct him that he can only keep the position if he opens the door when told. Alternately, teach the rest of the class that just because someone opens the door does not mean they are to leave, they should start walking when the teacher directs them.

I would try to sit him down and talk to him about the wandering. I would do it in a positive way that makes him know you appreciate his good behaviors but that he needs to be safer and make sure he stays where he is supposed to in the classroom. You could also offer him an incentive such as getting a reward at the end of the week if he can work on his wandering behavior.

I would work with a behavior specialist to develop a positive behavior intervention plan such as a points card. For each period the student does not wander, they'll get a point, and a certain amount of points will earn them a reward, such as coloring the last ten minutes of class.

Sounds like the student is feeling detached and disconnected in this learning environment therefore giving them a consistent task or assistant duty related to helping his peers can help get them more involved and help them be more present. It sounds like this student has leadership qualites waiting to be showcased.

Visual schedules are a great resource when showing students, especially in an ESE classroom, what they should be doing at certain times of the day. Adding rewards to the schedule can motivate the student to achieve the goals of their schedule.

If I were in this situation and recognize that the student's misbehavior can be anticipated, I would review with the student the classroom rules and procedures prior to the class ending, and prior to the occurrence happening. I would also remind him of the consequences of his misbehavior, continue to monitor behavior, and follow through with enforcing the consequences that I had previously established.