I had a student who had similar actions during one of my internships, but it was written in his IEP that he would receive a reasonable amount of breaks. I always encouraged him to get more work done by saying, "Complete five more problems and let me check them and then I will let you (get up for whatever the reason was)." This worked well and often times he would forget what he was wanting to get up for. I also spoke to his father and asked him what types of sit down activities he did at home and tried to give him more incentives when he stayed in his seat and completed his work. For Doug, I would probably try to pair him up with a peer that is high functioning and who generally finishes their work early, preferably a person that Doug wants to interact with, to help him keep his attention focused.

I think the pairing up of students is a great idea! However you have to remember sometimes students can amp each other up, even your most responsible. This student sounds like he could definitely benefit from "brain breaks"! Have him work for something tangible, not too crazy, and not beyond his limit. My favorite go to strategy are "if, then" statements. "IF you sit quietly and do your work for 15 min, THEN you may get a brain break for 5". The breaks could be watching one GoNoodle video, an educational card game, etc. Just something that lets him move and use his body beneficially. If he is still getting out of his seat during work time, remind him what he is working for and if he is making good choices or poor choices towards earning that. Often times I will ask my kids "Do you think that was a good choice or a poor choice?" That way they have to think about it. If they just say good choice, ask them why they think that was good. More times than not they won't want to answer all those question again and will readjust themselves.

In situations such as this some students may just get work done better if they are allowed a little more freedom. In this situation for me I would allow Doug to get up at certain points after he has completed a measurable amount of work. This is important because not every student is able to just stay seated the whole class and may need interventions.

I would have a visual on his desk that reminds him to stay seated or raise his hand. You could also have a timer set and if Doug stays seated for the duration of the timer, he can get up for 1 minute and reset the timer.

I think what should be done next, is to pull him out of class and speak with him about why he is always getting out of his seat. I would tell him he can keep a water bottle at his desk if he's thirsty all the time. If this does not work, then I would try a parent teacher conference.