Page 78 - School Bus Operators and Attendants Handbook

Student will not Same as above
get off the bus
Give the student something to chew on approved by parent and school. Allow the student to
have a favorite toy to play with on the bus. Use the student’s communication system to find
Excessive noise out what is bothering them. Have available objects that relax or distract the student. The
On the bus
teacher or parent will give you items and suggestions. In some circumstances, earplugs or
headphones are an option. Again, speak to parent and teacher.
Student will not Use visuals such as pictures or written rules. Distract the student by giving him something else
keep the seatbelt to do. Have catalogs or books available that can occupy the student. Talk to the student, play
or safety vest on singing games, and show them things to look at outside the bus windows.
Have other objects for the student to touch. Autism Spectrum Disorder students often are
tactile defensive (don’t like to touch) or like to touch soft, silky, satiny items and surfaces. Ask
the parent and teacher for items and clues. Use visual and verbal rules: “quiet hands” or “quiet
feet”. Place the student in a seat on the bus where he/she cannot touch others. Sometimes an
Touching others
explanation to student about why they are being isolated helps them to understand that there
are consequences for the behavior. They can be placed back in their original seat when it is
determined they can be near others again. Remember, it is important for students to learn
appropriate social behavior and touching.
Give the student something else to do. Change the student’s seat or the seat of the person they
Kicking the back
of a seat are bothering. Present visual rules.
Use a social story with the student. The teacher will help you with this. The student may need
to wear different clothing that is not easily removable. Often the reason for clothing removal is
Taking off clothes that the child may be sensitive to fabrics and textures of clothes. Place the student in a seat
assignment that protects his/her dignity so other students may not view him/her easily when
unclothed.
Discuss with the student’s teacher and parent ways to keep the student from harming
Hitting self himself/herself. Distract the student by giving him/her something else to do. Sit by the student,
use a soothing voice and talk to them.
Change of routine Tell the student, parent, and teacher at least one to several days ahead of time. You and they
or schedule can prepare the student for the changes using visual and written schedules.
Do not keep food or drinks on the bus. The student may be obsessed about food and will
Food/wants sometimes do almost anything to get to the food. Be sure to store and protect other student’s
to eat lunches. Discuss this concern with the teacher and parent. Possibly, they can be sure that the
student eat/drinks before boarding the bus.

Emotionally/Behaviorally Disabled (EBD)

Students with an emotional/behavioral disability generally will look the same as their normal- aged peers
and are often of normal or above normal intelligence. The disability demonstrates itself in the behavior
and/or emotional responses of the students. They often perform well academically and may attend classes
with their non-disabled peers. Special help may be given to students for behavior control through special
needs classes, counseling, or therapy. Many students with this disability are under medical management
and supervision. They have difficulties maintaining relationships with others and are sometimes unable to
express their feelings or need which creates serious conflicts and difficulties for themselves and for others.
These students usually are seeking attention, acceptance and love but often alienate people because of
their behaviors.

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Exceptional Student Education (ESE)