Page 79 - School Bus Operators and Attendants Handbook

There are degrees of his handicapping condition, from mild to severe. Students who are more severely
disabled might have a tendency toward more extreme behavior such as withdrawal, aggression, or self-
injury. Some students attend special education classes or special education center schools when they need
very specialized educational programs and services. Sometimes their appearance may differ somewhat
from others due to oddities in behavior, medication effects, or social inadequacies due to the disability.
They can have other disabilities besides the emotional/behavioral disability. Students can become easily
agitated, upset, excitable, and/or overly talkative. They might be hyperactive or belligerent and act out
their behaviors in a physical way. Their actions may become extreme and out of proportion to the situation.
They frequently use obscene language and gestures. Students may become aggressive or withdrawn,
fearful, anxious, have low self-confidence, and can become easily frustrated. They often act impulsively or
abruptly with no thought for their safety or that of others. Often, they will respond to firm, clear, and
consistent rules, but not demands.

Suggested Management Techniques

 Establish a daily bus routine. Use a seating chart. Seat students in alternating seats and positions
when necessary.
 Show interest in the student. Praise good behavior. Do not be overly friendly.
 Set the stage for good behavior from day one. Be fair, firm, and consistent in administering
behavior management techniques.
 Have just a few simple rules that students can follow. Phrase them in a positive manner. Remain
seated and talk quietly.
 The best consequences for misbehaviors are those in which something is learned and the
behavior is positively changed. For example, tell the student that if he can keep a “quiet” voice
for two days, then he can go back to sitting with his seatmate.
 Avoid confrontation. Do not argue.
 Do not react personally to in appropriate language and gestures. The student may need to be
reminded about this, but it is important not to act personally.
 Handle all behavior problems immediately. Use the “Student Discipline Referral” form (PBSD #
0279) as a means of helping a student. Contact a supervisor for repeat issues.
 Talk to the student’s parent/guardian or teacher about your concerns and ask for helpful
behavior management strategies. A behavior contract can be written for the student with
expectations.
 Handle all situations in a calm and confident manner
 Reinforce good behavior by verbal praise, positive body language and social reinforcements such
as smiles and nods.
 Try to diffuse potentially troubling situations calmly and quickly.
 Do not show favoritism
 Use other students as role models, praising good bus behavior, making sure the student hears the
praise. Praise him/her when he/she complies with the rules.
 Refrain from using sarcasm

The bus attendant will sit in the rear of the bus for supervision. The attendant must move
about the bus as necessary to manage behavior and/or to assist students.

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Exceptional Student Education (ESE)