Tier 2 · Targeted
Break card
Teach the student to ask for a short break appropriately instead of escaping through problem behaviour.
How to do it
- Create a break card (or signal) and decide where breaks happen and for how long.
- Teach the student when and how to use it. Role-play when they’re calm.
- Honor the card immediately every time at first, so it works better than the problem behaviour.
- Use a timer for the break and a clear return routine.
- Log break use. Once it’s working, gradually limit the number of breaks or require a small amount of work first.
Why it works
- Replaces escape behaviour with an appropriate request
- Prevents escalation by giving an early exit
- Teaches self-advocacy
When to use it
- When data shows behaviour is used to escape tasks or situations
- With students who escalate when overwhelmed
- Alongside chunking and task modifications
Tips and pitfalls
- A break is a short pause, not an escape from the work entirely. The task is still there afterward.
- Praise the student each time they use the card instead of the old behaviour.
Templates for this strategy
Break cards and break log
Printable break cards, plus a log to track when and how breaks are used.
Break cards and break log.docxMy calm-down plan
A student-facing plan to recognise warning signs and choose calming strategies. Complete it together when the student is calm.
My calm-down plan.docxHelps with
Not working after a fair trial?
Check that it’s been used consistently for 4–6 weeks and that your data shows the pattern. If so, look at the next tier of support for this behaviour.
Tier 3 · Intensive