The Plan B Classroom 263ways Casey’s leaving the classroom is more adaptive
than some of the other things he could be doing in re-
sponse to frustration—like tearing the room apart.
But, I agree, it’s very important that he stay safe.”
“What’s making Casey act this way?” asked the
classroom teacher. “What’s his diagnosis?”
“Well, I don’t think a diagnosis will tell us much
about why he’s acting that way. But I think it’s safe to
say he’s having a lot of trouble shifting from one
mind-set to another and that he’s not very good at
solving problems,” the psychologist said.
“So why does he run out of the room?” asked the
teacher.
“Because he can’t think of anything else to do,” the
psychologist said.
“I think we need to start solving some of the
problems that are causing Casey to get so frustrated
that he can’t think of anything to do but run out of
the room,” said the psychologist. “But he may not
stop running out of the room completely yet, so we
may need a place where he can go to settle down
when he does feel overwhelmed, so he doesn’t end up
in the parking lot.”
The special education coordinator chimed in. “I
think we should have consequences if he leaves the
classroom,” she said. “I don’t think it’s good for the
other kids to see him leave when he gets frustrated.”