Case Study: Turning EHCP Goals into Daily Teaching Tools
Student: Harry, Year 4, ASD diagnosis with high sensory needs and language processing delays
The Challenge:
Harry’s EHCP outlined broad outcomes around communication and self-regulation, but classroom staff found it difficult to translate these into practical support. His behaviour was escalating, and progress had stalled.
Our Approach:
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We conducted a full EHCP Breakdown, identifying unclear provisions and rewording outcomes into measurable, short-term targets.
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Using our intervention planning toolkit, we created a tailored weekly plan with sensory breaks, visual timetables, and targeted speech strategies.
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Staff accessed our online platform for guided implementation and recorded notes on progress using built-in tracking tools.
The Outcome:
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Within 6 weeks, Harry showed improved classroom engagement and a 40% reduction in behaviour incidents.
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The SENCO reported feeling “finally confident” presenting to the local authority review panel.
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Teachers praised the “practical and easy-to-follow” roadmap for daily classroom use.
Student Case Study: Layla’s Path to Stability and Self-Confidence
Year Group: Year 8
Primary Need: Social, Emotional and Mental Health (SEMH); ADHD diagnosis
EHCP Goals Highlighted:
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Develop self-regulation strategies for managing anger and frustration
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Reduce incidents of physical outbursts in class
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Maintain a positive relationship with at least one trusted adult
How We Helped:
Layla had been through multiple settings, and her EHCP reviews had often stalled due to a lack of consistent evidence of progress. We worked with her team to:
Break down her EHCP into step-by-step behavioural goals, e.g., “use a calm-down script in 3 out of 5 incidents weekly”
Build a custom plan of trauma-informed interventions: relationship-based check-ins, visual emotion regulation tools, and weekly reflective journaling
Use our Track & Report tool to log adult observations, Layla’s journal reflections, and home–school communication
Results in 6 Weeks:
Layla’s physical outbursts dropped by 75%
She began voluntarily requesting time-out using her calm card
Built a consistent relationship with her key adult, improving attendance and engagement
Parent Feedback:
“For the first time, Layla feels seen — not just managed. This plan has helped everyone understand her better, and she’s calmer, happier, and finally learning again.”
Case Study: Supporting a Student with Organisational Challenges and Task Inertia
Student Profile
Name: "Alex"
Age: 11
Year Group: Year 6
Strengths: Curious, verbal learner, enjoys hands-on activities, excels in oral discussions
Challenges:
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Struggles significantly with organising materials, thoughts, and tasks
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Easily overwhelmed when presented with multi-step tasks or open-ended instructions
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Requires considerable adult support to begin tasks
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Demonstrates task inertia, often sitting idle due to difficulty knowing where or how to start
Summary of the Issue
Alex presents with ongoing difficulties in executive functioning, particularly with organisation and task initiation. Without scaffolding, Alex is unable to independently structure his time, materials, or steps to complete assignments. This often results in overwhelm, which leads to inertia—an inability to start the task at all. When overwhelmed, Alex may appear withdrawn, distracted, or anxious.
These challenges impact Alex’s access to learning and increase his reliance on adults for constant prompting. Without targeted strategies, Alex risks developing a negative self-concept regarding his academic capabilities and independence.
Our recommended Interventions
1. Environmental Supports
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Visual Schedules: Post a visual daily timetable on Alex's desk and the classroom wall. Break down each subject/task into smaller chunks.
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Work Systems: Use a consistent "First-Then" or “Now-Next-Later” board to visually structure tasks.
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Decluttered Workspace and the task format: Maintain a minimalist desk area and the task format to reduce visual distractions and aid focus.
2. Task Presentation
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Chunking Tasks: Break tasks into 2–3 smaller, manageable steps with clear, simple language.
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Step-by-Step Instructions: Provide checklists that Alex can tick off as he completes each part.
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Use of Timers: Introduce visual timers (e.g., sand timers or digital timers) to encourage task engagement for short periods, reducing perceived burden.
3. Personalised Support Tools
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Organisational Templates: Provide folders or colour-coded notebooks for each subject.
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Morning Check-in Routine: Begin the day with a short 5-minute planning session with a learning support assistant (LSA) to outline priorities.
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Task Initiation Cue Cards: Prepare laminated prompt cards with sentence starters or steps like “Step 1: Write the date,” “Step 2: Read the question,” etc.
4. Emotional and Cognitive Support
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Stress-Reduction Techniques: Teach and practice self-regulation strategies such as deep breathing or a calm corner for short breaks.
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Positive Reinforcement: Reinforce effort and progress, not just task completion (e.g., “I see you’ve made a start – great job!”).
5. Staff Training and Consistency
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Staff Briefing: Ensure all staff working with Alex understand the interventions and use consistent language and strategies.
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Role of LSA: The LSA supports planning, models task initiation, then fades support gradually to build independence.
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Weekly Review Meetings: Allocate time each week to review progress, adjust supports, and celebrate improvements with Alex.
Case Study: Supporting a Student with Low Muscle Tone, Poor Body Awareness, and Processing Difficulties
Background Information
Student Profile
Name: [Confidential – refer to as “Student A”]
Age: 9 years
Grade: Year 4
Diagnosis: No formal diagnosis, but observed to have:
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Poor body awareness (proprioceptive challenges)
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Low core and postural muscle tone (hypotonia)
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Slow processing speed
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Periodic episodes of derealisation (appears "shut down" or disconnected from surroundings)
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Presenting Concerns
Student A has difficulty:
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Sitting upright for sustained periods due to low core strength
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Completing physical or written tasks within time constraints
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Modulating movement speed (e.g. cannot "hurry up" when prompted)
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Maintaining focus or awareness during episodes of derealisation
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Interpreting where their body is in space, which affects fine and gross motor coordination
Observed Impact in the Classroom
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Difficulty transitioning between tasks
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Frequently appears "spaced out" or unresponsive
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Tasks often incomplete due to slow pace, not lack of understanding
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Fatigue during seated work or physical activity
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Struggles with handwriting due to low tone and proprioceptive difficulties
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Becomes distressed or overwhelmed when rushed or pressured
Recommended Intervention Plan
1. Proprioceptive and Sensory Support (Daily)
Goal: Improve body awareness and regulation through consistent sensory input.
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Provide "movement breaks" every 30–45 minutes (e.g., wall push-ups, chair push-ups, animal walks, weighted balls)
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Use weighted items during seated work (lap pad or weighted shoulder wrap) to increase body awareness
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Allow use of fidget tools that provide deep pressure or proprioceptive input (e.g. therapy putty, resistance bands)
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Incorporate gross motor activities in transitions (e.g., jumping 10 times before lining up)
2. Core Strength and Postural Stability (Long-Term Physiotherapy or OT-Directed Program)
Goal: Build endurance for seated work and general task participation.
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Daily short exercises led by support staff:
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Planks (on knees to start)
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Superman pose
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Seated balance on therapy ball
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Obstacle courses targeting crawling, climbing, and balancing
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Occupational therapist or physiotherapist to develop a home-school program
3. Cognitive and Processing Accommodations
Goal: Reduce cognitive load and support processing needs.
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Simplify instructions – break down into single steps, use visual cues
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Allow extra time for all tasks – avoid rushing or last-minute pressure
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Provide a visual schedule and timers to aid predictability
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Use checklists or visual prompts to scaffold tasks
4. Emotional Regulation and Derealisation Response Plan
Goal: Support re-grounding and emotional safety when the student "shuts down."
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Develop a 'quiet space' or calm-down area the student can access when overwhelmed
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Implement grounding strategies:
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Ask the student to name 5 things they see, 4 they can touch, 3 they can hear, etc.
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Use a "grounding box" with tactile items (fabric swatches, stress balls, etc.)
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Teach co-regulation strategies (slow breathing together, calm voice prompts)
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Do not pressure the student during or immediately after derealisation episodes – wait for signs of re-engagement
5. Teacher and Staff Education
Goal: Ensure all staff understand the student’s needs and strategies.
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Provide a one-page profile summarizing:
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Strengths and needs
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Signs of distress or shutdown
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Strategies that help (and those that don’t)
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Regular check-ins with learning support or SENCO to adjust strategies
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Train staff in trauma-informed approaches and neurodiversity support
Monitoring and Review
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Weekly staff communication to share what’s working and adjust approaches
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Monthly OT or SENCO check-ins to update the intervention plan
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Involve parents/carers in updates and share strategies used at home
Summary
Student A’s challenges with body awareness, low muscle tone, and derealisation significantly impact their ability to function in a traditional classroom setting. A structured, consistent plan involving sensory regulation, core strengthening, environmental accommodations, and trauma-informed practices will support their access to learning, reduce distress, and promote long-term development.
Case Study: Supporting a Student with Sensory-Seeking Behaviour
Background Information
Student Profile
Name: [Confidential – refer to as "Student B"]
Age: 8 years
Grade: Year 3
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Needs Identified:
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Sensory-seeking behaviour
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Excessive movement (e.g., table tapping, fidgeting)
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Vocalisations (e.g., singing, humming during class)
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Nail biting (frequent and intense)
Presenting Concerns
Student B displays behaviours consistent with sensory-seeking needs, particularly related to movement (vestibular and proprioceptive input), tactile input (nail biting), and auditory expression (humming/singing). These behaviours:
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Are often disruptive to classroom learning (for themselves and peers)
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Can increase when the student is bored, anxious, or unengaged
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Do not appear to be defiant or attention-seeking, but rather self-regulatory
Observed Impact in the Classroom
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Distracts peers with noise and movement
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Finds it hard to stay seated and focus during teacher-directed tasks
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May be reprimanded frequently, leading to emotional distress or withdrawal
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Appears calmer and more regulated after physical activity or sensory input
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Fidgets or taps as a coping mechanism, especially during unstructured times or waiting periods
Recommended Intervention Plan
1. Environmental Modifications
Goal: Create a sensory-friendly environment that supports regulation without disrupting learning.
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Provide a fidget toolkit at the student’s desk (e.g., stress ball, textured strip, hand putty, silent fidgets)
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Use noise-dampening strategies:
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Place student in a quieter area of the room if possible
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Provide noise-cancelling headphones or ear defenders during high-stimulation times
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Designate a “movement break zone” in or near the classroom for quick regulation (e.g., trampoline, yoga mat, resistance bands)
2. Scheduled Sensory Input
Goal: Provide consistent sensory input to reduce unstructured sensory-seeking behaviour.
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Daily movement breaks every 45–60 minutes (5–10 minutes in length):
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Jumping jacks
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Wall push-ups
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Animal walks
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Resistance band exercises
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Carrying a heavy bag to the office/library
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Use sensory circuits in the morning or after lunch (if available), directed by the occupational therapist or support staff
3. Replacement Behaviours
Goal: Redirect disruptive behaviours into appropriate sensory alternatives.
Replacement Strategy Observed Behaviour
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Table tapping Use of a hand fidget or “silent” desk tool (Velcro strip, stress ball)
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Humming/singing Quiet mouth toy, allow light humming during independent work if non-disruptive, or provide a "hum pass" and designated time/location
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Nail biting Chewelry (chewable necklace/bracelet), or oral sensory tools (chewable pencil toppers)
4. Emotional and Self-Regulation Support
Goal: Help the student build awareness of their needs and self-regulate appropriately.
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Teach the Zones of Regulation or similar program to help the student identify feelings and choose strategies
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Use a sensory cue card or visual choice board for self-selecting regulation tools or movement breaks
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Model and teach calming strategies, such as:
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Deep breathing
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Counting to 10
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Using a “quiet corner” to regroup
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5. Staff Training and Consistency
Goal: Ensure all staff respond to sensory needs consistently and positively.
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Provide a one-page student profile outlining:
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Common triggers
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Effective responses
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Tools that support regulation
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Train staff to distinguish between sensory-seeking and behavioral misconduct
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Establish a consistent team response when behaviours escalate (e.g., non-verbal cue, redirection, access to break)
Monitoring and Review
Track incidents of disruptive behaviour vs. regulated periods to monitor improvement
Regular meetings (e.g., biweekly) between teacher, SENCO, and OT (if involved)
Involve family to ensure consistent support at home (e.g., chew tools, movement at transitions)
Summary
Student B exhibits sensory-seeking behaviours that impact learning and social participation. These behaviours are self-regulatory, not oppositional. A consistent, proactive approach that offers structured sensory input, alternative tools, and environmental accommodations will support their ability to focus, engage, and thrive in the classroom. Understanding the function behind the behaviour is key to reducing disruption and increasing inclusion.
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