Restroom Boundaries Social Story
My Restroom Rules: Picture Story
Read & Look: Safe Walking, Privacy, and Safe Flushing
Visual Social Narrative
STOP
Girls' Room
1. Girls' Restroom is Private
The girls' room is for girls only. I see the door, I STOP, and I KEEP WALKING past it.
MY ROOM
Boys Restroom
2. I Use the Boys Restroom
I walk into the Boys Restroom. I use the toilet safely and close the stall door for my privacy.
PUSH HANDLE
1x
One Time
3. Flush the Toilet 1 Time
I push the handle down 1 time. The water swirls down. Then I walk to the sink to wash my hands.
SHOW CARD
Vortex Toy
4. Ask for Sensory Water Toy
When I want to see swirling water or push levers, I show my Break Card and play with my vortex tube!
Girls Room = STOP Boys Room = GO Water Fun = BREAK CARD
Good Choices!
Picture Communication Symbols & Visual Strips
Cut & laminate high-contrast symbol icons for communication board, lanyard, and desk
Picture Cards
STOP
Girls' Restroom
DO NOT ENTER
GO IN
Boys' Restroom
MY RESTROOM
FLUSH 1X
Push Lever 1 Time
THEN DONE
WASH
Wash Hands
SOAP & WATER
I WANT
Sensory Break
SHOW TO TEACHER
TOY
Vortex Swirl Tube
3 MINUTE PLAY
Picture First-Then Behavior Strip Mount on Student Binder
FIRST
Walk Past Girls' Door
No Stopping
NEXT
Boys Restroom
1 Flush + Wash
THEN
Sensory Water Toy
Earn Reward
Picture Support Guidance: Point directly to each picture icon while reading the narrative aloud with the student. Have the student point to the Stop symbol and Boys Restroom symbol to confirm comprehension.
Sensory Replacement Protocol Guide
Behavior Intervention & Sensory Diet
Sensory Replacement Protocol
Grade: 12th Grade
Target Behavior: Restroom Elopement / Toilet Flushing
Target Behavior Definition
Student elopes or breaks hallway transit to enter the female restroom to repeatedly press flush levers and observe water flushing. High privacy/safety risk requiring immediate positive sensory redirection.
Sensory Function Analysis
Sensory-Seeking (Automatic Reinforcement): Heavy mechanical lever resistance (proprioceptive/tactile), water vortex rush (visual), and high-pressure pipe sounds (auditory).
Direct Sensory Replacement Station Menu (Scheduled & On-Demand)
Heavy Spring Lever
Mounted industrial heavy-action click lever box on desk. Delivers authentic mechanical resistance and click feedback.
Tactile / Resistance
Vortex Swirl Tube
Sealed glitter vortex connector bottle. Inverting creates an immediate visual swirling funnel mimicking toilet drainage.
Visual / Motion
Audio Flush Button
Recordable sound buzzer programmed with water surge sound effect, paired with headphones or classroom speaker.
Auditory Sensation
Proactive Antecedent & Environmental Controls
1. Hallway Travel Positioning
Staff walks on the inside wall between the student and restroom entryways. Maintain visual line of sight during transitions.
2. Scheduled Sensory Satiation
Provide 3-minute access to the Vortex Tube / Lever Box 10 minutes before major classroom transitions to reduce urge.
3. Structured Male Restroom Routine
Student uses designated Boys Restroom stall with "1-Flush Visual Checklist" affixed inside stall at eye level.
4. Functional Communication Training (FCT)
Prompt student to use the "Sensory Break Card" at desk whenever signs of restlessness or elopement pacing appear.
Note: Review protocol with all paraprofessionals, related service providers, and campus monitors before implementation.
Staff Response & Accountability
Reactive Protocol & Daily Tracking Log
Form: BIP-REST-01
De-escalation & Redirection Sequence (Low Emotionality Protocol)
Step 1: Early Cue
Visual Block
Step between student & door. Show "STOP" card without speaking.
Step 2: Direction
Point to Target
Point forward toward destination or Boys Restroom card. Neutral tone.
Step 3: Entry Event
Calm Extraction
Announce presence, guide student out immediately. No verbal scolding.
Step 4: Reroute
Prompt Replacement
Offer sensory lever or vortex tube once student is seated/calm.
Restroom Boundary & Sensory Engagement Data Sheet
Student: __________________ | Week of: _________
| Date / Time | Transition / Context | Urge / Attempt | Prompt Used | Replacement Accepted? | Staff Init. |
|---|
| | Blocked / Entry | Visual / Verbal / Guide | Lever / Vortex / No | |
| | Blocked / Entry | Visual / Verbal / Guide | Lever / Vortex / No | |
| | Blocked / Entry | Visual / Verbal / Guide | Lever / Vortex / No | |
| | Blocked / Entry | Visual / Verbal / Guide | Lever / Vortex / No | |
| | Blocked / Entry | Visual / Verbal / Guide | Lever / Vortex / No | |
IEP Behavior Goal & Mastery Benchmark
0 instances of unassigned restroom entry across 4 consecutive weeks; ≥ 80% independent use of sensory card.
Active Intervention