Safe Hands Tracker Document
Preschool Behavior Tracker
Daily Interval Frequency, ABC Triggers & Replacement Skill Monitor
ECSE / Tier 3 Support
Target: Safe Hands & Body Control
Student:
Date:
Staff:
Room:
Target Behaviors
H: Hit open hand
G: Grab / Squeeze peer
K: Knock / swipe item
P: Pull hair
E: Elbow / body push
Triggers (Antecedent)
CR: Crowded / close peer
TR: Routine transition
WP: Walking past table
TD: Task demand / stop
SS: Sensory seek / excited
Staff Response
BL: Physical block (neutral)
VP: Visual cue / schedule
RD: Redirection to object
SG: Song / rhyme cue
MB: Movement/sensory break
Replacement Skills
GH: Gentle hands / pats
VT: Points to visual icon
SB: Kept safe body space
HW: Heavy work / squeezie
WA: Waited with object
| Preschool Routine | Behavior Tallies (H, G, K, P, E) | Trigger Code | Staff Response | Replacement | Initials |
|---|
| Arrival & Cubbies Unpack, coat, shoes | | | | | |
| Morning Rug / Circle Songs, close peer sitting | | | | | |
| Free Play / Centers Blocks, sensory bin, toys | | | | | |
| Small Group / Tables Art, fine motor, items out | | | | | |
| Snack / Mealtime Sitting at table, cups/plates | | | | | |
| Gross Motor / Recess Running, peer collision risk | | | | | |
| Transitions / Hallway Line walking past tables/peers | | | | | |
| Closing & Dismissal Backpacks, high excitement | | | | | |
Hits [H]
Grab/Squeeze [G]
Knock Items [K]
Hair Pulls [P]
Elbow/Push [E]
Replacement (★)
Proactive Antecedent Strategies Used Today (Check all that applied): Review at team debrief
Cleared path near tables Personal carpet square Hand-holding in hallway Heavy work sensory break Visual First/Then board Fidget / weighted lap pad "Gentle Hands" song cue 2-minute transition alert
Daily Team Observations & Function Hypotheses (Sensory vs. Escape vs. Connection):
Staff Response & Incident Protocol
Clear Behavioral Definitions, Prevention Rules & ABC Deep-Dive Log
Preschool Intervention Support
Page 2 of 2 (Keep on Clipboard)
Child-Specific Behavioral Operational Definitions Must be unambiguous for any paraprofessional or sub
1. Hitting with Open Hand [H]
Looks like: Contact made by flat hand/palm against peer or adult's arm, face, or chest with audible contact or force.
Exclude: High-fives, playful patting during guided song routines.
2. Grab & Squeeze Peer [G]
Looks like: Clamping both hands or wrapping arms around peer's torso/limbs from front or rear; squeezing causing peer distress.
Root function: High sensory pressure seeking / intense greeting.
3. Knocking / Swiping Items [K]
Looks like: Intentionally pushing cups, toys, or trays off table, or running arm along edge of tables while walking past to dislodge objects.
Exclude: Accidental bumping due to motor clumsiness.
4. Hair Pulling [P]
Looks like: Closing fingers around peer or staff hair and pulling backward or downward. Often occurs during close rug seating or sudden frustration.
5. Elbow & Body Pushing [E]
Looks like: Thrusting elbow outward into peer's ribs/body or throwing side of torso/hip into peer while standing in line or sitting on rug.
Evidence-Based Staff Action Guidelines (Do's & Don'ts)
Recommended Protocol
- Block calmly: Step between child and peer with neutral expression; no scolding lectures.
- Sensory co-regulation: Offer weighted lap buddy, deep joint compressions, or sensory bin.
- Immediate replacement: Model "Hands down" or "High five" before he reaches target.
- Walking path clearance: Guide child down center of aisle, not brushing table edges.
Avoid These Ineffective Practices
- Forced time-out / isolation: Escalates fight-or-flight and does not teach coping skills.
- Lengthy verbal reprimands: Child with limited language tunes out words and hears high arousal.
- Loud emotional reactions: Accidental positive reinforcement for knocking items down.
- Unmonitored table pass-bys: Never allow free wandering near full sensory tables.
Intense Incident ABC Deep-Dive (Log significant bursts or peer injury risks) Record 2 most severe events today
Event 1 Time: _________ Activity / Location: _____________________________
Behavior(s): [ ] H [ ] G [ ] K [ ] P [ ] E
Antecedent / What happened right before:
Staff Intervention / Response Used:
Child Response & De-escalation Duration:
Event 2 Time: _________ Activity / Location: _____________________________
Behavior(s): [ ] H [ ] G [ ] K [ ] P [ ] E
Antecedent / What happened right before:
Staff Intervention / Response Used:
Child Response & De-escalation Duration:
Lead Teacher / Case Mgr Signature:
Parent Notified Team Review Needed
