Observed Behavior

Various OCD-related compulsive

behaviors that may appear odd to peers;
e.g., getting up and down out of the chair
many times before being seated,
repeatedly rearranging items on or in
desk, or checking book bag contents

Example of Accommodation
Prevent or defuse teasing, bullying or gossip by
including explanations of OCD and other mental
health disorders in health or science class.
Teach tolerance and use strategies listed elsewhere
on this web site to manage the classroom.
Seat the student where most other students will not
focus on compulsive behavior when it occurs.
Keep the lesson going when a student with OCD
engages in rituals; when the teacher stops and
focuses on the student, all eyes will turn to the
student, increasing the student's embarrassment
about his or her actions.

Chronically late for school in the

morning -- may be from lack of sleep
after a long night of revising homework
or engaging in morning rituals

Provide accommodations for the student that will

facilitate homework completion, e.g., reduce length
of homework assignments, allow the student to
record answers on a tape recorder rather than write
them out, etc.
Draw as little attention as possible to the student
when he or she enters the classroom late. Refrain
from engaging in public reprimands or displays of
anger or frustration.
Allow the student to start classes later in the
morning, rather than earlier, if possible (e.g., alter
high school class schedule).
Refrain from giving official penalties for tardiness.
When students know that there will be no
punishment for being tardy, stress is usually
relieved, and they are often able to arrive on time
much more readily.

Observed Behavior

Example of Accommodation

Allow the student to leave the room when he or she

begins to feel or is feeling overwhelmed and go to a
pre-arranged safe place (library, counselors
office) to calm down. Arrange a private signal with
the student that is to be used when the student needs
to leave (e.g., card on desk, hand in air with closed
fist).
Disrupting the classroom

Interact with the student as calmly and neutrally as

possible when disruptions do occur; refrain from
engaging in public displays of anger or frustration.
Avoid trying to stop a ritual when the student is
experiencing high levels of anxiety; a major conflict
could arise.

Difficulty with transitions/change in

routine (e.g., transitioning from one class Allow the student to leave the class perhaps 3to another; making transitions between 5 minutes early, so he or she can avoid crowded
in-class activities; changes i3n schedules) hallways during passing period. Arrange a private
signal to indicate when the student may leave.
Allow the student to leave the class perhaps 3-5
minutes early, if additional time is needed at the
locker to prepare for the next class. Arrange a
private signal to indicate when the student may
leave.
Provide the student extra time to make in-class
transitions from one activity to another.
Use a timer or other auditory device to signal that
it's time to start a different task/activity.

Observed Behavior

Example of Accommodation
Send a note home, whenever possible, to notify the
student/family of an upcoming change in schedule
(e.g., substitute teacher, assembly) to give the
student time to process/prepare for the change.

Structure classroom activities to build social

relationships between students with and without
disabilities using cooperative learning groups (e.g.,
Jigsaw Classroom; or Peer-Assisted Learning
Strategies). Including the student with OCD with a
partner/group of peers who demonstrate
empathy/respect for all students may be helpful.
Student appears to be socially isolated
Avoid situations and activities in which a "team
captain" chooses team players; the student with
OCD may be the last one chosen (as may other
students with disabilities or "differences.")
Provide education to all students about various
disabilities.

Repeatedly asking to go to the bathroom

(generally to wash because of
Set up a pre-arranged signal or use a small card the
contamination fears)
student can place on his or her desk when
overwhelmed by an urge to leave the classroom to
wash.
Work with the student to try to reduce the number of
bathroom requests, if they are frequent. You will
need to determine the current number of times he or
she asks to go to the bathroom in order to set a
reasonable limit, gradually reducing the number of
bathroom requests; e.g., it would be inappropriate to
try to reduce the number of bathroom requests from

Observed Behavior

Example of Accommodation
10 (current number) to 1 all at once.**
(**Note: It would be most advantageous if the
teacher, a school mental health professional such as
the school psychologist or social worker, the
parents, and the student collaborated to design and
implement an intervention of this nature.)
Allow the student to use hand sanitizer at his or her
seat in lieu of constantly going to the bathroom.