This tool was created in response to repeated situations involving students with Autism Spectrum Disorder who demonstrated significant difficulty understanding and responding appropriately to physical and interpersonal boundaries. In several incidents, students engaged in behaviors that were not intended to cause harm, but nevertheless caused peers to feel unsafe, trapped, overwhelmed, or emotionally uncomfortable. These situations highlighted the need for a structured interv

The Excuses vs. Responsibility Sorting Tool was developed through restorative and behavioral work with a student we will call Keith. Keith struggled significantly with lying, stealing, impulsive behavior, and minimizing the impact of his actions on others. Over time, these behaviors became so frequent and severe that they began affecting not only his own safety, but the safety and emotional stability of the people around him. Keith often responded to correction by denying res

A tool to help young people understand the impact of their actions The Ripple Effect Activity was developed after working restoratively with a student we will name "Keith", a young person who struggled with lying, stealing, minimizing his behavior, and blaming others when confronted. During restorative conversations, it became clear that Keith often focused only on the immediate action itself — for example, taking an item or lying about an event — without fully processing the

A tool for helping young people with impulsivity to better cognitively understand the impact of their words. Background and Development of the Intervention This intervention was developed in response to a student we will call “Alex,” a highly impulsive student who regularly made verbal threats toward peers and staff throughout the school day. Over time, the threatening language became so frequent that it began to lose meaning within the school environment. Staff still needed