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Hello! Situations like this are why I went back to school to get a masters in Early Childhood Special Ed., after years teaching EC general ed. Where are your special ed staff & administrators & especially a counselor NOW??

However, having taught thru this situation several times, I came to the realization that I may have to be the teacher who started the process--the end result may not come until the next year :( I really do feel your friend's pain. Many EC teachers do not refer their students because it takes so long.

Sometimes, using a 'magic phrase' with admin when calling for help/writing a referral helps to speed the process. I've found "child is a danger to herself and other students" to be one that seems to expedite things, and-sadly!-sounds accurate for this child.

Also, if your friends' classroom door has a knob, get one of those babyproof doorknob covers. "Runners" are a common problem at the early childhood special ed center where I teach now. We use these knobs a lot, and they make it so ONLY adults can open the doors.

Hope this helps. Pat your friend on the back from me for continuing to advocate for this little girl, with all the other demands on her time and energy! Sometimes I had to say "My victory for today is coming back to teach tomorrow".

I taught K and ECSE.  I have 2 suggestions.  First is to set up a Cool-Down corner.  Equip it with a beanbag/comfy chair and materials to use to cool down.  Teach the class these techniques to cool down: hug a stuffed animal, wrap up in a blanket (like swaddling), take deep breaths, read a book, rest.  Act out the use of the corner and discuss it daily for a week or so.  At first many kids may visit it.  The novelty does wear off.  You may need to suggest/invite the child to go there.  It IS NOT time out.  It is a safe place to release emotions.  The child can stay as long as she wishes and then rejoin the group.  

Second is to write a personalized scripted story.  If available, use Writing With Symbols.  If not, you can use Word.  Make it a rebus story so the child can "read" it herself at some point.  Write short, simple sentences.  Tell the child what replacement behaviors/alternatives she has to any outbursts or running that she may feel like doing.  Ex:  When I am upset, I do not run away.  I might get hurt.  I can go to Cool Down.  I can hug a bear.  I can read a book.  I can talk to my teacher...  You get the idea.  This story will need to be read MANY times when the child is calm.  Then if the behavior occurs, hold her and read again.       Let the child know that you understand her emotions and they are okay, then give her an appropriate way to handle them. 

We have a similar kindergarten student at our elementary school. This is his first time in a structured setting and we also believe that he may have some issues that will lead to support in the LD or EBD areas.  He throws tantrums, easily becomes angry and will run from the classroom.  We were able to establish the pattern of running and found that it seemed to be more for attention, and after we knew that he was safe, the teacher would stop chasing him.  A call to the office with a coded message would bring a staff person to check in the halls and redirect the student back to class.  Over the past two months, I have seen less running.

Because of his high level of frustration, he seems to need space to pace or be able to give himself a time out.  The teacher and I are working with him so that he understands his boundaries for safety purposes.  I am the music teacher and he seems to have adopted me as his special buddy, so he knows that he can run to my room if he needs some extra TLC (I'm around the corner) and then I redirect him to return.

We are also using the Love and Logic language with our students and this pattern of consistant responses in a calm manner is helpful to students.  Our special friend needs a lot of attention and the L&L helps us be positive role models for all.

Some students come to school to learn academics but sadly others need to develop their skills and behavioral routines.  The classroom teacher may need to put the academics on hold for a few days and just teach routines.  This is helpful for students with special needs.  Once the routines are in place, students can engage in academics.  This is a basic principle of PBIS.

Lastly in my long monologue,  be sure to give the classroom teacher LOTS of hugs and chocolate!  We get very run down dealing with student behaviors, but consistency, patience  and routines will really help those children on the edge.  Good luck!

Great suggestions! I have one other consideration. I had a similar kindergarten student who escalated to leaving the building. At that point his parents were notified that leaving the room had become a danger to the child and that if he left the building again, law enforcement would be called and the student would be considered truant. (This is the same procedure I followed with older students in my classroom for students with behavior disorders.) After that, the parents were more involved and willing to come to school to help calm the child, etc. This child was later evaluated at a treatment center for children with special needs, and their recommendation was to confine him in  a safe place until he calmed. No such place existed in our school. I was trained in physical restraint techniques and advised to use them to keep the child safe and calm him. My advice is to refuse to do this on a consistent basis, as I deeply regret having agreed to use physical restraint with the child so often. He always responded and I always held him in a respectful and kind manner, but physical restraint should NOT be used as a frequent intervention.

I am so impressed with all of the responses sent in, especially the idea from Diane P. about the scripted story.  I have shared ALL of the responses with my friend and several other teachers at my "old" school.  I am happy to say that with persistence and following procedural protocol, this little girl will be moved to a learning center right after Thanksgiving.  It is the right placement for her and she will get the help she needs and the proper student/teacher ratio.  I applaud my friend for her professionalism and the strategies she put in place to help help this student.  It is ironic that when I was teaching, I rarely had time to read this type of forum and now that I am retired, I do.  I hope to keep reading and "share the wealth" with others.  Thank you all so much for your expert advice.

HURRAY!!! for all staff & especially for the student :) MBD