Choose a moment that looks like your context. These snapshots show ARF in motion — posture first, then limb selection, then cost‑reduction.
Scenario
A student stalls at the classroom door during a transition. No defiance — just stillness, wide eyes.
ARF Move:
Teacher runs a micro‑posture check (STILL).
Sees the snag isn’t WHAT — the student wants to enter — but a wave: too many steps, too much noise.
TEACHER Brush: simplifies with “walk to the carpet square only.”
Shrink‑the‑stroke: 10‑second entry. Student re‑enters flux.
Why it works
Scenario
A student stalls at the classroom door during a transition. No defiance — just stillness, wide eyes.
ARF Move:
Teacher runs a micro‑posture check (STILL).
Sees the snag isn’t WHAT — the student wants to enter — but a wave: too many steps, too much noise.
TEACHER Brush: simplifies with “walk to the carpet square only.”
Shrink‑the‑stroke: 10‑second entry. Student re‑enters flux.
Why it works
Lowering HOW‑cost preserved agency and bought immediate re‑entry.
Scenario
A student shuts down during a writing block. Shoulders tense; head down; peers watching.
ARF Move:
Teacher removes audience (cost).
Quiet Repair: “I see this got heavy — let’s reset.”
Free‑the‑leg: removes the format requirement (“You can tell it, type it, or draw it”).
Micro‑win: student sketches one image tied to their idea.
Why it works
The format was the snag, not the effort. Removing it restored the WHAT pathway.
Scenario
Two students escalate during play, voices rising, bodies close, narrative confused.
ARF Move:
Repair first: drop temperature with soft tone, acknowledging intent from both sides (“You both wanted the game to keep going”).
THEN Govern: steady boundary — “Hands down, two steps back.”
Invite: “Show each other the version of the game you meant.”
Why it works
Scenario
A student stalls at the classroom door during a transition. No defiance — just stillness, wide eyes.
ARF Move:
Teacher runs a micro‑posture check (STILL).
Sees the snag isn’t WHAT — the student wants to enter — but a wave: too many steps, too much noise.
TEACHER Brush: simplifies with “walk to the carpet square only.”
Shrink‑the‑stroke: 10‑second entry. Student re‑enters flux.
Why it works
Lowering HOW‑cost preserved agency and bought immediate re‑entry.
Scenario
Learner stares at a page of multi-step questions, pencil frozen.
ARF Move:
Brush: teacher narrows attention to ONE sample problem with a worked example scaffold.
Shrink‑the‑stroke: “Try just the first number.”
Micro‑win recognized immediately.
After success, Invite: “Choose your next one — top row or bottom row.”
Why it works
The constraint (HOW overload) was reduced until flux re-entered cleanly.
Scenario
Student begins pacing and muttering during a group task; SEA feels pressure to intervene quickly.
ARF Move:
SEA does STILL (posture) first, not movement: Stop, Track (“urgency spike”), Isolate limb → Repair.
Repair move: “Walk with me for one lap.”
No questions, no tests.
After return, Invite: “Pick your entry — sit at the end table or start with the sorter.”
Why it works
SEA protected posture BEFORE intervening, avoiding over‑Repair thrash.
Scenario
Student says, “I can’t do this!” because group‑assigned roles contradict their IEP accommodations.
ARF Move:
Teacher recognizes snag (role mismatch = WHAT block).
Free‑the‑leg: “Let’s pick a role that works for you — timekeeper or materials lead.”
Student chooses. Invite: “Start with 20 seconds of setup.”
Why it works
Restoring WHAT access makes re-entry possible — flux resumes.
Scenario
Student arrives dysregulated, backpack thrown, breathing quick.
ARF Move:
Govern first: define safe boundary — “Backpack stays by the cubby.”
No shame, just the edge.
THEN Repair: “Rough morning? Sit on the cushion — I’ll come in 30 seconds.”
Invite: “Pick your first step — drawing or breathing.”
Why it works
Clear boundary reduces uncertainty; Invite restores agency.
Scenario
Learner refuses to complete the exit ticket at end of lesson.
ARF Move:
Teacher shrinks the stroke: “Choose ONE question only.”
Student answers one.
Micro‑win: “You kept your kick going even at the end of the block.”
Student smiles; re-enters the water.
Why it works
Reducing HOW‑cost keeps flux intact.