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Give choices.
Do you have scheduled breaks? Token board with clearly marked expectations? Teach zones. Teach big problem vs little problem. Are you inclusion, self contained, etc???
Check out Conscience Discipline...
Use the high probability low probability request. This will work well if their is something that she really wants to do allow her to do somethings she or he wants to do first then say now I need you to do this ( what she didn’t want to do).
Is there other time’s of her day where she exhibits distressed behavior?
I have a student who screams as well and a voice scale has been successful for her. It definitely depends on your setting on how you manage the other students in that moment. Most important: don’t lose your composure. The second you start yelling back or change your tone, all of the students pick up on that.
Visuals, first/then boards, timers, tasks....
Give the kid a way to say they don’t want to do the work while you make doing that work more valuable. First then can be helpful for sure
If a kid screams when they don’t want to do work, you want them to first refuse work without screaming, then figure out how to get them to do work next, if screaming is your main concern
I had a student like that the beginning of school. She would scream at the bell , scream at the class, scream at the teacher. She had autism and was home schooled. She didn’t know what 4x5=. She is fifteen and she was put in a school with nearly two thousand students. Everything set her off. My job was to try to keep her in class the entire period. When she would scream I would put her in a empty office. She would not work in any classes. I had to sit in a room with a screaming girl for half an hour then would say do you want to do this .... or this.....? After a month she started working in a empty room or library. I would read and she would answer she started typing on her iPad and did some work. The school eventually put her in another school in the district that was much smaller and more like being home schooled. She liked it better than dealing with larger crowds of students and crowded hallways.
Do you have a written schedule or picture schedule? I had a student like this last year. The team created a fidelity checklist of how to treat each behavior so we could be consistent. Does she need constant prompting? Is she being pushed too hard? Is she being given enough breaks? Does she know what's expected in the next one to two steps? Those are questions we asked ourselves. What I told the other students was that we were going to pretend she was on a TV show and we could just keep working while she did her program. The other students got used to it. But it really depends on everyone's level of functioning and ability to acclimate to the noise level. It's so difficult when everyone has sensory issues! I know! I usually had a para stand close by the student who was having the tantrum and keep them safe and remove them if possible, but most of the time it wasn't possible. Regaining control can't always happen. It's frustrating. I put my head on my pillow every night feeling inadequate and sad that I didn't get to do all the things I needed to do to help each child each day.