I think you need to be firmer with him, rather than trying to pander to his needs.  Put him in detention, phone home, then park with another class until he is willing to behave in a way that you find acceptable.  Whether the behaviour is low level or not if you think it is unacceptable then you mustn't put up with it - if you do then it will spread to others.  It is also extremely unfair on the boy with Aspergers.

If he is " doing it all round the school" there needs to be a whole school foucs on his behaviour. Discuss his behaviour with his tutor and HOY. Do you have a report system?

myteachingtrials:

Kids dont just misbehave he must be doing this for a reason.

Have you ever met a child?

I do know what you mean old and new i have felt the same way about particular kids.  Just saying that the kid is inately mischevious or bad isnt going to fix the problem.  You need to look at it from a few angles to find a solution.  I am not there and i dont know the kid so i guess like everyone i can only go on past experience when dealing with difficult kids.

 Im a big supporter of a guy named William Glasser who has this "Choice Theory" its similar to Maslows hierachy of needs in that behaviour is driven by a need to fulfil a particular need.  This guy Glasser states that there are four fundamental psychological needs.

This next bit is cut from http://en.wikipedia.org/wiki/Choice_theory

 Basically the child consciously of unconsciously is in a constant drive to fullfil these needs.  check out the link and it goes into more detail. It is worth a look if nothing else.  The other great thing Glasser has produced is his Axioms of behaviour. 

The Ten Axioms of Choice Theory

1. The only person whose behavior we can control is our own.
2. All we can give another person is information.
3. All long-lasting psychological problems are relationship problems.
4. The problem relationship is always part of our present life.
5. What happened in the past has everything to do with what we are today, but we can only satisfy our basic needs right now and plan to continue satisfying them in the future.
6. We can only satisfy our needs by satisfying the pictures in our Quality World.
7. All we do is behave.
8. All behavior is Total Behavior and is made up of four components: acting, thinking, feeling and physiology
9. All Total Behavior is chosen, but we only have direct control over the acting and thinking components. We can only control our feeling and physiology indirectly through how we choose to act and think.
10. All Total Behavior is designated by verbs and named by the part that is the most recognizable.

OK AFTER READING SO FAR YOU ARE NOT CONVINCED

Have a look at a functional assessment of behaviour.

http://cecp.air.org/fba/

http://cecp.air.org/fba/problembehavior/necessary.htm

STILL NOT CONVINCED

check out medical models for behaviour. These look at behaviour from a medical point of view point and incorporates things like ADHD and learning difficulties as causes for misbehaviour.

If you are still caught in the pessimistic cycle of believing in inate misbehaviour then maybe a career change.  Apologies for sounding rude but i believe the old saying "if you're not part of the solution then your part of the problem"

I will end this post by saying that im not the best teacher in the world but im one who never gives up!

This may cause some howls of protest - its a last ditch strategy

Known pain in the rear end, everyone inc the kids fed up with the disruption, student has reached the "untouchable" status, smt have virtually given up, parents blame the teachers.

As soon as it's clear that the student is going to be disruptive give a clear warning that

a) the whole group will be doing something boring like copying from 30 year old text books, in silence, whilst the bad behaviour is dealt with, give out the books and start them off.

b) any student in the group who laughs at or interacts with the disruptive student gets 100 lines and will be on my bad list for a long time.

c) the disruptive student is sent out of the room or to HOD with a DT or whatever passess for a punishment (DT etc)

d) Make sure your mood changes completely when the student is gone, be extra enthuisastic and have some fun activities and gush praise on the other students

This has worked more than it fails, the real upside is that frequently the students become vocal and start to bring the offender inline or ask for them to be removed.

My biggest "success" was with a Y9 shemail from hell who ended up leaving my room not because I made her, but because the group made her, I never even raised my voice.

I would much prefer the "success" to have been finding away into this young persons mindset and finding a way of getting her working and achieving, but I am a small part of the machine and if everyone else has given up I have to put the needs of the rest of my class (getting on with some learning) first.

Good Luck