1. Ten Tried and True Strategies for Classroom Success Supporting challenging behaviors with positive interventions
Janice Gont, LBS Instructional Coach CUSD 308 M.Ed., MA
Jennifer Tate, All Star Behavior, LCSW, BCBA
February 4, 2017
ILCCBD Conference

2. Reframe Your Assumptions…
Behavior is….
Because….
Misbehavior has an underlying cause…
What skills need to be developed?
Behavior = communication…
What is the student trying to communicate?
Behavior has a function…
What you do think? Hypothisis?
Behavior occurs in patterns…
What are the triggers?
The only behavior teachers can control are their own…
How can I model replacement behaviors?
Behavior can be changed…
What is the desired outcome?
The Behavior Code Companion (Minahan & Rappaport, 2016)

3. Assess Function Intervention Ideas: Escape/Avoidance Attention
Functions that maintain behavior:
Intervention Ideas:
Escape/Avoidance
Teach functional break options
Extended processing time
Give Choices
Calm down area
Delay of schedule
Attention
Increase positive attention (random and non-contingent)
Planned time for social interaction
Planned ignoring (staff and peers)
Access to Preference
First/then
Give choices
Physically remove or present item
Poor transition= not a choice
Schedule time with item (definitive criteria)
Sensory/ Automatic
Provide opportunities for movement
Provide replacement behavior that fits classroom
Set parameters for movement (specified area)
Escape/ Avoidance
Attention Needing
Obtain/ Access to preference
Sensory stimulation/ Automatic

4. Establish Rapport Why is this important? How can I do it?
Students demonstrate increased compliance for those they have a positive relationship with  
Students often have not had positive relationships- Be the one to give it!
Builds a trusting relationship with student
Minimizes attention needing behavior
Ability to tap into that relationship when needed
Listen
Be authentic
Give attention- show an interest
Validate student perspective
Follow through and be consistent

5. Teach to the Skill Deficit
Not personal
Slow progress
Teach behavior like academics
Give processing time
Create benchmarks and celebrate progress
Break down the skill
Give alternatives

6. Interactive Modeling 1 2 3 4 5 6 State the behavior
Model behavior expectation
What does the behavior look like? 3
Interactive questioning
What do students observe? 4
Student models
How can the behavior be applied? 5
Whole group practice
All students get to practice 6
Feedback
Gather reflections and discuss student observations

7. De-escalate Eruptions
De-escalating refusal & shut down
Be Directive
Avoid confrontation
Remain calm
Respectful redirection
Intervene early
Offer limited choices
Avoid negotiating in the moment
Give space for cool down
Reflect

8. Promote Self- Regulation
Prepare the child for the environment
Welcoming atmosphere
Warm up activity for the day
Calm… cool… and collected!
Calm down box
Body check (i.e. Zones)
Prepare the environment for the child
Calm down areas
Differentiated work areas
Clear expectations… visuals
Incorporate movement and sensory related
Strategies into practice

9. Limit Verbal Language- Utilize Nonverbal Communication
Why do we use this technique?
Types of alternative communication
Cannot process auditory input when upset
Ability to disengage in power struggle
Reduce attention to challenging behavior
Encourage independence
Less interruption to learning environment
Visuals - Pictures, words, task analysis, checklist, written conversation, task strip, schedule
Write out expectations/ processing
Communication with others in class (Pivot praise/redirection)
Overt Communication
Expectations posted in the room
Gestures, pointing or visual reference to expectation

10. Increase Use of Positive Interventions
Most effective way to retrain the brain and create change
Eventually we run out of restrictive measures but can always introduce more positive
Put accountability on student for what they earn instead of us “taking away”
Improves the culture and relationships in the school environment

11. The Graduated Transition
5 Ways to make transitions smoother...
Establish predictable routines
Provide a “transition activity” for reentry into the classroom (from arrival, recess, specials, passing periods)
- Warm up activities (low demand!!)
Visual supports
Calm music, calm atmosphere
Signal changes ahead…(sound, verbal cue, visual, but be consistent)
Key things to remember…
Transitions challenges are often triggered by anxiety. Be sure to understand the right source of anxiety first.

12. Valuable Resources Websites:
Intervention Central –
Responsive Classroom-
Infinitec- (login and create an account)
The Child Mind Institute
PBIS -
Videos on strategies that support behavior management: (You Tube Channels)
The Behavior Code- Strategies
The Responsive Classroom - Interactive Modeling
Brain Breaks: Crossing the Midline
Great books on behavior, management strategies, praise, developing a responsive classroom:
Denton, P. (2015). The Power of Our Words (2nd ed.). Turners Falls, MA: Center for
Responsive Classroom, Inc.
Fay, J & Funk, D (1995). Teaching With Love & Logic: Taking Control of the Classroom. Golden, CO: THE LOVE AND LOGIC PRESS, INC.
Kriete, R. D. (2016). The Morning Meeting Book (3rd ed.). Turners Falls, MA: Center
for Responsive Classroom, Inc.
Minahan, J. &. (2012). The Behavior Code: A Practical Guide to Understanding and
Teaching the Most Challenging Students. Cambridge, MA: Harvard Education Press.
Wood, C. (2015). Yardsticks (3rd ed.). Turners Falls, MA: Center for Responsive Schools, Inc.

13. Janice L. Gont, M.Ed., MA
Special Education Instructional Coach (TOSA)
SD 308
Jennifer Tate, BCBA, LCSW
Behavior Consultant - All Star Behavior