Behavior Management
 All children need to be educated in a setting where they can feel safe and respected, where they can learn, and where they can develop socially and emotionally. However, behavioral disruptions can negatively affect the learning environment for the child causing the disruptions, as well as for the remaining students.
It is possible to manage behavioral disruptions effectively, allowing the child presenting the behavioral problems to interact productively in the learning environment.
However, there are a multitude of factors that could influence a child’s behavior in a classroom setting.
It is important to determine these influences to determine the
level of intervention needed to support the child. It is necessary
to consider the individual’s needs in relation to their situation.
Most frequently, classroom modification
strategies can provide the necessary support for the student.
External and Internal Influences on Behavior
A goal for behavior intervention is to guide students to learn to manage their behavior themselves. A successful behavior intervention helps students learn to be accountable for their actions by working with the student to set goals and rewards. A good level of communication allows the student to understand the purpose and reasons for the intervention, and will motivate the student to appropriately interact with others.
Determining Behavioral Support Needs
1. Conduct a specific Behavioral
Needs Assessment to determine the student’s skills
and challenges.
2. From the information gathered, attempt to determine the trigger to the behavior disruption.
3. Formulate a hypothesis to structure the behavior intervention.
 Hypothesis:
CW becomes disruptive during task transitions. With support and preventive measures, he will improve his skills at maneuvering the classroom with out disrupting the class.
He exhibits aggressive behaviors toward other students when he becomes anxious during the transitions.
CW has difficulties regulating his reactions to the classroom environment. His reactions are triggered when there are changes in the schedule, changes in activities, or during unstructured playtime. |
- Target no more than three behaviors at a time.
Classroom Expectations:
1. Keep hands to yourself
2. Walk when moving about in the classroom
3. Use words to tell when you are upset |
4. Create a practical Behavior
Management Plan to eliminate the behavior. |
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