special education students behavior problems

Special Education Guide

The Behavior Issues Guide: How to Respond, Prevent, De-escalate Effectively

Even though RTI teaching strategies  and interventions are widely used, it is estimated that between 15 and 30 percent of students struggle to learn due to psychosocial problems which affect attention to and retention of material. For these students, as well as for all those in their classrooms, positive behavior support (PBS) is crucial to success.

Just like the academic RTI framework , the framework for PBS has three levels. The first level is a positive school and classroom behavior plan. A school may use a program like CHAMPs, which is a school-wide, positive classroom management plan. In this plan, all classrooms share the same rules and consequences.

Tier Two Behavioral Interventions

When students don’t respond to proactive classroom management , they receive interventions associated with the second level of RTI, such as small group instruction in anger management, social interaction skills, how to follow directions or other needed skills to help them be successful in the classroom. You can also change the seating arrangement and proximity to peers who negatively influence a student, as well as seek help from other teachers, school counselors or parents. If a student does not respond to PBS interventions from level two of the RTI framework, the RTI team will assign more personal and individual behavioral interventions.

When disruptions occur at this level, the teacher records the behavior and its effect on learning using concrete, specific, non-emotional terms; he or she also records details surrounding the behavior, such as the time, the subject being taught, the learning activity and its difficulty, the location of the student in the classroom and nearby peers or other adults. Be sure to record what happened before the disruption, during the disruption and after the disruption as all three can supply clues which can help you successfully intervene. You are looking for a trigger (what started the disruption) so that you can address it in the small group.

There are several types of events that can trigger students to disrupt. For example, a student may be unable to answer a question or complete work and, as a result, may act out in frustration; this behavior can be addressed through an intervention. As you continue to watch the student’s behavior and record the cycle of disruption, you gather the data that will be necessary to complete a functional behavioral analysis (FBA) , which is used if the behavior continues.

Although a large part of PBS is teaching the student new skills to increase appropriate behavior, there are times when a student’s behavior needs immediate attention or when he or she needs to be removed from the classroom. If the behavior is escalating or influencing other students, the class is unable to learn or safety is threatened, it is time to involve administrative personnel. You can always work with the student later to help him or her learn how to deal with whatever is triggering the behavior, but sometimes, removal is the only option to allow other students to continue learning.

Understanding the Increase in Emotional and Behavioral Disturbances

Schools have seen an upsurge in the number of students with emotional or behavioral disturbance (EBD) ; however, as is the case with academic interventions , a student is not placed in a special education program just because he or she is receiving behavioral interventions from level three. Students in special education programs with an emotional or behavioral issue will have a behavioral intervention plan (BIP) , but they are far from the only ones receiving behavioral interventions.

The upsurge in the number of EBDs could be due in part to how we define them. Not all emotional or behavioral disturbances are long term; sometimes symptoms only last a short while, such as is often the case when a student is depressed after losing a loved one or when his or her parents are divorcing. An outburst from a grieving student might be considered disruptive; if the behavior continues, it is important to assign that student to interventions from level two of the RTI framework or even send the student to the school counselor for individual help if the disturbance is ongoing. Dealing effectively with students with EBD, in whatever form it occurs, is crucial, especially given the growing concerns of educators and parents about school shootings.

De-escalating the Cycle of Disruption

A cycle of disruption, tantrums and meltdowns can be common, given the stresses that are placed upon students who may have psychosocial or learning disorders, and knowing how to effectively recognize and de-escalate this cycle is crucial. First, understand that aggression leads to aggression, and that responding with frustration will only make the situation worse. Putting distance between yourself and a student who is building up to a behavioral eruption can help to reduce conflict. You can do this verbally; for example, if Patty is making noises while you are going over answers to a quiz, you could say, “Patty, I’ll get back to you in just a minute. George, what do you have for number three?” Circle back around to Patty privately and see if she will communicate with you. Of course, unless a student has a very good reason for his or her disruptive behavior, you will need to follow your discipline plan to maintain consistency in the classroom. When you do, don’t take a student’s behavior personally, and be as matter-of-fact as possible.

If the student is escalating toward an eruption, you may be able to verbally de-escalate him or her. For example, you could do this by changing the subject, listening and empathizing, setting limits (such as re-stating the classroom rules), giving a choice or distracting the student by getting him or her to focus on something else.

Especially for students with chronic or severe behavioral problems, it is helpful to recognize the steps leading up to an outburst so that you can take preventative measures. First, there is the calm stage. In this stage, students are doing what they are supposed to be doing. In the next stage, a trigger has set off the behavior. The student may demonstrate some agitation, murmuring, tapping or engaging in other excessive movement. If you can determine what the trigger was and intervene at this point, an outburst may be avoided. You may be able to break the cycle before it starts by using the verbal de-escalation techniques above, moving closer to the student without talking to him or her or having the student move by asking him or her to run an errand or complete a task, such as sharpen your pencil.

The next stage is acceleration or escalation. Here, the student engages others in the outburst. He or she may question loudly, make inappropriate comments, argue, provoke or defy. When this happens, it is very easy to feel that you are losing control and that it is a reflection on you and your abilities as a teacher. Let go of that and focus on de-escalating the student’s behavior. Assure yourself that you will discipline the student, if appropriate, when they calm down; in the meantime, you need to remain calm, keep your voice low and even and resist the urge to respond in frustration. Put distance between yourself and the student by walking to another part of the classroom, by doing something else or by verbally pausing. This shows that you are still calm and in control.

If none of these strategies are successful in de-escalating the behavior, the student may enter into the next stage in which the behavior peaks and the student may act in rage. This is the time to ensure everyone’s safety, including the student in the rage. Contact the appropriate help from outside of the classroom so the student can be separated from the class.

Behavior and Classroom Management in Special Education

Techniques to Use to Encourage Positive Behavior

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• M.Ed., Special Education, West Chester University
• B.A., Elementary Education, University of Pittsburgh

Behavior is one of the greatest challenges a special education teacher faces. This is especially true when students receiving special education services are in inclusive classrooms .

There are a number of strategies that teachers—both special and general education—can employ to help with these situations. We will begin by looking at ways to provide structure, move on to addressing behavior in general, and look at structured interventions as prescribed by federal law.

Classroom Management

The most effective way to deal with difficult behavior is to prevent it. It really is as simple as that, but that's also sometimes easier to say than to put into practice in real life.

Preventing bad behavior means creating a classroom environment that reinforces positive behavior . At the same time, you want to stimulate attention and imagination and make your expectations clear to the students.

To start, you can create a comprehensive classroom management plan . Beyond establishing rules, this plan will help you institute classroom routines , develop strategies to keep student's organized and implement Positive Behavior Support systems .

Behavior Management Strategies

Before you have to put a Functional Behavior Analysis (FBA)  and Behavior Intervention Plan (BIP) in place, there are other strategies you can try. These will help refocus behavior and avoid those higher, and more official, levels of intervention.

First of all, as a teacher, it's important that you understand the potential behavioral and emotional disorders children in your classroom may be dealing with. These may include psychiatric disorders or behavioral disabilities and each student will come to class with their own needs.

Then, we also need to define what inappropriate behavior is . This helps us understand why a student may be acting out the way she has in the past. It also gives us guidance in properly confronting these actions.

With this background, behavior management becomes part of classroom management . Here, you can begin to implement strategies to support a positive learning environment. This may include behavior contracts between yourself, the student, and their parents. It could also involve rewards for positive behavior.

For example, many teachers use interactive tools like the "Token Economy" to recognize good behavior in the classroom. These point systems can be customized to fit the individual needs of your students and classroom.

Applied Behavior Analysis (ABA)

Applied Behavior Analysis (ABA) is a research-based therapeutic system based on Behaviorism (the science of behavior), which was first defined by B.F. Skinner. It has been proven to be successful in managing and changing problematic behavior. ABA also provides instruction in functional and life skills, as well as academic programming .

Individual Education Plans (IEP)

An Individual Education Plan (IEP) is a way to organize your thoughts in a formal manner regarding a child's behavior. This can be shared with the IEP team, parents, other teachers, and school administration.

The goals outlined in an IEP should be specific, measurable, achievable, relevant, and have a timeframe (SMART). All of this helps keep everyone on track and gives your student a very detailed sense of what is expected of them.

If the IEP is not working, then you might need to resort to the formal FBA or BIP. Yet, teachers often find that with earlier intervention, the right combination of tools, and a positive classroom environment, these measures can be avoided.

• 4 Teaching Philosophy Statement Examples
• BIP: The Behavior Intervention Plan
• Behavior Goals for Individual Education Plans
• Guide to Behavior Intervention Plans (BIPs)
• Behavior Versus Classroom Management
• Creating a Comprehensive Classroom Management Plan
• IEP - Writing an IEP
• Introduction to Special Education Resource Rooms
• Classroom Essentials for the New Special Educator
• Physical Education Adaptations for Students with Disabilities
• IEP - Individual Education Program
• A Guide to Specially Designed Instruction for Children
• Behavior Tracking Contracts, Incident Reports, and Worksheets
• Identifying Behavior for a Functional Behavior Analysis
• Behavior Goals for An Early Intervention IEP
• What is Special Education?

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Disciplining Students With Disabilities

New guidance from the Department of Education underlines schools’ responsibility to avoid discrimination.

• Principal Magazine - January/February 2023

Topics: Special Education

In July 2022, the U.S. Department of Education issued sweeping new guidance related to the discipline of students with disabilities receiving special education under the Individuals with Disabilities Education Act (IDEA) or services under Section 504 of the Rehabilitation Act (Section 504).

The timing was not accidental. As students returned to schools following the COVID-19 pandemic, unprecedented mental health and discipline issues emerged. Thus, it was an appropriate time to call attention to the laws applicable to students with disabilities.

It would be impossible to summarize the guidance in a single article, so I will highlight key points related to IDEA and Section 504. It might be tempting to view the guidance purely from a compliance perspective—as a checklist of things to do to satisfy the school’s obligations under the law. Resist that temptation; instead, approach the guidance with an equity frame of mind.

Despite the circumstances and the challenges you are likely facing (e.g., shortages of resources and personnel), specific legal protections remain applicable to students with disabilities and are perhaps more important than ever. These processes exist to help deliver a free appropriate public education (FAPE).

While IDEA and Section 504 are laden with bureaucratic acronyms, it’s important to remember why they exist: Both are efforts to redress a history of discrimination against students with disabilities. In other words, they are a means of ensuring equal educational opportunity, and the guidance is a vehicle to help direct your school toward that end.

Section 504 Protections

Section 504 prohibits any entity receiving federal assistance—including schools—from discriminating against people with disabilities. Students might receive rights (and trigger responsibilities) in your school based on their qualifying under a 504 plan and not under IDEA. Section 504 is concerned with preventing discrimination, so the guidance focuses on helping avoid discrimination when disciplining students.

The department’s new guidance calls special attention to Section 504’s broad scope of coverage. Nondiscriminatory provisions related to discipline also apply to nonschool employees (e.g., lunch attendants, afterschool vendors’ employees) working in schools. This is one of the most important aspects of the guidance and the department’s view of 504’s scope.

The guidance explicitly notes that Section 504’s nondiscrimination prohibitions apply to school district resource and police officers. The department appears ready to aggressively examine disciplinary practices and incidents between students and school resource officers.

New Modifications to Disciplinary Policies

In a related point, the guidance also discusses the potential need for schools to modify existing schoolwide policies to avoid any conflict with Section 504, alongside policies used by entities providing a service to the school.

The Department of Education offers this example to illustrate: If an afterschool program has a rule that disciplines students for repeated interruptions during weekly meetings, that rule might prove difficult for a student with ADHD; school districts should consider whether reasonable accommodations might be made.

The guidance also notes that reasonable modifications to policies and practices governing interactions between students with disabilities and law enforcement personnel might be required to avoid discrimination against students with disabilities. Examples include providing time and space to calm a situation that does not present an immediate safety threat and minimizing touch with students who are particularly sensitive to it.

Section 504 and Students With Behavioral Needs

The guidance offers an extensive review of the processes educators must follow in order to provide a FAPE to students with disabilities under Section 504. Readers will be familiar with many of these, but a few things deserve emphasis. First, Section 504 imposes an obligation on schools to refer students for an evaluation if they think a student might need special education or services because of a disability.

The new guidance also outlines the processes that must be followed to determine if Section 504 applies to a student with a disability experiencing behavioral issues—and how it applies. In the context of behavior, a student who has not previously been identified as having a disability might exhibit a pattern of problematic behaviors that results in discipline. Increased office referrals for the student might be a sign, and issues might present in a student who did not exhibit such behaviors or alert you to any potential concern about a disability prior to the pandemic.

Depending on what you witness, a referral might be appropriate. If an evaluation indicates that the challenging behaviors are caused by or “substantially related” to the student’s disability, the leadership team must identify the appropriate behavioral supports to offer, such as mental health services or individual counseling.

Changes in Placement

Certain processes must be followed when a student’s change of placement is proposed for disciplinary purposes, and some of these are discussed more completely in the context of IDEA below. Yet, a few points are worth emphasizing.

One common situation requires balancing the rights of the student with a disability against the rights of another student who might have been a victim of the behavior in question. The guidance dictates that a student with a disability who has harassed another student, for example, can be—and depending on the situation, should be—moved to a different classroom.

This would not constitute a “significant” change in placement, the document says. The important caveat is that the student with a disability must receive the same services, instruction, and support in the new classroom. Likewise, all other requirements must be satisfied.

Differential Treatment

Finally, the guidance outlines two very general ways in which a school’s use of discipline could discriminate against students with disabilities. First, a school might be discriminating against students with disabilities if it subjects them to unnecessary different treatment based on their disability.

Second, disciplinary policies or practices that result in even unintentional, unjustified discriminatory effects to students with disabilities might violate Section 504. In other words, even a “facially neutral” policy that impacts students with disabilities disparately might represent prohibited discrimination.

How will you know if a facially neutral policy is having a disparate impact? Data. If you keep records of student discipline—as you are likely required to do—note the rates of discipline for students with disabilities.

IDEA Guidance

The department offers guidance regarding IDEA in a question-​and-answer format. Here are some highlights:

The IEP team, program development, and behavioral supports. The guidance reminds us that IDEA requires the IEP team to develop a special education program that provides the child with a FAPE in the least restrictive environment. One important takeaway is the emphasis on the pivotal role the IEP team plays in tending to behavioral issues that might impede the delivery of a FAPE.

The IEP team must consider the behavioral needs of a child and implement positive behavioral supports when the child’s behavior impedes their own learning or that of other students. Put another way: As you develop or modify a student’s IEP, it is important to proactively consider and assess the ways in which the student’s behavior impacts the learning environment.

For many of you, this is second nature. But the guidance underscores the fact that adjustments of students’ IEPs to incorporate more robust attention to behavioral assessment and supports might be necessary, especially as students readjust to school post-pandemic. You might see student behaviors that appear atypical for a particular student with a disability, or something that was not apparent when you last developed or modified an IEP. You might need to reconvene the IEP team under such circumstances.

Discipline and “change of placement” for school code violations. Like the situation concerning Section 504, the guidance reviews the concept of a “change in placement.” Why is this emphasized? As student behavioral issues emerge, there is an increasing likelihood that they will run afoul of student school discipline codes. This could result in students with disabilities being excluded from the typical placements outlined in their IEP.

A change in placement is defined in a number of ways. First, a change of placement occurs when a child is removed from school for more than 10 consecutive days. In addition, a change of placement can occur when a “pattern” of removal totaling more than 10 school days results from behavior that is substantially similar in each incident.

A change triggers certain duties, including a manifestation determination. Here, the school must ask whether the student’s violation of the code of conduct was caused by, or had a direct relationship to, the student’s disability. Or did the conduct result because of the school district’s failure to implement the IEP? If either is true, it triggers a host of other obligations, including a functional behavioral assessment plan and the implementation or modification of a behavioral intervention plan.

Remember, however, that a student who experiences a disability is not exempt from discipline under the student code of conduct. Indeed, the guidance highlights—and this is important—that school leaders do not have to choose between keeping staff and students safe and protecting the rights of students with disabilities.

A school district can remove a student with disabilities from their current placement in instances where the child has inflicted serious bodily injury or possesses a dangerous weapon on school premises, for example, regardless of whether the incident was a manifestation of the student’s disability.

Applying the Guidance

As a school leader, how should you treat this guidance in your everyday work? It is impossible for me to distill every salient point of the more than 30 single-spaced pages of the Section 504 guidance document here, but I present the following recommendations for your consideration:

• Be aware that the department calls special attention to its view that Section 504’s provisions extend to the conduct of entities and people with whom the school has a contractual or similar arrangement.
• A Section 504 training is likely appropriate for direct staff and those with whom you have vendor arrangements, such as afterschool providers.
• The guidance makes explicit mention that the applicability of 504’s nondiscriminatory provisions extends to the conduct of school resource and school district police officers. Thus, Section 504-specific training with these stakeholders might be in order.
• Use data to understand trends in student discipline. To assess whether a seemingly neutral disciplinary policy has a disparate (and potentially discriminatory) impact, look at the numbers. Are students with disabilities being disciplined under provisions of the school code at a different rate than their nondisabled peers?
• The process of referring and evaluating students with disabilities is an iterative one; you might have to revisit a student’s 504 or IEP if current behavioral interventions are not working.
• Special education law does not prohibit you from taking immediate action when there is a safety threat to students, staff, or others.

Mark Paige is associate professor of public policy at the University of Massachusetts Dartmouth, a former school law attorney, and a board member of Education Law Association.

Privacy Overview

The Skill-Building Lens: Helping Students with Behavior Challenges

Breaking Big Challenges into Smaller Skills

Five skills no learner should be without, 1. self-regulation, 2. social skills, 3. executive functioning, 4. positive thinking, 5. flexible thinking, three more to grow on, persistence, seeking help, toward empowered problem-solving meetings, how it worked for jared.

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• Take photographs of a student's successful moments during the school day (and send them home).
• Provide a daily check-in and check-out sheet. In the morning, the student jots down what he or she thinks will be difficult that day; at day's end, he or she reflects on what happened with that task, perhaps talking with a teacher. If the task was difficult, did he persist? What helped her cope?
• Try a similar strategy with challenging assignments. Before the student tries the assignment, ask "How hard will this be, from 1 to 5?" and after the assignment, ask, "How hard was it?" Reflecting over time on the differences between the recorded numbers helps learners realize that assignments often aren't as difficult as they fear they'll be and reduces their initial negative thinking.
• In three sentences, what is the behavior or concern?
• Which underdeveloped skills do you think underlie the behavior? (It's helpful to review the student's IEP and recent test results.)
• Which helpful interventions are currently in place to address these underdeveloped skills?
• Which interventions have been tried consistently and weren't helpful?
• What are the antecedents of the behavior? When and where is it most likely—or least likely—to occur (O'Neill et al., 1997)?
• Which interventions are in place to mitigate these antecedents?
• What is the typical response or consequence for the student when this behavior happens? Do these responses maintain the behavior (for instance, by letting a student consistently get out of work by yelling) or help solve the problem?
• What should our next steps be? (List the agreed-on recommendations and what each team member's role will be and set a time to meet again and report on results.)

Dweck, C. S. (2008). Mindset: The new psychology of success . New York: Ballantine Books.

Greene, R. W. (2014). The explosive child: A new approach for understanding and parenting easily frustrated, chronically inflexible children . New York: Harper.

Merikangas, K. R., Jian-ping, H., Burstein, M., Swanson, S. A., Avenevoli, S., Lihong, C., Benjet, C., Georgiades, K. & Swendsen, J. (2010). Lifetime prevalence of mental disorders in U.S. adolescents: Results from the National Comorbidity Survey Replication–Adolescent Supplement (NCS-A). Journal of the American Academy of Child and Adolescent Psychiatry , 49 (10), 980–989.

Minahan, J. (2014). The behavior code companion: Strategies, tools, and interventions for supporting students with anxiety-related or oppositional behaviors. Cambridge MA: Harvard Education Press.

Minahan, J., & Rappaport, N. (2012). The behavior code: A practical guide to understanding and teaching the most challenging students. Cambridge, MA: Harvard Education Press.

O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA: Brooks/Cole.

Jessica Minahan is a licensed and board-certified behavior analyst, special educator, doctoral student, as well as a consultant to schools internationally. She has over 17 years of experience supporting students who exhibit challenging behavior in urban public school systems. She is the co-author of The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students (Harvard Education Press, 2012) and author of The Behavior Code Companion: Strategies, Tools, and Interventions for Supporting Students with Anxiety-Related or Oppositional Behaviors (Harvard Education Press, 2014).

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Disability Rights South Carolina

How to address a student’s problem behavior: functional behavioral assessments (fbas) & behavior intervention plans (bips).

Home How to Address a Student’s Problem Behavior: Functional Behavioral Assessments (FBAs) & Behavior Intervention Plans (BIPs)

Schools must provide appropriate and individualized accommodations for students with disabilities whose behavior interferes with their learning. This fact sheet applies to:

• Students with disabilities who are in special education and have an Individualized Education Program (IEP).
• Students with disabilities who are not in special education, but have a 504 Plan for accommodations in regular education classrooms.

BIPs for Students in Special Education

There are two circumstances that require an IEP team to include behavioral interventions in a student’s IEP.

First, the student’s IEP team must consider positive behavior interventions for any special education student whose behaviors are causing problems and affecting the student’s learning. The behaviors do not need to be related to or caused by the disability that qualifies the student for special education.

Second, if a school suspends a student with a disability for more than 10 school days or recommends expulsion, then the IEP team must meet within 10 school days. The IEP team has to determine whether the behavior (1) was caused by or related to the student’s disability 1 or (2) resulted from the school’s failure to follow the student’s IEP. If the IEP team decides the behavior was caused by or related to the student’s disability, the student cannot be suspended or expelled 2 . Instead, an evaluation called a Functional Behavior Assessment (FBA) needs to be done to find out more why the behaviors happened. Then a Behavior Intervention Plan (BIP) needs to be developed to so that the student’s behavior is reduced and improves. If the student already had a FBA and a BIP, then the IEP team reviews and changes the BIP as needed. It is difficult for the IEP team to create an effective BIP if an existing FBA does not fully analyze the behaviors. It is also very difficult to address a student’s problem behavior if the BIP is inaccurate or not specific enough. See below for more information about FBAs and BIPs.

Functional Behavior Assessments

FBAs help the IEP team understand the cause of problem behaviors, such as hitting, disrupting class, refusing to do work, etc. The FBA should guide the IEP team in the development of positive behavior interventions that will help the student replace his/her problem behaviors with more appropriate ones. The purpose of a FBA is to determine the student’s motivation for certain behaviors and develop appropriate interventions for those behaviors; these interventions can then be written into the BIP.

Trying to figure out the motivation for the student’s behaviors is a difficult task. Some of the areas that need to be considered when at determining why certain behaviors occur include:

• The particular setting or activity the student is in when the behavior occurs (e.g., the classroom vs. the cafeteria)
• The time of day when the behavior does/does not occur (may relate to when a student’s medication is effective or when student becomes tired at end of the day)
• Specific conditions when the behavior occurs (was the student alone? working in a group? in a particular subject?)
• What events typically occur before and after the behavior
• Any patterns or circumstances noted when the behavior occurs (e.g., during bad weather, substitute teacher in classroom, or the student didn’t take a prescribed medication, etc.)

Schools must use various means of collecting information for FBA

Direct assessments, such as observing the student in different settings should be used. Indirect assessments are also informative and should be used. Indirect assessments include a review of records, interviews with teachers, parents, resource/special education teachers, and the student. Many times the behavior serves a function that is not directly observable, e.g., the desire to appear smart or being insecure about certain social situations can affect behavior. Additional interviews with bus drivers, after school care providers, coaches, and/or cafeteria workers all may help explain events that are difficult to understand through observation.

After collecting the information, the function of the behavior must be determined. Keep in mind, there may be several reasons why a student engages in poor or inappropriate behavior. It could be a means for avoiding a bad outcome. It may be a result of frustration or anger over the lack of a particular skill. For example, suppose reading is James’ weakness. Observation notes may show that most of his misbehavior occurs during “read along” time. Problem behavior could also be a result of performance weaknesses, where certain conditions cause the student to behave poorly. For example, Ellen is unable to complete her reading comprehension assignment when she comes to school hungry and tired.

Once the problem behavior is identified, it should be described as specifically as possible. Rather than “Jack acts inappropriately in class,” it should be written as “Jack makes irrelevant and improper comments during circle time.” Instead of “Jill doesn’t obey class rules,” it should read “Jill leaves her assigned seat without permission and blurts out answers without raising her hand.”

When as much information has been gathered about the problem behavior as possible, a written description of the behavior and the function it serves should be developed. For example, “Andi disrupts reading circle by blurting out answers and coughing loudly. She is most likely to disrupt the circle when she has been involved in altercations on the bus before she gets to class.”

Now It’s Time to Develop a Behavior Intervention Plan (BIP)

Once the FBA is complete, the IEP team develops (or revises) the student’s BIP. The BIP should be written so that it focuses on positive interventions, strategies, and reinforcements. These should be individualized to the needs of the student. Punishment has negative consequences without teaching the student how to modify his/her behavior. In addition, such things as being “called down” in class or being put in “time out” may encourage inappropriate behaviors for those students whose motivation is to receive attention or avoid a certain situation.

The BIP should include a number of different strategies for each identified behavior. Each setting where there have been problems may need specific strategies (such as for classroom, cafeteria, and bus).

The BIP will include some or all of the following:

Strategies are plans that identify skills needed to help students behave properly. The strategies identify ways to teach the student how to get what he/she wants or needs through acceptable behavior. Strategies address how to decrease episodes of misbehavior.

Some helpful strategy-building techniques include:

• Teaching acceptable replacement behaviors that serve the same function as the improper behavior. Example: raise hand to receive attention rather than just blurting out the answer during class.
• Changing the events or activities that often occur just before the inappropriate behavior happens. Example: change the way directions are given, change the order of the line-up process, change the method/timing in which the student transitions to and from classes.
• Improving the outcomes of the desired behavior. Example: change the times for praising and encouraging the desired behaviors, give positive attention.

Program Changes

Program changes include changing the setup of the classroom, instructional techniques, or curriculum. For example, providing multi-level instruction and encouraging one-on-one oral or written responses.

Additional Aids and Services

Additional aids and services include supports designed to address factors beyond the school setting where the misbehavior occurs. One-on-one work with a therapist or school psychologist may be helpful for dealing with underlying issues that affect behavior.

Praise for the Desired Behavior

Praise for the desired behavior is critical for maintaining positive behavior. Praise or encouragement techniques should be based on information from the FBA. If the student was singled out for improper behavior, i.e., was called down when blurting out answers, then the student should be praised twice as much for the desired behavior. So, if Jack was “called down” two times for blurting out answers during the 45 minute reading time, then he should be praised for the desired behavior four times during the 45 minute circle time.

It is important to remember that BIPs can be reviewed and changed as necessary. If a student with a disability already has a BIP, but faces a suspension of more than ten days, the IEP team must hold a meeting to discuss any changes that may be necessary for better behavioral outcomes. Functional behavior assessments and behavior intervention plans are preventive medicine in the IEP process. If school personnel can understand the reasons for misbehavior through an FBA, then they can “head the behavior off at the pass” through the interventions in the BIP.

BIPs for Students Who Have 504 Plans

A Behavior Intervention Plan (BIP) should be a part of a student’s Section 504 Plan if the student’s behavior substantially interferes with the ability to learn in the regular classroom. This includes students who are frequently suspended, including “in school” suspensions. 504 Committees should use strategies and procedures similar to those described in this fact sheet for IEP teams under IDEA. The 504 law and regulations are much less specific than the requirements for special education. However, the U.S. Department of Education has told school districts that if they follow the IDEA procedures they will be considered to be complying with 504.

Resources for Additional Information

• A “ Dear Colleague letter ” to local school districts from Office of Special Education and Rehabilitative Services (U.S. Dept. of Education) dated August 1, 2016. It covers the duty of schools to provide behavior supports.
• Wrightslaw “ Behavior Problems & Discipline ” The Website of Pete Wright, national special education attorney.
• “ Behavior Assessment, Plans, and Positive Supports ” by the Center for Parent Information and Resources

Sources for the information in this fact sheet:

Individuals with Disabilities Education Act 2004 (IDEA), 20 USC Section 1415(k)(1)(F) IDEA Regulations, 34 CRF Part 300.324(a)(2)(i), 300.530 Section 504 of the Rehabilitation Act of 1973, 29 US Code Section 794(a) Section 504 Regulations, 34 CFR Parts 104.3 and 104.31

1 This decision is called a “manifestation determination.” See Disability Rights South Carolina’s fact sheet on Discipline of Students with Disabilities and other education fact sheets . 

2 In special circumstances involving a weapon, illegal drugs, or serious bodily injury, the student can still be removed to an alternative school setting for up to 45 days. The IEP team determines the alternative setting.

This publication provides legal information, but is not intended to be legal advice. As the law may change, please contact Disability Rights SC for updates. Please let us know if you would like this information in an alternative format. 

The Protection and Advocacy System for South Carolina. This publication was made possible by funding, in part, by SAMHSA. These contents are solely the responsibility of the grantee and do not necessarily represent the official views of SAMHSA.

Last updated: 2020

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Emotional and Behavioral Disorders - Topic Categories

Some of these files may require Adobe Reader for PDF files. These files are noted as PDF at the end of the site explanation. If you do not have Adobe Reader you can download it for free .

Accommodations/Modifications

• Modifying the learning environment : Educators have long understood that behavior difficulties can keep students from functioning productively in class. Many school personnel have been considering the effects of behavior on learning for some time.
• A short guide to understanding accomodations : short guide to explain accommodations and to help you determine if you need one
• Accommodations for students with bi-polar disorder - Pdf file:The suggestions or ideas that follow assume that the student can be maintained in the mainstream building.
• Accommodations for persons with anxiety   : Anxiety interferes with learning; here is what you can do to help.
• IEP's and 504 Plans: Similarities and differences: This article discusses the differences in IEP's (IDEA) and 504 plans in terms of requirements, accommodations and modifications.

Adults with Emotional Disorders

• Recovery and rehabilitation of persons with severe mental illness : a vision: Although some progress has been made to counteract the myths, misperceptions, and stereotypes surrounding mental illness, stigma still prevents many people from seeking treatment and causes countless others to keep their conditions secret for fear of losing their jobs, health insurance, or homes.
• Chartbook on Mental Health and Disability: The Chartbook on Mental Health and Disability in the United States is an online reference manual on disability and mental health in the United States, created for both non-technical and technical audiences. The book is a resource for agencies, employers, organizations, policymakers, researchers and others concerned with the relationship between mental health and disability. An excellent source for information and statistics on adults with emotional disabilities.

Advocacy Information

• American Academy of Child and Adolescent Psychiatry : Throughout the evaluation process, parents should be directly involved and ask many questions. It's important to make sure you understand the results of the evaluation, your child's diagnosis, and the full range of treatment options.
• Parent Advocacy Coalition for Educational Rights : PACER was developed by parents for parents to help them become effective advocates for their children.
• Accessing parent groups : Families with a child who has a disability have special concerns and often need a great deal of information: information about the disability of their child, about school services, therapy, local policies, funding sources, transportation, medical facilities, and much more. Many families find it very useful to join a parent group, where they can meet other families with similar needs. Parent groups can serve many purposes, but primarily they offer parents a place and a means
• Parent information : If your child is diagnosed with an emotional disability you'll have lots of questions: Which one does your child have? What can you do to help your child? What are your rights as a parent? There are plenty of techniques and research on how to deal with and overcome emotional disabilities. These steps will help you get started on your information search.

Anxiety Disorders

• Booklet that describes the symptoms, causes, and treatments of the major anxiety disorders, with information on getting help and coping - A detailed booklet that describes the symptoms, causes, and treatments of the major anxiety disorders, with information on getting help and coping.
• Coping with Traumatic Events - Most people have intense feelings after a traumatic event. Most will completely recover from the trauma; others are more vulnerable, especially those who have had previous traumatic experiences, and will need additional help.
• Anxiety Disorders - About half of adults with an anxiety disorder had symptoms of some type of psychiatric illness by age 15, a NIMH-funded study shows.

Specific Conditions (Anxiety Disorders)

• Generalized Anxiety Disorder (GAD) - Generalized Anxiety Disorder, GAD, is an anxiety disorder characterized by chronic anxiety, exaggerated worry and tension, even when there is little or nothing to provoke it.
• Panic Disorder: Panic disorder is an anxiety disorder and is characterized by unexpected and repeated episodes of intense fear accompanied by physical symptoms that may include chest pain, heart palpitations, shortness of breath, dizziness, or abdominal distress.
• Post-Traumatic Stress Disorder : Post-Traumatic Stress Disorder, PTSD, is an anxiety disorder that can develop after exposure to a terrifying event or ordeal in which grave physical harm occurred or was threatened. Traumatic events that may trigger PTSD include violent personal assaults, natural or human-caused disasters, accidents, or military combat.
• Social Phobia - Social Phobia, or Social Anxiety Disorder, is an anxiety disorder characterized by overwhelming anxiety and excessive self-consciousness in everyday social situations. Social phobia can be limited to only one type of situation such as a fear of speaking in formal or informal situations, or eating or drinking in front of others?or, in its most severe form, may be so broad that a person experiences symptoms almost anytime they are around other people.
• Functional Neurologic Disorder/Conversion Disorder   - Conversion disorder is a type of somatoform disorder. Somatoform disorders are characterized by physical symptoms that suggest a medical condition. But a thorough medical evaluation doesn't reveal any underlying medical cause for the physical symptoms (Mayo Clinic).

Treatment of Anxiety Disorders

• Treatment of Anxiety Disorders - Effective treatments for each of the anxiety disorders have been developed through research. In general, two types of treatment are available for an anxiety disorder—medication and specific types of psychotherapy (sometimes called "talk therapy"). Both approaches can be effective for most disorders.
• Anxiety Disorders: The Role of Psychotherapy in Effective Treatment  - An article by the American Psychological Association.
• Medications - A very detailed summary that describes mental disorders and the medications for treating them -- includes a comprehensive list of medications.

Coping (Anxiety Disorders)

• Coping with Anxiety, Fears and Phobias (Nemours Foundation) - Everyone, from the youngest child to the oldest adult, experiences anxieties and fears at one time or another. Feeling anxious in a particularly uncomfortable situation never feels very good. However, with children, such feelings are not only normal, they are also necessary.
• How Families Can Help Children Cope with Fear and Anxiety (Substance Abuse and Mental Health Services Administration) - Whether tragic events touch your family personally or are brought into your home via newspapers and television, you can help children cope with the anxiety that violence, death, and disasters can cause.

Organizations (Anxiety Disorders)

• American Academy of Child and Adolescent Psychiatry
• American Psychiatric Association
• Anxiety Disorders Association of America
• National Institute of Mental Health

Children and Anxiety Disorders

• Anxiety Medication and Kids (Anxiety and Depression Association of America) - The use of medication is just one of the many treatment options available to manage the symptoms of anxiety disorders. Parents are understandably hesitant about putting their children on medications without knowing which ones are appropriate, how they will affect their child, and if and when they are safe to use.
• Being Afraid (Nemours Foundation) - This article is written to be appropriate for children to read; it gives an overview of what anxiety is and how it may be treated.  
• Anxiety Disorders in Children and Adolescents Fact Sheet (National Institute of Mental Health) - An overview of what is currently known and being done to treat anxiety disorders in these two populations.

Teenagers and Anxiety Disorders

• All about Anxiety (Nemours Foundation) - Anxiety is a natural part of life, and most of us experience it from time to time. The word "anxiety" usually refers to worry, concern, stress, or nervousness. For most teens, anxiety is limited to particular situations such as tests, important dates (like the prom), or driving lessons.  This article is written with teens in mind as the target audience.
• Body Dysmorphic Disorder - To your dismay, your daughter has started to complain more and more about the appearance of her eyelids. She grudgingly compares them to those of her classmates. You frequently catch her standing before a mirror, scrutinizing their appearance. When you try to discuss your concerns, she becomes defensive. To make matters worse, you've observed her reading materials about cosmetic surgery.

Assessment of Emotional and Behavioral Disorders

• Why functional assessment of behavior is important : Educators have long understood that behavior difficulties can keep students from functioning productively in class. Many school personnel have been considering the effects of behavior on learning for some time. The 1997 Amendments to the IDEA take that consideration one step further: the relationship between behavior and learning must not only be considered but acted upon.
• Behavioral recording : Another method of evaluating a student's behavior that provides you with a very precise picture of its severity is behavioral recording.  The professional or aide observes the student directly and records how long or how often a certain behavior occurs. Using this method, you can compare the degree of occurrence of the behavior with the degree to which it is exhibited by other students.
• Conducting a functional behavioral assessment : Identifying the underlying causes of behavior may take many forms; and, while the Amendments to IDEA advise a functional behavioral assessment approach (which could determine specific contributors to behavior), they do not require or suggest specific techniques or strategies to use when assessing that behavior. While there are a variety of techniques available to conduct a functional behavioral assessment, the first step in the process is to define the behavior in concrete terms. In the following section we will discuss techniques to define behavior.
• Sociograms : A sociogram is a professional-made device that is used to provide additional information regarding a student and how s/he interacts with peers.   It is a valuable tool for determining how a student is viewed by his/her classmates.  Students respond to a professional-provided direction such as "List the two classmates with whom you would most like to sit", "Write the name of  the person with whom you would enjoy working on a project.", "If you were going on a vacation, which of your classmates would be nice to have along, and why?"
• Manifestation determination : It is a process conducted by the IEP team (along with other necessary qualified personnel) to investigate whether there is a relationship between the student's action(s) of concern and his/her disability.  The team must decide whether the student's action(s) were a reflection of his/her disability or perhaps the result of it.

Assistive Technology

• Technology solutions for students with emotional and behavioral disorders : Motivating students to learn in any environment can be a challenge, but that challenge is compounded in self-contained classrooms for students with emotional and behavioral disorders. Not surprisingly, many students with emotional disability experience poor academic results. They fail more courses, earn lower grade point averages, miss more days of school, and are retained more than students with other disabilities.

Bipolar Disorder

Overview-bipolar disorder.

• Bipolar Disorder - A general overview of bipolar disorder from the NIMH.
• Overview  (Psych Central ) - Bipolar disorder is a mental illness that causes extreme mood swings. This condition is also called manic-depressive illness. It may be caused by a chemical imbalance in the brain.

Diagnosis/Symptoms-Bipolar Disorder

• Bipolar Disorder - Signs and Symptoms (Mental Health America) - Bipolar disorder is often difficult to recognize and diagnose. It causes a person to have a high level of energy, grandiose thoughts or ideas, and impulsive or reckless behavior. These symptoms may feel good to a person, which may lead to denial that there is a problem.

Treatment-Bipolar Disorder

• Lithium as a Treatment - Drug information on lithium, used for treating bipolar disorder
• Mental Health Providers: Making the Right Choice (Mayo Foundation for Medical Education and Research) - Seeking mental health treatment can be a big decision. But acknowledging your need for treatment is only the first step. You must also find a doctor or therapist to see.

Prevention/Screening-Bipolar Disorder

• Mood Disorder (Depression and Bipolar Support Alliance) - Marked by changes in mood, depression and bipolar disorder (also known as manic depression) are both highly treatable, medical illnesses. Unfortunately, many people don't get the help they need because of the misunderstanding surrounding the illnesses or the fear associated with stigma.

Coping-Bipolar Disorder

• Living with Bipolar Disorder  -  information providing guidance and practical tips on coping with bipolar disorder.
• Improving Functioning, Quality of Life, and wellbeing in Patients with Bipolar Disorder -

Directories

• Find a Support Group in Your Community (Depression and Bipolar Support Alliance) - This map of the united states provides links to bipolar and depression support groups by region

Organizations-Bipolar Disorder

• BPChildren  - A source of vital information on Pediatric Bipolar Disorder, resources at your fingertips, and a network of parents and experts who can help.
• BPKids  - A site devoted to bipolar kids and adults who need to lose weight..
• Depression and Bipolar Alliance - The Depression and Bipolar Support Alliance (DBSA) is the nation’s leading patient-directed organization focusing on the most prevalent mental illnesses – depression and bipolar disorder. The organization fosters an understanding about the impact and management of these life-threatening illnesses by providing up-to-date, scientifically-based tools and information written in language the general public can understand.
• National Alliance for the Mentally Ill - NAMI (the National Alliance on Mental Illness) is the nation’s largest grassroots mental health organization dedicated to improving the lives of persons living with serious mental illness and their families. Founded in 1979, NAMI has become the nation’s voice on mental illness, a national organization including NAMI organizations in every state and in over 1100 local communities across the country who join together to meet the NAMI mission through advocacy, research, support, and education.
• National Institute of Mental Health - The National Institute of Mental Health (NIMH) is one of 27 components of the National Institutes of Health (NIH), the Federal government's principal biomedical and behavioral research agency. NIH is part of the U.S. Department of Health and Human Services.
• Mental Health America  - Mental Health America (formerly The National Mental Health Assosciation) is the country's oldest and largest nonprofit organization addressing all aspects of mental health and mental illness. With more than 340 affiliates nationwide. MHA works to improve the mental health of all Americans, especially the 54 million individuals with mental disorders, through advocacy, education, research and service.

Children and Bipolar Disorder

• Child and Adolescent Bipolar Disorder (NIH) - One of the biggest challenges has been to differentiate children with mania from those with attention deficit hyperactivity disorder. Both groups of children present with irritability, hyperactivity and distractibility.
• Child and Adolescent Bipolar Disorder: An Update from the National Institute of Mental Health - Research findings, clinical experience, and family accounts provide substantial evidence that bipolar disorder, also called manic-depressive illness, can occur in children and adolescents. Bipolar disorder is difficult to recognize and diagnose in youth, however, because it does not fit precisely the symptom criteria established for adults, and because its symptoms can resemble or co-occur with those of other common childhood-onset mental disorders.

Teenagers and Bipolar Disorder

• Bipolar Disorder (Nemours Foundation) - Page targeted to teens with information on bipolar disorder
• Bipolar Disorder (Manic-Depressive Illness) in Teens (American Academy of Child and Adolescent Psychiatry) - Research has improved the ability to diagnose Bipolar Disorder in children and teens. Bipolar Disorder can begin in childhood and during the teenage years, although it is usually diagnosed in adult life. The illness can affect anyone. However, if one or both parents have Bipolar Disorder, the chances are greater that their children may develop the disorder.

Books and Publications

• Practical advice for managing student behavior - from the teacher section of BPChildren.

Borderline Personality Disorder

• Borderline Personality Disorder: Raising Questions, Finding Answers: NASET's brief overview focusing on symptoms, treatments, and research findings.

Causes of Emotional and Behavioral Disorders

• Why kids misbehave - This page presents four views on how to figure out why a youngster is misbehaving.   The first model represents the views of Rudolph Dreikurs.  The second represents the views of behaviorists who advocate for the process and procedures of applied behavior analysis.  The third involves discussion with the student.  The fourth is a procedure known as "Functional Behavior Assessment".
• Your guide to causes of mental illness : Although the exact cause of most mental illnesses is not known, it is becoming clear through research that many of these conditions are caused by a combination of biological, psychological and environmental factors.

Characteristics

• Defined Characteristics - characteristics of chidren with emotional disturbance

Classifications

• Anxiety disorders - A brief overview of anxiety disorders.
• Possible alternate assessment strategies - This initial discussion is not intended to provide a complete course of training, but to offer an overview of some of the techniques involved. Further, one philosophical base is not advocated over another. Rather, a combination of techniques is promoted to address behavioral, cognitive, and affective functions of a student’s behavior and advocate the development of positive behavioral interventions and supports that tap each of these areas as well.

Classroom Management

• Behavior management checklist - Research shows that while a punitive, coercive approach toward behavior management may gain superficial compliance, students  feel alienated from those teachers (and school in general), lose motivation to achieve, and resist changing the undesirable behavior.
• Managing group behavior - Use these suggestions as a checklist to determine your skill in managing the behavior of groups of students.
• Helping kids develop self management - These simple techniques (so simple that a lot of teachers don't believe that they'll work until they give them a try) are nice things to try before going to your penalties for non-compliance and misbehavior.
• Addressing skill deficits - If the student does not know what the behavioral expectations are, the plan can be formulated to teach expectations, and would include the supports, aids, strategies, and modifications necessary to accomplish this instruction, with expectations explained in concrete terms.
• Giving and getting respect - When students feel valued, respected and welcomed in their classroom, they are more likely to behave better and demonstrate respect toward you.  Here are a few tips for creating the optimal classroom environment.
• Token economies - A token economy involves awarding tokens, chips, stickers, check marks, points, or other items/markings to students who demonstrate desired behaviors identified by the teacher.
• Addressing performance deficits - If a functional behavioral assessment reveals that the student knows the skills necessary to perform the behavior, but does not consistently use them, the intervention plan may include techniques, strategies, and supports designed to increase motivation to perform the skills.
• Primer on behavior management - how well you manage student behavior is crucial to your success as a teacher.  The behavior that is exhibited in your classroom affects how administrators, colleagues, kids, parents, and YOU view your competence as a teacher.
• Primer for beginning professionals - Our first year of teaching has a tremendous impact on our personal and professional life.  A positive experience leads to a long and rewarding career.  A negative one promotes feelings of frustration, embarrassment, and isolation.  The greatest threat to a long and successful teaching career is student misbehavior.  Teachers report it to be their primary source of career-based stress, and former teachers report it to be the number one reason that they left the field.  Nationally, over 1/5 of new teachers leave the profession in the first three years (the rate is higher in low income urban areas).
• Ways to catch kids being good - The most effective behavior management technique is the easiest to implement..."catching 'em being good".  Research shows us that the quickest and most effective way to promote the display of appropriate behaviors is to reward them (e.g., touch, a smile, a "thank you", praise, points, food,...whatever would be reinforcing to those youngsters).  We all like to have our efforts acknowledged, and will show more of that behavior if it brings us rewards.
• How your teaching style affects the managing of behavior - A great deal of misbehavior occurs because the students are not interested in the lesson.  Kids who are bored will create their own entertainment.  Here are some ways to engage youngsters in your lessons.
• Promoting positive peer pressure - This page contains ideas that bring about cooperation on the part of your class and promote "positive peer pressure" (students motivating others to behave appropriately).
• Assertive discipline - Lee and Marlene Canter, when consulting for school systems, found that many teachers were unable to control undesirable behavior that occurred in their classrooms.  The Cantors, rightfully so, attributed this to a lack of training in the area of behavior management.  Based on their research and the foundations of assertiveness training and applied behavior analysis, they developed a common sense, easy-to-learn approach to help teachers become the captains of their classrooms and positively influence their students' behavior.  Today, it is the most widely used "canned" (prepared/packaged) behavior management program.  Assertive discipline has evolved since the mid 70's from an authoritarian approach to one that is more democratic and cooperative.
• Cooperative learning - Cooperative learning is not having students merely sitting together, helping the others do their work.  Having students who finish their work first assist others is also not a form of cooperative learning either.  Neither is assigning a group of students to work together without assuring that all contribute to the product.
• Differential reinforcement procedures - DR interventions are structured versions of "catching ‘em being good".  Instead of punishing the "bad behavior" to decrease it's occurrence, you get rid of it by using positive reinforcement in a structured manner.
• Schedules of reinforcement - Given the precise and structured nature of the procedures of applied behavior analysis, you can be sure that any self-respecting behaviorist would make sure to "catch kids being good" only under certain circumstances (like in the Differential Reinforcement procedures) and on a particular schedule.  By implementing a certain schedule when first building a behavior, and later changing to other schedules, you can promote stronger, more ingrained versions of appropriate behavior while "weaning" kids from rewards.  Here, you'll find information on the different schedules and when you might make use of them.
• Shaping - The practice of shaping (also known as "successive approximation") is not, in and of itself, a method for managing inappropriate behavior.  Instead, it is a method that assists you in setting goals for the behavior of a certain student.  Shaping will provide guidance and direction for your behavior change program, and will help you assess its effectiveness.  It can assist you in changing an aberrant behavior or creating an appropriate behavior that is not yet in the student's repertoire.
• Task analysis - Many of the day-to-day behaviors in which we engage without even thinking about them are really quite complex, comprised of many smaller, discrete, singular, specific sub-behaviors that we perform in a certain order.
• Time out - An intervention in which you remove a misbehaving youngster from a situation or environment that is reinforcing the inappropriate behavior.
• The really big list of classroom management resources - A collection of classroom management and discipline websites from Edutopia.
• Council for children with behavior disorders - The Council for Children with Behavioral Disorders (CCBD) is the official division of the Council for Exceptional Children (CEC) committed to promoting and facilitating the education and general welfare of children and youth with emotional or behavioral disorders.
• Definition of emotional disturbance - Many terms are used to describe emotional, behavioral or mental disorders. Currently, students with such disorders are categorized as having a serious emotional disturbance, which is defined under the Individuals with Disabilities Education Act as described here.
• Depression: A Treatable Illness - A fact sheet that describes the symptoms and types of depression and effective treatments.
• Overview of Depression - An overview of depression from the National Institute of Mental Health
• Depression (National Institute of Mental Health) - Clinical depression is very treatable, with more than 80% of those who seek treatment showing improvement.  The most commonly used treatments are antidepressant medication, psychotherapy or a combination of the two.  The choice of treatment depends on the pattern, severity, persistence of depressive symptoms and the history of the illness...
• JAMA Patient Page: Depression (American Medical Association) - A person who feels sad all the time, has unexplained crying spells or loses interest in usual activities may have major depression, a serious medical illness that should be distinguished from normal temporary feelings of sadness after a loss, such as the death of a relative or friend.

Treatment-Depression

• Depression: Electroconvulsive Therapy (Depression Treatment Centers) - It is believed that ECT works by using an electrical shock to cause a seizure (a short period of irregular brain activity). This seizure releases many chemicals in the brain. These chemicals, called neurotransmitters, deliver messages from one brain cell to another. The release of these chemicals makes the brain cells work better. A person's mood will improve when his or her brain cells and chemical messengers work better.
• Electroconvulsive Therapy May Relieve Severe Depression, Other Disorders (Mayo Clinic) - In certain cases ECT may be the best treatment option, sometimes offering fast and dramatic benefits. In severe depression, for instance, the risk of suicide may be high, requiring treatment that can quickly alleviate symptoms. And for some people, antidepressant medications aren't effective.
• How to Find Help Through Psychotherapy (American Psychological Association) - Millions of Americans have found relief from depression and other emotional difficulties through psychotherapy. Even so, some people find it hard to get started or stay in psychotherapy. You can find articles, tips, and links to research to better understand psychotherapy and how you can get started. 
• Suicidality in Children and Adolescents Being Treated with Antidepressant Medication  - as of 02/05/2018, the FDA is announcing a request to the manufacturers of ten antidepressant drugs that they strengthen the "Warnings" section of the package insert to encourage close observation for worsening depression or the emergence of suicidal thinking and behavior in both children and adolescent patients being treated with these agents, particularly for depression but also for other psychiatric and nonpsychiatric disorders.
• Types of Treatment  - If you or someone you know may benefit from a counselor or mental health center, here are some questions and guidelines to help you find the right care.

Alternative Therapy-Depression

• St. John's Wort and the Treatment of Depression (National Center for Complementary and Alternative Medicine) - The National Center for Complementary and Alternative Medicine (NCCAM) has developed this fact sheet on the use of St. John's wort for depression. It is part of a series intended to help consumers make informed decisions about whether to use complementary and alternative medicine (CAM) for a disease or medical condition.
• Study Shows St. John's Wort Ineffective for Major Depression of Moderate Severity (National Center for Complementary and Alternative Medicine) - An extract of the herb St. John's wort was no more effective for treating major depression of moderate severity than placebo, according to research published in the April 10 issue of the Journal of the American Medical Association.

Research on Adolescence and Depression-Depression

• Combination Treatment Most Effective in Adolescents with Depression (JAMA) - A clinical trial of 439 adolescents with major depression has found a combination of medication and psychotherapy to be the most effective treatment.

Organizations Involved With Depression

• Substance Abuse and Mental Health Services Administration
• Depression and Bipolar Support Alliance
• Mental Health America

Children and Depression

• Antidepressant Medications: Use in Pediatric Patients(Centers for Medicare and Medicaid Services, Medicaid Integrity Group) - This fact sheet summarizes the current FDA-approved product labeling for the use of antidepressant medications in pediatric patients.
• Depression in Kids: How Is It Treated? - At one time, doctors didn't believe that children could experience depression. But researchers have found that depression is quite common in kids. Treatment may include psychotherapy and medication.
• When Your Child is Depressed - Not everyone recognizes depression when it happens to someone they know. And some people have incorrect ideas about what it means to be depressed. People who don't understand may react to the depressed person's low energy with criticism, scolding them for acting lazy or not trying.
• Childhood anxiety disorders - PDF file.  After attention-deficit hyperactivity disorder and oppositional-defiant disorder, the anxiety disorders are the most common psychiatric illnesses in children and adolescents. As many as 3-5% of children suffer from anxiety disorders, not counting obsessive-compulsive disorder which affects another 0.5-1.0% of children.
• Dual Diagnosis and Treatment for Co-occurring Disorders - A dual diagnosis occurs when an individual is affected by both chemical dependency and psychiatric/emotional illness. Both illnesses may affect a person physically, socially, psychologically, and spiritually. Each illness has symptoms that interfere with a person’s ability to function effectively. 

Eating Disorders

• Eating Disorders: Facts About Eating Disorders and the Search for Solutions: A detailed summary that describes symptoms, causes, and treatments, with information on getting help and coping.
• Prevalence of Eating Disorders - Results from NEDA (National Eating Disorders Association) with combined results from the US, UK, and Europe.

Frequently Asked Questions (FAQ)

• FAQ about attachment disorder - An attachment disorder is a mental and emotional condition occurring in the first two years of life that causes a child not to attach, to bond, or to trust his primary caretaker.
• FAQ about child bullying, school bullying and bullycide - Frequently asked questions about bullying and bullycide from bullyonline.org
• FAQ about suicide - Attempts at suicide, and suicidal thoughts or feelings are usually a symptom indicating that a person isn't coping, often as a result of some event or series of events that they personally find overwhelmingly traumatic or distressing.
• FAQ about the President's New Freedom Commission on Mental Health - Former President George W. Bush established the Commission by presidential Executive Order 13263 on April 29, 2002.  This President's Commission was the first comprehensive study of the nation's public and private mental health service delivery systems in nearly 25 years.
• FAQ About Anxiety in Children and Adolescents  - Anxiety disorder is a real emotional disturbance; it's not just simply worrying, and it can be treated to help a person have a healthy and full life. From time to time, everyone worries about his or her health, family, money, and school. However, when a person has anxiety, they worry all the time, even when nothing is wrong. A person with anxiety always expects the worst will happen, can't relax, and feels tense most of the time.

History of the Field

• The History of Mental Health Care : What is striking in looking at the history of mental health care is that at periods through the centuries, indeed through the millennia, there has been an accepted way of dealing with people with mental health problems, conventional for the time, that, however well-intentioned, has more often than not been inhumane, punitive, and largely unsuccessful, while alongside the orthodox practitioners there have been others with more enlightened approaches, attempting to do things differently.
• History of modern mental health policy : An excellent history of mental health policy in the United States in the first half of the 20th century.
• History of Occupational Therapy in mental health: The history of Occupational Therapy (OT) had it's origin in the 1700's during Europe's "Age of Enlightenment". At this time, radical new ideas were emerging for the infirm and mentally ill.

Medical Issues/Medication

• Mental Health Medications - This chart lists the common medications used with children and adolescence with emotional issues. It provides the brand names, generic names and approved ages for the medications.
• Children and medications - One in ten of America's children has an emotional disturbance such as attention deficit hyperactivity disorder, depression or anxiety, that can cause unhappiness for the child and problems at home, at play, and at school. Many of these children will be taken by their parents to their family physician or pediatrician, or, in many cases, a specialist in child mental health. The child will be carefully evaluated and may begin some type of therapy.
• Psychopharmacologic Medication: What Teachers, Clinicians, and Parents Need to Know - "The use of psychopharmacology in treating children and adolescents with a variety of problems and psychiatric diagnoses has increased significantly in the 1990s (Campbell & Cueva, 1995). For example, Safer (1995) found that the use of stimulants has increased dramatically between 1990 and 1995. This increase is attributed in particular to the expansion of the definition of attention-deficit disorder in the American Psychiatric Association's  Diagnostic and Statistical Manual of Mental Disorders, 4th Edition (DSM-IV;  1994) to include individuals without impulsivity or hyperactivity."

Parent Information

• Understanding Childhood Fears and Anxieties : In this article, common childhood fears and what parents can do to ease them are discussed.  
• Coping with childhood stress : Stress is the body's physical, chemical, and emotional reaction to an overwhelming, confusing, or exciting situation.
• Parenting How To’s : Simple strategies for better family communication and child discipline.
• Parent’s index to childhood and emotional disabilities : excellent overview of the many common emotional disorders found in childhood and adolescence.
• The Prevalence of Mental Health Disorders - Few families in the United States are untouched by mental illness. According to current estimates, at least one in five people has a diagnosable mental disorder during the course of a year. This includes adults as well as children. The prevalence of mental health disorders is defined as the number of people with a disorder that are present in the general population.
• Alcohol and Drug Abuse Statistics   -  People often self-medicate with alcohol and drugs, and "According to the National Survey on Drug Use and Health (NSDUH), 19.7 million American adults (aged 12 and older) battled a substance use disorder in 2017. 1"  

Schizophrenia

• Childhood-Onset Schizophrenia - A fact sheet that describes the symptoms, treatments, and causes of schizophrenia in children.
• Overview of Schizophrenia - A detailed summary that describes symptoms, causes, and treatments, with information on getting help and coping.
• NASET's comprehensive guide to transition services
• Attention Deficit Hyperactive Disorder
• Early Intervention
• Generalized Anxiety
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• Orthopedic Impairments
• Other Health Impairments
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• Social Security and Disability Information and Benefits
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• Traumatic Brain Injury and Neurological Impairment
• Visual Impairments

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How Learning Disabilities Can Affect Behavior

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Getting Help

Children with learning disabilities may also exhibit behavior problems or have co-occurring behavior disorders. In some cases, learning disabilities can lead to behavior problems such as acting out, avoidance, and emotional outbursts.

In order to help kids succeed, it is important for parents to watch for signs that their child is struggling with learning and behavior. Interventions that account for both learning and behavior challenges can help improve academic achievement and outcomes.

Research suggests that between 24% and 52% of children with learning disabilities also exhibit signs of behavior problems.  

How Learning Disabilities Affect Behavior

Learning disabilities can have an impact on a child's behavior. That can create a complex problem in which a child's learning disability and behavior problems make learning difficult.

One study published in the journal Pediatrics found that children with learning disabilities often experienced behavior problems related to reduced self-confidence and increased anxiety and stress.   Other symptoms such as aggressive behavior and social isolation were also common.

Learning Disabilities Cause Frustration

Young children, adolescents, and adults with learning disabilities often exhibit confusing and contradictory patterns of performance.   They perform certain tasks quite well while struggling considerably with other tasks.

For example, a child may be bright and interested in learning but struggle to behave appropriately when placed in a reading group with peers. They may frequently get overexcited and disruptive, causing the teacher to remove them from the group. The student might enjoy hearing the story read to the group, but then put their head down and kick their feet when asked to read aloud.

Behaviors Can Hide Learning Disabilities

In other cases, children may engage in certain behaviors to cover up a problem in school. Here are some examples of how children may inadvertently or purposefully misbehave in the classroom in order to disguise a learning disability:

• A 10-year-old who finds multiplication difficult might become frustrated and throw a tantrum when asked to complete the problems. 
• A 13-year-old who has trouble focusing in class might have an outburst by slamming their book shut and saying that they can’t read because there are too many distractions.
• A 16-year-old who reads at a fourth-grade level might frequently skip school. They appear bored when they do attend class. When asked to read aloud, the child throws a book on the floor, calls the reading “stupid,” and refuses to read the passage.

Such behaviors can offer clues into the deeper-rooted, underlying causes of defiant behavior in children with learning disabilities. Kids who exhibit these behaviors are sometimes seen as troublemakers, which can lead to their learning problems going unrecognized.

Other behavior problems that can mask a learning disability include impulsivity, inattention, not following directions, mood swings, disorganization, temper tantrums, and defiance.

Signs of Learning Disabilities

A child’s learning disability may result in an emotional battering that impacts their everyday interactions with teachers and peers at school, with parents at home, and others in the community.   Warning signs of learning disabilities include:

• Anxiety or depression
• Blaming teachers for bad grades
• Bullying their peers
• Physical ailments, such as stomach aches or headaches
• Not doing homework assignments
• Not wanting to go to school
• Not wanting to show parents homework
• Self-derogatory or self-critical comments
• Refusing to communicate to avoid confrontation
• Refusing to do an in-class assignment or task
• Refusing to follow classroom rules
• Saying the work is too difficult
• Skipping class

In some cases, children will intentionally engage in behaviors that are intended to force their removal from the classroom. By acting out, they are excluded from the class and do not have to engage in the learning activities that are a source of frustration.

Learning disabilities and behavioral problems can have a significant impact on a child's life, especially if these issues are not diagnosed and treated. This can cause kids to miss more school, struggle to engage with peers, and have more academic difficulties.

Kids with learning disabilities and behavioral issues are also at a much greater risk of suspension. According to the U.S. Department of Education, two-thirds of disciplinary school removals involving children with an Individualized Education Program (IEP) involved children who had a learning disability or other health impairment.

Damage to Self-Esteem

A learning disability can not only affect a child's learning and behaviors; it can also have a devastating effect on their self-esteem. Some of the ways that learning disabilities and behavioral problems can affect a child's self-esteem and confidence include:

• Children with learning disabilities often have difficulty asking for help with peer-related situations.
• They may be lacking the social and emotional skills necessary to handle peer pressure.
• They may be subjected to bullying from peers or may bully others as a way to cope with their emotions.
• They may have trouble knowing how to interact appropriately with their teachers and peers. 
• They may struggle to understand the social cues of others.

Despite the efforts of parents and teachers toward a child’s academic success, the repeated disappointments and lack of progress for many children with learning disabilities can result in what is known as learned helplessness.  

These children may call themselves “stupid” and believe there is nothing they can do to become smarter, be liked by their peers, and be understood by teachers and other adults in the school community. When they are successful at a task, they often attribute it to luck rather than intelligence and hard work.

Parents and educators can help kids with learning disabilities who are struggling with low self-esteem and feelings of learned helplessness by pointing out their strengths. For example, while children with dyslexia may have difficulty decoding the phonologic components of words, they may have other strengths in reasoning, problem-solving, comprehension, concept formation, critical thinking, general knowledge, and vocabulary.

It is important to spot the signs of both behavioral problems and learning disabilities and recognize how the two may be related. If you suspect there is a problem, talk to your child's doctor in order to get a diagnosis and treatment plan.

When a child has symptoms of both a learning disability and a behavioral issue, it is important to determine the relationship. If the learning disability is causing behavioral problems, then treating the learning disability can help resolve many of the behavioral symptoms. If the behavioral issues are caused by a co-occurring behavioral disorder, then both the learning disability and behavioral condition will require treatment.

Functional Assessment

It may be necessary to complete what is known as a functional assessment of behavior. This involves a complete and objective problem-solving process for addressing student problem behavior. The assessment relies on techniques and strategies such as observing the child’s behaviors objectively in different settings and during different types of activities.

It also involves input through surveys and meetings with school personnel. A major purpose of the assessment is to help IEP teams determine the appropriate interventions to be used to address the problem behavior. 

It may be difficult to determine if a child’s learning disability is directly contributing to or triggering these types of behaviors. Family-related stressors can also have a significant effect on behavior at school.

If a child is displaying hyperactive, impulsive, or distracted behaviors, it is also important to see a specialist in order to determine if a child has attention-related disorders such as ADHD or a psychiatric condition.

Diakakis P, Gardelis J, Ventouri K, et al. Behavioral problems in children with learning difficulties according to their parents or teachers . Pediatrics . 2008;121:S100-S101. doi:10.1542/peds.2007-2022CC

Backenson EM, Holland SC, Kubas HA, et al. Psychosocial and adaptive deficits associated with learning disability subtypes . J Learn Disabil . 2015;48(5):511-22. doi:10.1177/0022219413511861

U.S. Department of Education, Office for Civil Rights. 2013-2014 civil rights data collection: A first look .

Alesi M, Rappo G, Pepi A. Self-esteem at school and self-handicapping in childhood: Comparison of groups with learning disabilities .  Psychological Reports . 2012;111(3):952-962. doi:10.2466/15.10.pr0.111.6.952-962.

American Academy of Pediatrics. Learning disabilities: What parents need to know .

Gacek M, Smoleń T, Pilecka W. Consequences of learned helplessness and recognition of the state of cognitive exhaustion in persons with mild intellectual disability .  Adv Cogn Psychol . 2017;13(1):42–51. doi:10.5709/acp-0205-6

Hanley GP. Functional assessment of problem behavior: Dispelling myths, overcoming implementation obstacles, and developing new lore .  Behav Anal Pract . 2012;5(1):54–72. doi:10.1007/BF03391818

By Douglas Haddad Douglas Haddad is an award-winning teacher and best-selling author, covering learning disabilities and other topics related to education.

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• Published on March 30, 2021
• |  Blog
• | by Kenton Levings

7 Behavior Management Strategies for Special Education Teachers

Managing a mainstream classroom can be a challenge, but a special education class requires a greater commitment from the teacher.

In every classroom, there are students who have specific educational needs. A special education teacher needs to be able to adjust their lesson plans for every individual. Without the proper training and behavior management strategies, it’s easy for a student to fall behind or for the educator to lose control of the classroom.

For their class to succeed, they need to both routinely  educate themselves at workshops  as well as rely on their school’s resources. That could mean speaking to the school’s psychologist about some challenges they’re facing, as well as conferring with the principal about implementing some new strategies or privileges.

Here are some tips to get started on improving your classroom management.

Establish Meaningful Relationships

Building a relationship with your students helps you understand your students as well as helps them feel connected to you. The stronger the relationship, the more you can understand what’s going through their minds and make connections regarding their behaviors.

One great way to do this is by greeting students at the door. It allows you to check how they’re doing in the morning and address any feelings that might cause issues later on in the day.

Teachers should also check in with special needs students throughout the day to keep them on task and motivated.

If you’re a school counselor, special education director, school psychologist, or behavior interventionist, check out one of these free monthly  managing student behavior series . These webinars teach how to deal with frustrated students, identifying behaviors, and more.

Post Classroom Rules and Reference Them

Especially for students with learning disabilities and behavioral challenges, seeing rules on the walls can help keep them stay focused.

The teacher should post these rules around the classroom where they’re easily seen. Review them on a regular basis so that they don’t fade into the background.

One way to remind students of the rules is to have them take turns reading them every day. You could also give them examples of situations and ask what an appropriate reaction would be. Teaching proper behaviors is as important as any of the other lessons on their curriculum.

Use Reminders to Keep Students on Task

Students can get off task fairly easily if left unchecked. For younger students, a soft chime sound or some other kind of fun noisemaker can get their attention.

For older students, give them time to follow instructions. During an assignment, remind anyone who has finished what they should be doing when they’re done. That way, they won’t distract the other students who are still working.

Make sure not to give mixed signals, though. If you allow one student to do something, then other students might ask for the same privileges. Work out a system of what they can and can’t do, and stick to it.

Schedule in Breaks

Students of all ages look for excuses to take a break from their schoolwork, whether it’s to go to the bathroom or get a drink of water. Special education classrooms are no different.

Scheduling in breaks  can actually help special needs students focus better throughout the day.

Too much work can cause unnecessary stress and lead to an emotional outburst. It can also cause students to become unfocused and retain less information.

When implementing a break, teachers need to give some general guidelines. Set a timer for a certain amount of time, after which the student returns to their work. If given an individual break, direct the student to a predesignated break area.

Break time should be treated as a privilege and dealt with accordingly if a student refuses to go back to work or is disruptive.

Classroom Seating Options

Another method of classroom management is to provide plenty of seating options. When students are allowed to sit wherever they want, they’re three times more likely to become disruptive than when assigned seating.

However, giving students some level of freedom with certain expectations can reduce anxiety and boost academic performance. Let them sit on couches or rugs as long as they do their work. Invest in some  special needs seating  to create a more optimal work environment.

If a student can’t do their work, move them back to a desk until they do better.

Supervise the Lesson

It’s easy to think that a quiet classroom is an opportune time to do some paperwork and grade some assignments. However, it takes only a single student acting up for a domino effect to occur, and then everyone is off task.

Teachers should actively supervise the classroom. Don’t watch over them like a hawk, though. Move around, check-in on their progress, and be ready to answer whatever questions they have.

Be an active participant in their education, and they’ll thank you for it.

Consistency is Key

One of the most important behavior management strategies is consistency.

When disciplining one student for a certain behavior, they’ll be quick to point out other students who’ve done the same exact thing in the past. If they believe they’re being unjustly punished, they’re likely to repeat the behaviors again in the future.

Don’t single out students, even if they start things up more than others. Focus on the behaviors, instead. Correct errors when you see them and turn them into a learning moment.

Try Out These Behavior Management Strategies

Special education teachers should always be enhancing and retooling their behavior management strategies. What works for one class or student might not be a perfect fit for another.

Hopefully, these tips help get you started on improving your classroom management skills.

If you’re a director of special education, consider signing up to try out our  behavior intervention planning software . With it, you can assess and track behaviors and strategies. Tackle problems in the classroom the smart way.

Modernize your District's Behavior Management with research-based best-practices.

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Special Education: Behavior Problems in School

Download the PDF version of this document

Updated May 2022

If your child has an Individualized Educational Program (IEP), your child’s school is required to address your child’s behavior in school if the behavior impedes your child’s learning or the learning of other children. Follow these steps to address the behavior issue.

Determine if the behavior needs to be addressed formally

Ask for an iep meeting, ask the school to conduct a functional behavioral assessment (fba), review the results of the evaluation, determine services needed, keeping your child in school, what if i cannot get this issue resolved using this packet, sample letter to request behavioral support through the iep, for specific information on fba, discipline, and lre.

Behavior that can be addressed without a behavior plan — Behavior that does not interfere with a child’s ability to learn can usually be addressed by informal methods in the classroom. This type of behavior is usually mild and can generally be addressed by more attention from the teacher and follow-through at home. If your child’s behavior is minor, work with the teacher to address your concerns.

Ohio schools are required to establish standards for positive behavior supports for every student. This may be a school-wide incentive program, such as a ticket system, or a class-wide program, such as class dojo. These programs incentivize all students and can prevent problem behaviors before they start.

Behavior that requires a behavior plan — For some children, behavior in school requires a positive behavior intervention plan to address the behavior. If your child’s behavior is significant enough that it interferes with your child’s or another child’s ability to learn, you should ask your school to hold an IEP meeting to develop a plan to address the behavior.

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To request an IEP meeting call your special education coordinator to schedule the meeting. Send a follow-up letter to confirm your discussion. At the meeting, the IEP team, including you, should address how to assess your child’s behavioral needs and what services are needed.

Document the behavior and interventions — In order to decide how to address your child’s behavior, the school must document the behavior. The school should document the type of behavior, where the behavior is occurring, what and how responses to the behavior have worked, and why the behavior is occurring. With this information, your child’s IEP team can determine ways to address the behavior.

Determine how to assess the behavior — Your child’s IEP team should determine how best to assess your child’s behavior. Behaviors can be assessed by observation and by formal evaluation tools. Observation can confirm the accuracy of the information collected through documentation and can provide insight into why the behaviors are happening. It is important for your child’s behavior to be observed and assessed in the environment where the behavior happens. Your child can be assessed by a variety of people, including teachers, special education personnel, and behavior specialists.

Determine who is qualified to assess the behavior — The IEP team should determine who is qualified to assess your child’s behavior. It is simple to document where and when behavior happens, but more difficult to assess the reasons for behavior. Your child’s IEP team may be capable of determining why your child is having behaviors or the team may require the assistance of a specialist in behavior. Your child’s IEP team should discuss what qualifications are required to assess your child. This discussion should include the required level of behavioral expertise and knowledge about your child’s disability. A person capable of assessing your child’s behavior might be a “behavior specialist,” a psychologist, or a Ph.D. in education or a related field.

Determine if independent assessments are available — Information on your child’s behavior from sources independent of the school can help your child’s IEP team determine how to address the behavior. This information can include psychological or psychiatric evaluations, information about medications, and information from your child’s physician. You should decide whether to share this information with your child’s IEP team. Generally, the IEP team will be able to better address your child’s behaviors if the team has more information about your child and the behaviors.

If your school has conducted an evaluation of your child’s behavior and you disagree with the evaluation, you may be able to pursue an independent educational evaluation (IEE) at the school’s expense. To learn more about IEE’s, see Disability Rights Ohio’s guide to requesting an independent educational evaluation at public expense here .

Once your child’s behavior has been assessed, the IEP team should consider the results of the assessment. The individual(s) who collected data about your child’s behavior should attend the meeting. You should request that the individual(s) who conducted assessment or evaluation of your child’s behavior also attend the meeting. The data collector and assessor should explain the results of their assessment and their recommendations to address the behavior. From this discussion, the team should determine if a positive behavior intervention plan is needed.

The positive behavior intervention plan — If needed, a positive behavior intervention plan (BIP) should be written to address your child’s behaviors. This plan can be written as goals and objectives on your child’s IEP, or can be a separate plan that is attached to your child’s IEP. The BIP should include positive ways to reduce your child’s behaviors. This can include goals that teach your child more appropriate behaviors or modifications to your child’s environment which decrease the likelihood that behaviors will occur. In addition, the plan should include recommendations to school staff about appropriate ways to respond to your child’s behaviors.

A positive behavior intervention plan must be guided by data collection. The school should collect data on how often unwanted behaviors are occurring, as well as when and where they occur. It is important to document the things that happened immediately before problem behavior, as well as the school’s response to the behavior. Data collection allows the IEP team to determine the causes of problem behavior, as well as the most appropriate and effective responses to such behavior. It also allows the IEP team to determine whether a student is making progress on their behavior goals. For more information on Positive Behavior Intervention Plans, view Disability Rights Ohio’s FAQ on PBIS .

Training for school personnel — Training or in-service opportunities for staff may be included in your child’s BIP. The IEP team should determine whether staff working with your child have the necessary information and training to effectively implement your child’s BIP. The Ohio Coalition for the Education of Children with Disabilities (formerly the Special Education Regional Resource Centers) can provide information about training opportunities. Find out more about the Ohio Coalition for the Education of Children with Disabilities here .

Support from a behavior specialist — It can be helpful to have the on-going support of a behavior specialist, especially from the same behavior specialist who assessed your child. This on-going support is helpful to determine if the BIP is working, and if not, to help your child’s IEP team to modify the BIP. You should ask your child’s school to agree to on-going involvement from the behavior specialist until your child’s BIP is successfully implemented.

Discipline — The goal of your child’s BIP should be to reduce or eliminate the behavior so that your child can learn in school. Another goal should be to reduce or eliminate any discipline of your child. However, even with a BIP, your child may be suspended from school for behavior for short periods of time. Your school is required to follow specific procedures in disciplining a child with an IEP for more than short periods of time. If school discipline is a problem for your child, you should learn the discipline procedures, especially if your child has been suspended for more than 10 school days in the school year and received no educational services during the suspension.

Least Restrictive Environment — Your child is entitled to receive an education in the least restrictive environment (LRE). This usually means in the school setting with the most opportunity possible to be with students who do not have a disability. Your child’s IEP is required to address your child’s behavior so that your child can receive an education in the LRE with access to and progress in the general education curriculum. Your school should not change your child’s LRE because of behavior if your school has not appropriately addressed your child’s behavioral needs. If your school wants to place your child in a more restrictive environment you should request an IEP meeting and ask the school to follow the steps outlined in this document.

If these suggestions do not work to resolve your concerns, you can do a number of additional things that may work. Information about these options is included in this packet in the resource section. Your options include:

• Seek the assistance of an advocate to help you resolve the issue. See the Special Education Resources- Other Agencies that can help FAQ .
• Contact the Ohio Department of Education for assistance or to file a complaint. See resources section for contact information.
• Ask for an administrative review with your school’s superintendent.
• Pursue formal mediation and/or a due process hearing.
• Seek the assistance of an attorney to help you resolve the issue. See the resources section for a referral.

If your school has suspended your child for more than 10 school days without providing services, or is planning to change your child’s placement in school to a more restrictive setting and you disagree with the proposed change, you can request an impartial due process hearing which should maintain services for your child in the current educational placement until the hearing is resolved.

Date (include month, day, and year)

Name of Your Child’s Special Education Coordinator Name of School District Street Address City, State, Zip Code

Dear (name of Special Education Coordinator),

I am writing to request an IEP meeting for my child (child’s name). I am requesting this meeting because my child is having behaviors in school (describe the behaviors). At this meeting I would like to discuss how to address my child’s behavior and development of a behavior plan for (child’s name).

In addition to the regular IEP team, I am requesting that a person able to assist the IEP team in developing a plan to address (child’s name)’s behavior be present at the meeting. I can arrange to meet with you and the other members of the IEP team on (list days you are available) between (give a range of time, such as between 2:00 and 4:00). Please let me know what time would be best for you.

I look forward to hearing from you within five school days of the date you receive this letter. My daytime telephone number is (give your phone number). Thank you for your help.

Your Name Street Address City, State, Zip Code Daytime telephone number cc: specialists or other staff

For information on functional behavioral assessment see the Technical Assistance Center on Positive Behavior Support article Tips for Parents: Incorporating Positive Behavior Support (PBS) into the IEP at www.pbis.org .

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Special Education Behavior Management

Welcome to the world of special education, where pupils with particular learning requirements necessitate extra care and assistance. It may have been challenging for you as a teacher to provide the optimum learning environment for your kids due to various behavior control problems. But relax; you’re not by yourself. This blog seeks to give you practical methods for controlling behavior in the classroom so you may foster a supportive and stimulating environment for your special education kids. This blog is brimming with insightful information and helpful advice that will enable you to successfully navigate the complexity of special education behavior management, regardless of your experience level or where you are in your career. Let’s then look at the world of special education behavior management while you relax and enjoy a cup of coffee.

What is Behavior in Special Education?

In special education, behavior refers to the activities and reactions that students with special needs exhibit in response to their surroundings and circumstances. These students could display various behaviors, such as attention deficits, impulsivity, hyperactivity, violence, and emotional dysregulation.

Special Needs Behavior Issues that Children Exhibit

Successfully supporting kids with exceptional needs depends on appropriate behavior management in special education. It entails figuring out the root causes of troublesome behavior and developing solutions. This can involve employing strategies for rewarding good behavior, contracts for specific behaviors, functional behavioral assessments, and tailored behavior plans. You can refer to a comprehensive Behavior Intervention Plan Example for a better understanding.

What is Behavior Management in Special Education?

In special education, behavior management refers to the methods and approaches employed by educators, parents, and other support personnel to deal with challenging behaviors exhibited by students with disabilities. This can entail, among other things, problems with the inability to pay attention, impulsivity, hyperactivity, anger, and emotional instability.

In special education, behavior management strives to improve these kids’ ability to control their conduct, lessen the frequency and intensity of disruptive behaviors, and foster a supportive and encouraging learning environment. Positive reinforcement strategies, behavior contracts, functional behavioral assessments, and customized behavior plans are used to achieve this.

Effective Behavior Management

Collaboration between educators, parents, and other team members is essential for effective behavior management in special education. It also necessitates thoroughly comprehending each kid’s strengths and weaknesses and the environmental elements that could lead to troublesome behaviors. For additional resources, you can check Understood.org .

Additionally, it’s critical to approach behavior management in special education with compassion and a growth mindset, considering that students with special needs may experience behavioral difficulties due to underlying difficulties with communication, sensory processing, and executive functioning . Teachers can assist children with special needs in developing the ability to control their behavior and achieve in the classroom by using evidence-based practices and working as a team. The Council for Exceptional Children has great resources for this.

Behavior Basics Program for Special Education

A comprehensive strategy for controlling behavior in the classroom that equips children with the abilities and techniques they require for success is a program on behavior essentials for special education. The program often has numerous important parts, including:

• Assessment : This entails assessing the pupil’s conduct to ascertain the root reasons for troublesome behaviors and pinpoint probable triggers.
• Function-based Intervention: This entails creating tailored behavior plans that focus on particular behaviors and allow children to control them successfully.
• Positive reinforcement: This is the process of encouraging pupils to continue acting positively by rewarding them with praise or vocal encouragement.
• Redirection and Instruction: This entails instructing pupils on appropriate behavior, giving them clear instructions, and redirecting them as necessary.
• Collaboration and communication: To guarantee a consistent and efficient approach to behavior control, this entails working with parents, other instructors, and support staff.
• Use of Evidence-Based Interventions: To deal with disruptive behavior, employ evidence-based interventions such as cognitive behavioral therapy, positive behavior support, or social skills instruction.
• Empathy and Understanding: Adopt a growth mentality and approach the situation with empathy, considering that kids with special needs may have behavioral problems due to underlying communication, sensory processing, and executive functioning problems.

Dealing with Disruptive Behavior

For special education, the behavior basics program aims to give kids the resources and encouragement they require to succeed in the classroom on both an academic and social level. Education professionals can assist children with special needs develop the abilities they need to control their behavior and thrive in the classroom by employing a comprehensive, evidence-based strategy for behavior management.

Tension Level Division Of Energy

The idea that a person’s energy can be split into tension and relaxation energy is called the tension level division of energy. Stress, worry, and other negative emotional states are connected to tension energy, whereas peace, ease, and a sense of well-being are connected to relaxation energy.

Individuals are generally believed to have a limited amount of energy that can be divided between tension and relaxation, and the quantity of energy dedicated to each condition will affect how stressed out and emotionally stable they are. Individuals may experience significant amounts of stress and anxiety if, for instance, they have a low level of relaxation and a high degree of tension energy. On the other hand, they are more likely to feel peaceful and relaxed if they have a high amount of relaxation energy and a low tension energy.

A framework for comprehending the effects of stress on a person’s emotional and physical health, the tension level division of energy notion is pertinent to studying psychology and stress management. People can learn to control their stress levels and foster a sense of well-being by becoming aware of the equilibrium between the energy of tension and relaxation.

What are Some Behaviour Management Techniques?

The term “behavior management tactics” refers to the techniques employed by parents and educators to encourage good behavior and discourage disruptive behavior in kids and teenagers. Typical methods of behavior control include:

• Positive reinforcement : This is the process of encouraging pupils to continue acting positively by rewarding them with material prizes or verbal praise.
• Redirection and Instruction: This includes instructing pupils on proper behavior, setting clear expectations, and redirecting them as necessary.
• Time-Out: As punishment for disobedience, the student is briefly removed from a reinforcing environment (such as an enjoyable activity).
• Token economies: In these systems, good behavior is rewarded with tokens or points that may be redeemed for material goods.
• Visual Aids: This involves tracking progress and reinforcing positive behaviors using visual aids like charts and graphs.
• Self-Monitoring: This entails instructing pupils to keep track of, consider, and improve their behavior.
• With cognitive-behavioral therapy (CBT) , students can identify and alter unfavorable attitudes and behaviors.
• Teaching pupils the social skills they need to get along with others, like cooperation, empathy, and communication, is known as social skills training .

Depending on the individual student and the particular behavior control requirements, these approaches may be utilized singly or in combination. The secret is identifying the techniques that benefit the student the most and using them helpfully and encouragingly continually.

Special Education Behavior Specialist

A specialist in dealing with behavioral problems for pupils with special needs is known as a special education behavior expert. They frequently possess knowledge in the following fields:

• Behavior Assessment: Conducting functional behavioral assessments (FBAs) to identify the underlying causes of disruptive behavior.
• Behavior intervention: Creating and putting behavior plans that focus on certain behaviors into practice, utilizing evidence-based techniques, including teaching effective communication and supporting good behavior.
• Collaboration: Ensuring a consistent and efficient approach to behavior management by working collaboratively with teachers, parents, and other support workers.
• Professional development: Giving teachers, parents, and other staff members the guidance and support they need to improve their ability to control behavior.
• Monitoring and analyzing the effectiveness of behavioral interventions while keeping track of student growth.

For students with special needs to excel in the classroom, the work of a special education behavior expert is crucial. They can assist children in developing the abilities they need to manage their behaviors and realize their full potential by addressing behavioral difficulties and offering evidence-based strategies.

Consequences for Special Education Students

Special education students should receive consequences customized to their unique needs and talents to support learning and behavior improvement. Common repercussions include natural consequences, redirection, education, positive reinforcement, time-outs, withholding reinforcement, reprimands, and restitution. It’s crucial to remember that punishments should be meted out in a constructive and supportive manner and by the student’s specific education plan (IEP).

Classroom Management in Special Education PPT

An overview of the presentation’s goals and the significance of successful classroom management for kids with special needs should be included in a presentation on classroom management in special education. Definitions of behavior, behavior assessment, behavior intervention, collaboration, classroom management techniques, IEP development, building a supportive classroom environment, professional development, monitoring and evaluation techniques, and methods for fostering positive outcomes should all be included. These components can assist in building a thorough presentation on behavior control and encouraging successful outcomes. We hope you enjoyed our discussion of Special Education Behavior Management.

Jennifer Hanson is a dedicated and seasoned writer specializing in the field of special education. With a passion for advocating for the rights and needs of children with diverse learning abilities, Jennifer uses her pen to educate, inspire, and empower both educators and parents alike.

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Qualify for 504 plan (how to for students), 504 plan florida (3 bonus tips for students).

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Behavior Problems & Discipline FAQs l Articles l FBAs & BIPs l Law l Cases l Free Stuff l Resources l References

Discipline is a hot topic. When the federal special education law was passed in 1975, Congress found that most handicapped children were not receiving an appropriate education - and that millions of children were excluded from school altogether.

S tudents miss classes every day because of suspensions and expulsions, sometimes for only a minor infraction. Office for Civil Rights data shows that minority students and students with disabilities are disproportionately impacted.

Today, schools continue to suspend and expel students with disabilities for behavior caused by their disabilities. If you are advocating for a child with behavior problems, the articles and resources collected on this page will help.

U.S. Department of Education, DOJ, and OSEP / OSERS Guidance on Discipline

New! 08/01/16: Schools are required to provide positive behavioral supports to students with disabilities who need them . Repeated use of disciplinary actions may suggest appropriate behavioral interventions and supports are not being used. Failing to consider and provide for needed behavioral supports in an IEP is likely to result in children not receiving FAPE..

08/23/16: Georgia Network for Educational and Therapeutic Support / U.S. v. Georgia (N.D. Ga. 2016) : The United States filed a lawsuit against the State of Georgia in federal district court to remedy violations of the ADA pertaining to the State’s failure to provide thousands of public school students with behavior-related disabilities with appropriate mental health and therapeutic educational services and supports in the most integrated setting appropriate to their needs. DOJ Find GA Violates ADA by Segregating Students with Disabilities (07/15/15)

U.S. DOE and DOJ Release School Discipline Guidance Package (January 2014) including:

Dear Colleague letter describing schools legal obligations. Publication about best practices. Directory of Federal School Climate and Discipline Resources. Online Catalog - Compendium of School Discipline Laws and Regulations.

The Transformed Civil Rights Data Collection (CRDC) data about discipline in schools . Get a good visual summary of all kinds of information about: suspensions, expulsions, arrests, restraint and seclusion, student retention, and the disparate rates between disabled and non-disabled kids.

OSEP Publishes Revised Q/A on Discipline. In June 2009, OSEP published a revised series of question and answer (Q&A) documents prepared by OSERS to address some of the most important issues raised by requests for clarification on a variety of high-interest topics.

Handling a Manifestation Determination Review. Based on practical experience, attorney Bill Brownley provides a “how to” guide attorneys (and parents) can use during a Manifestation Determination Review.

Community Consolidated Sch. Dist. #93 v. John F . (IL) Excellent decision in discipline case; includes procedural violations, prior written notice requirements, manifestation determination review, suspensions for more than 10 days, expedited hearings, special education and related services under IDEA, "passing grades" are not evidence of FAPE, homebound instruction violated LRE, more.     Decision in Word     Decision in pdf

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6 Tips for Skillfully Managing Extreme Student Behaviors

• Classroom Strategies
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By Jill Eulberg, Veteran Educator, M.S. Special Education

When your students' behaviors go from annoying to out of control, use these steps.

Dealing with extreme student behaviors can be a disheartening experience for teachers, and diffusing small behaviors before they become big problems requires a skillful balance of concealing your emotions and using techniques to de-escalate the behavior. Here are some tips on how to handle challenging student behavior and get back to class.

1. Get to the Root of the Matter

Behavior is a form of communication, so consider what could be causing the disruptive behavior. Determining the cause can help teachers proactively meet student needs, while remaining in control and avoiding inadvertently reinforcing bad behavior.

While the type of behavior may vary, the function of behaviors typically serve one of two purposes: to get something (i.e., attention) or to avoid something (i.e., work). For instance, a student who constantly disrupts your class may be communicating a need for attention.

Rather than reinforcing this behavior by responding to a student blurting out—as negative attention is still attention—try anticipating the behavior and meeting the student's need beforehand. Meet with the student before class and ask them to help you with a special job. Make a point to have a one-on-one conversation about a subject of interest to the student. By meeting the student's need on your terms, you may stop the behavior from even occurring.

2. Reach Out to Colleagues for Support

Most schools have teachers who specialize in working with students who have behavior issues. If you're dealing with extreme student behavior, seek out these individuals and ask for their advice.

Pam Schieffer is one such educator. She teaches students with emotional behavioral disabilities (EBD) in Minnesota and frequently deals with extreme behaviors. "My best advice is to provide clear, simple, and firm expectations for the students," she said. "They will push and try to cross the line. Don't back down, and don't show them it upsets you. Also, if they are trying to suck you in, ignore it and walk away when possible."

3. Remember to Remain Calm

The  Crisis Prevention Institute  (CPI) offers training opportunities for schools on de-escalating and dealing with a wide range of student behaviors. In addition to training, CPI offers  free resources  on techniques for diffusing challenging student behaviors.

While easier said than done, CPI notes that one of the most important things you can do when dealing with challenging behaviors is maintaining your own self-control. Visualize yourself somewhere relaxing to maintain the appearance of calm, and use conversational "diffusers," which are short phrases such as "I hear you," "Thanks for sharing," or "Nevertheless." Spoken matter-of-factly, these diffusers can de-escalate a situation and show you're still in control.

Silence is another useful de-escalation tool. If a student is challenging you, try waiting silently for about 10 seconds and see if the student doesn't give up. While it might feel like an eternity, the extended wait time has shown to be effective.

4. Have a Plan and Stick to It

Every teacher should have a plan for dealing with students when behaviors are chronic or continue to escalate. If you're working with a student who has an identified emotional or behavioral disability, consult with the special education teacher. The student's Individual Education Plan (IEP) or Behavior Intervention Plan (BIP) should provide a detailed plan for handling their behavior.

Students will test boundaries, so teachers need to set clear limits that are consistently enforced. Whether it's a positive behavior system, rewards, or strikes, you need a classroom management system that rewards positive behavior and penalizes poor behavior choices.

Make sure your plan is clear and students are fully aware of the consequences for not following it. But more importantly, stick to your plan. Consistently enforce your rules, or students will quickly learn they can get away with misbehaving in your classroom.

5. Involve Administration When Necessary

When extreme behaviors occur, safety should be your primary concern. No teacher should tolerate being hurt or threatened. If students aren't responding to your attempts to correct their behavior, it may be time to involve administration.

With a violent incident, isolate the student and call for help. If you can't isolate the student, you may need to move the class away from the student for everyone's protection and safety. After the incident, allow yourself and your students time to cool down. Breathe and regain your composure, then be sure to write up a complete report detailing the behavior incident.

6. Document, Document, Document

If you're struggling with student behavior, make sure to document the behaviors and the interventions you've used to address them. Documentation is critical to establishing a pattern of behavior, and it's pertinent information for administration if they need to become involved. Also, if administration is not supportive or questions you, having documentation protects you by outlining the steps you've tried prior to involving them.

Like it or not, student behaviors are an inescapable part of being a teacher. Develop a plan and practice using techniques to stop behaviors before they begin. Skillfully managing student behaviors doesn't have to be the worst part of your job; it can be your opportunity to shine.

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Effective Classroom Management: Proven Techniques for Handling Students with Behavior Problems

Teach Your Heart Out

• June 7, 2023

Educators frequently encounter the demanding task of handling students with behavior problems, as these issues can significantly impact the classroom environment and disrupt the learning process. 

In this enlightening blog post, we will delve into the depths of comprehending, averting, and addressing behavior problems in students. Uncover highly effective strategies to effectively manage these challenges while fostering a positive atmosphere within the classroom. 

Gain valuable insights into refining communication techniques with parents, accessing supplementary support resources, and cultivating an inclusive learning environment that nurtures the growth and success of every student.

Table of Contents:

Common behavior problems in elementary classrooms, the impact of behavior problems on learning, causes of behavior problems, classroom management strategies, establishing expectations and rules, positive reinforcement and rewards, building relationships with students, providing opportunities for movement and breaks, de-escalation strategies, addressing the root cause of behavior problems, consequences for behavior, restorative justice practices, a) regular updates on student progress, b) utilize multiple channels of communication, c) schedule meetings at convenient times for parents/guardians, referral to counseling services, special education resources and support, community resources for families, establish clear expectations and consequences, create a supportive environment, implement positive reinforcement, consistently apply strategies, maintain open communication with parents and guardians, seek additional support if needed, how will you handle children with behavioral problems, what is the best way to manage student behavior, top 12 classroom behavior tips, 1. understanding behavior problems.

Behavior problems in the classroom can significantly impact learning and create a challenging environment for both educators and students. It’s essential to understand common behavior issues, their causes, and how they affect the educational process.

• Talking out of turn: Students may frequently interrupt or speak without raising their hand.
• Inattention: Difficulty focusing on tasks or following instructions due to distractions or lack of interest.
• Disruptive behavior: Actions that disturb the class, such as making noises, throwing objects, or leaving one’s seat without permission.
• Bullying: Harassing other students verbally or physically; this includes cyberbullying through digital platforms like social media ( StopBullying.gov ) provides resources on identifying and addressing bullying.

Neglecting to address these behaviors can lead to several consequences that hinder academic progress. For example:

• Reduced instructional time: Teachers must spend valuable time addressing disruptions instead of teaching.
• Lower student engagement: Disruptions make it difficult for all students to concentrate on learning activities.
• Hindered development of social skills: Poorly managed classrooms can prevent children from developing healthy relationships with peers.

To effectively handle behavior problems in the classroom, it is crucial first to identify potential causes. Some factors contributing to these issues include:

• Emotional or psychological factors: Students may be dealing with stress, anxiety, depression, or other mental health challenges that manifest as behavior problems. The National Association of School Psychologists offers resources on promoting positive behavioral and mental health in schools.
• Learning difficulties: Children with learning disabilities or attention disorders like ADHD may struggle to follow classroom rules and expectations.
• Social influences: Peer pressure and the desire for social acceptance can lead students to engage in disruptive behaviors.
• Lack of clear expectations and consequences: Inconsistent enforcement of rules can contribute to confusion about appropriate behavior.

In order to create a productive learning environment, it is essential for educators to understand the root causes of behavior problems. Educators must have an understanding of the underlying causes of behavioral issues in order to devise successful approaches for avoidance and remediation.

Grasping the fundamental reasons behind behavioral issues can arm educators with the knowledge to ward off their occurrence. Having plans for dealing with any issues that may come up is crucial.

Key Lesson: 

Understanding behavior problems in the classroom is crucial for educators to create a productive learning environment. Common behavior issues include talking out of turn, inattention, disruptive behavior, and bullying. Neglecting to address these behaviors can lead to reduced instructional time, lower student engagement, and hindered development of social skills. Causes may include emotional or psychological factors, learning difficulties, social influences and lack of clear expectations and consequences.

2. Strategies for Preventing Behavior Problems

Proactively addressing behavior problems in the classroom is essential to create a positive learning environment. By implementing effective strategies, teachers can prevent many issues before they escalate and disrupt the educational process. Here are some key approaches that educators can use:

Effective classroom management techniques help maintain order and ensure students stay on task. This includes setting clear expectations, organizing materials, using visual cues like seating charts or daily schedules, and consistently enforcing rules.

Taking time at the beginning of the school year to establish clear expectations and rules sets a foundation for appropriate behavior throughout the year. Involve students in creating these guidelines so they feel ownership over their learning environment.

• Praise: Recognize when students exhibit good behavior by offering verbal praise or written notes of encouragement.
• Rewards: Implement a system where students earn points or tokens for positive actions that can be exchanged for small rewards (e.g., extra recess time).
• Positive reinforcement theory suggests that rewarding desired behaviors increases their likelihood of recurring in future situations.

Developing strong relationships with students helps them feel valued and understood, which can reduce behavior problems. Take the time to learn about each student’s individual likes, strengths, and difficulties. Show empathy when they struggle and celebrate their successes.

Research shows that regular movement breaks improve focus, memory retention, and overall well-being. Incorporate short physical activities throughout the day (e.g., stretching exercises or dance breaks) to help students release energy in a controlled manner.

Preventing behavior problems can be achieved by utilizing effective classroom management techniques, such as positive reinforcement and setting clear expectations. Still, when these approaches don’t yield the desired results, it is essential to have a strategy ready for dealing successfully with unruly conduct.

3. Strategies for Responding to Behavior Problems

When behavior problems arise in the classroom, it’s essential to have a plan in place to address them effectively and maintain a positive learning environment. In this section, we will discuss various strategies that can help educators respond appropriately and constructively when faced with challenging behaviors.

De-escalation strategies are techniques used by teachers to calm down students who may be experiencing heightened emotions or acting out aggressively. Some effective de-escalation methods include using a calm voice, giving the student space, validating their feelings, offering choices or compromises, and redirecting their focus towards something more positive.

Creating a designated space within the classroom holds utmost importance. It’s crucial to carefully consider the items present in this area, ensuring they serve the purpose of effectively aiding students rather than being mere Pinterest-worthy decorations. Understanding what truly helps students calm down is essential. 

Additionally, it is necessary to establish clear expectations for these designated locations. They should not serve as an escape from work, but rather as a space for students to regain composure and seamlessly reintegrate into the group when they are ready. Implementing this strategy requires the teacher and student to spend a moment together in this space during times of productive work, discussing its purpose and proper utilization. 

By incorporating these practices, educators can enhance the effectiveness of de-escalation techniques, fostering a positive learning environment for all.

To effectively address behavior issues in the long term, it is crucial to identify and address their root cause(s). This entails observing behavioral patterns and engaging in private conversations with students to uncover the underlying reasons behind their actions. 

Collaborating with other school staff members, such as counselors or special education professionals, becomes necessary if there are emotional or developmental concerns at play. Additionally, establishing open communication with parents is paramount. It is essential for all stakeholders and caregivers to have a well-defined plan and maintain transparent communication channels. 

While discovering the root problem may vary in difficulty, it is important to have a comprehensive plan that extends beyond the classroom, encompassing other school and home settings. Although communication with parents may not always be readily available, when it is, it should be utilized to foster strong relationships with students and their families. Everyone involved must prioritize the best interests and safety of the child. 

This approach ensures a holistic and collaborative approach to effectively manage behavior issues.

• Natural consequences: These occur as an automatic result of poor choices (e.g., losing recess time due to not completing work).
• School-based consequences: Implemented by school administration (e.g., detention) according to established policies.
• In-class consequences: The teacher assigns these based on class rules (e.g., loss of privileges or time-out).

It is essential to guarantee that repercussions are impartial, uniform, and immediately connected to the misbehavior. This helps students understand the connection between their actions and the resulting outcomes.

Restorative justice practices focus on repairing harm caused by negative behavior rather than simply punishing it. These methods encourage students to take responsibility for their actions, empathize with those affected, and work together towards a resolution. Examples of restorative justice techniques include peer mediation, conflict resolution circles, or facilitated conversations between involved parties.

By implementing restorative justice techniques, students are provided with an opportunity to learn accountability and problem-solving while fostering a more respectful environment.

Responding to behavior problems in the classroom requires teachers to have a well-rounded understanding of the problem and be able to apply strategies that are tailored for each student. By having a thorough comprehension of the issue, teachers can communicate with guardians to create an atmosphere where pupils feel encouraged and their necessities are fulfilled.

Teachers can respond to behavior problems by using de-escalation strategies, addressing the root cause of misbehavior, implementing fair consequences, and incorporating restorative justice practices. These techniques help create a positive learning environment where students feel heard and respected while also learning valuable lessons about accountability and problem-solving.

4. Tips for Effective Communication with Parents and Guardians

Establishing open lines of communication with parents and guardians is essential in addressing behavior problems effectively. Involving them in the process can lead to better understanding, support, and collaboration between home and school environments. Here are some strategies to enhance your communication efforts:

Provide parents with updates on their child’s academic progress and any behavioral issues that arise, through parent-teacher conferences, progress reports, or email notifications. This can be done through parent-teacher conferences, progress reports, or regular email updates.

Different families may prefer different methods of communication – phone calls, emails, text messages or even apps like ClassDojo . Be flexible and adapt to their preferences when possible.

To encourage parent involvement in resolving behavior issues, try scheduling meetings during times that work best for them – before or after work hours if necessary.

The Importance of Involving Parents and Guardians in Behavior Problem Resolution

• Support from Home: When parents understand the challenges faced by educators regarding their child’s behavior problems, they can provide reinforcement at home to help improve classroom conduct.
• Better Understanding: Parental input offers valuable insights into potential causes behind a student’s misbehavior; this information might not be readily available otherwise.
• Collaborative Solutions: Working together with parents and guardians can lead to more effective, tailored strategies for addressing behavior problems.

Building a Partnership with Parents and Guardians

To foster strong relationships with parents and guardians, consider the following:

• Show Empathy: Acknowledge the challenges they face in supporting their child’s education. This helps build trust and understanding between you.
• Focus on Strengths: Highlighting a student’s strengths can help create a positive atmosphere during conversations about behavior concerns. It also encourages parents to view their child as capable of growth and improvement.
• Maintain Confidentiality: Respect families’ privacy by discussing sensitive issues privately, avoiding gossip or sharing personal information without consent.
• Create Opportunities for Involvement: Encourage parent participation in school events or volunteering opportunities – this fosters a sense of community and shared responsibility for students’ success.

The key to successful communication with parents and guardians is establishing a mutual understanding of expectations. To ensure successful interaction with parents/guardians, utilizing available assistance to manage students’ conduct issues should be taken into account.

Establishing open communication with parents and guardians is crucial in addressing behavior problems effectively. Regular updates on student progress, utilizing multiple channels of communication, and scheduling meetings at convenient times for parents are some strategies to enhance your communication efforts. Involving parents can lead to better understanding, support, and collaboration between home and school environments.

5. Resources for Additional Support

When addressing behavior problems in the classroom, it’s essential to recognize that some students may require additional support beyond the strategies and interventions implemented by educators. In these cases, referral to counseling services, special education resources, and community resources can provide invaluable assistance for both students and their families.

School counselors play a crucial role in supporting students with behavioral issues. They can help identify underlying causes of problematic behaviors and work with teachers, parents, and guardians to develop tailored intervention plans. If you suspect that a student might benefit from counseling services, consult your school counselor or visit the American School Counselor Association website for more information on how they can assist.

In some instances, behavior problems may be linked to learning disabilities or other special needs requiring specialized instruction or accommodations. Special education professionals are trained in identifying such needs and providing targeted support through Individualized Education Programs (IEPs) or 504 Plans. To learn more about special education resources available at your school or district level, contact your local Parent Training & Information Center (PTI) .

• Mental Health Services: Students experiencing emotional difficulties may need access to mental health services outside of school hours. The Substance Abuse & Mental Health Services Administration’s Treatment Locator tool can help locate services in your area.
• Tutoring Programs: If academic struggles contribute to a student’s behavior problems, tutoring programs, such as those offered by Boys & Girls Clubs of America , can provide additional academic support.
• Parenting Classes: Parents and guardians may benefit from attending parenting classes or workshops to learn strategies for managing behavior problems at home. Local community centers, hospitals, and Cooperative Extension programs often offer these resources.

Taking advantage of these additional resources can help create a comprehensive approach to addressing behavior problems in the classroom. Educators can collaborate with therapy services, educators specialized in special needs, and local organizations to guarantee that students receive the assistance they need for scholastic and social achievement.

When dealing with behavior problems in the classroom, it’s important to recognize that some students may need additional support beyond what educators can provide. Referral to counseling services, special education resources, and community organizations such as mental health services or tutoring programs can be invaluable for both students and their families. Working together with these resources ensures that students receive comprehensive support needed to succeed academically and socially.

How to Handle Students with Behavior Problems

As a teacher, dealing with students who have behavior problems can be challenging. However, with the right strategies, you can create a supportive environment that helps students learn and grow. Here are some tips to help you handle students with behavior problems:

One of the most important things you can do is to establish clear expectations and consequences for behavior. Make sure your students understand what is expected of them and what will happen if they don’t meet those expectations. Be consistent in enforcing consequences so that students understand that their actions have consequences.

Creating a supportive environment can help students feel safe and valued. This can include things like positive reinforcement, building relationships with students, and providing opportunities for students to share their thoughts and feelings. When students feel supported, they are more likely to behave positively.

Positive reinforcement can be a powerful tool for encouraging good behavior. This can include things like praise, rewards, and recognition for positive behavior. When students feel that their good behavior is noticed and appreciated, they are more likely to continue behaving well.

Consistency is key when it comes to managing behavior. Make sure you consistently apply the strategies you have established, and don’t give up if you don’t see immediate results. It may take time for students to adjust to new expectations and routines.

Parents and guardians can be valuable partners in managing behavior. Make sure you maintain open communication with them, and involve them in the process when appropriate. This can help ensure that everyone is on the same page and working together to support the student.

If you are struggling to manage a student’s behavior, don’t be afraid to seek additional support. This can include talking to school counselors or administrators, or accessing professional development resources on behavior management.

Handling children with behavior problems requires patience, empathy, and consistency. Use preventative measures like setting routines and rules; respond calmly to incidents; provide choices for the child to regain control; involve parents in addressing concerns; collaborate with colleagues for support; access professional development resources on behavior management.

The best way to manage student behavior is through proactive classroom management techniques: establishing clear expectations, creating a positive learning environment, engaging students in meaningful activities that cater to their interests and abilities, using praise effectively as reinforcement for good behavior, involving parents when necessary.

Classroom Management Tips

• Establish clear expectations and consequences for behavior
• Be consistent in enforcing consequences
• Build relationships with students
• Provide opportunities for students to share their thoughts and feelings
• Use positive reinforcement to encourage good behavior
• Respond calmly to incidents
• Provide choices for the child to regain control
• Involve parents in addressing concerns
• Collaborate with colleagues for support
• Access professional development resources on behavior management
• Establish routines and rules
• Create a positive learning environment

In conclusion, understanding behavior problems is key to effectively handling them in the classroom. By implementing preventative strategies and responding appropriately when issues arise, educators can create a positive learning environment for all students. Effective communication with parents and guardians is also crucial in addressing behavior problems.

For additional support, there are resources available such as counseling services and professional development opportunities. At Teach Your Heart Out , we offer workshops specifically designed to help educators learn how to handle students with behavior problems while promoting a positive classroom culture.

Take action today by visiting teachyourheartout.com to learn more about our upcoming workshops and how we can support you in creating a successful learning environment for all students!

The Teach Your Heart Out (TYHO) conferences are the most collaborative, comprehensive, and sought-after experience for teachers, administrators, and education professionals.

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How One School Fosters Belonging for Students With Disabilities

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Fostering a sense of belonging in school takes a lot of intentional effort, especially when it comes to students with disabilities, who have traditionally been excluded from many mainstream classes and activities.

That’s according to a principal who has dedicated her career to that cause.

Cathi Davis, principal of Ruby Bridges Elementary School in Woodinville, Wash. , near Seattle which opened in 2020, runs a school that is designed so students with disabilities spend nearly all of their time in general education classes learning alongside their peers, rather than being pulled out for specialized instruction.

It’s one of 16 schools in Washington state that partner with the Haring Center for Inclusive Education at the University of Washington with the goal of demonstrating that all students benefit when schools are intentionally designed with the needs of students with disabilities at the forefront.

“We did a lot of planning to think about how we could really facilitate an opportunity for students to see themselves throughout the school, and to know that we thought of them in the design of the school,” Davis said during a webinar hosted by Education Week on May 23. “Really, that was less about architecture—that wasn’t about paint, that wasn’t about the parking lot. It was about our mindsets and our heart work that we were doing as a staff to think about how belonging could come off the page for each and every student.”

The approach diverges from the traditional K-12 education model through which students with Individualized Education Programs, or IEPs, are pulled out of classes with their peers into separate settings where they receive individualized or small-group instruction.

Ruby Bridges’ approach helps students with disabilities form relationships with their classmates and others in their school, and helps general education students build empathy and compassion. Several studies over the years examining these more inclusive practices have found either neutral or positive effects on all students’ performance in core subjects like math and reading.

“We know that all students benefit from that general education access,” Davis said. “We know learning’s not linear, and I think more and more we understand that our students are more engaged when learning is tailored to fit their needs and their strengths.”

In Ruby Bridges classrooms, all students have access to supports traditionally outlined in students’ IEPs or 504 plans, like the ability to take breaks when feeling overwhelmed, or the opportunity to learn in a small group with the teacher, while others might work independently on a tablet with headphones on.

During one recent phonics lesson she was observing, Davis recalled one student who was participating in a group lesson, but was bouncing on a trampoline at the same time to help regulate their senses.

“It’s that sense of truly being welcomed into a community, not like, ‘You get to be here, too, but over there,’” Davis said. "…But rather, we are all being together and kind of framing our identity around what that means for us.”

One of the keys to how Ruby Bridges works is its staffing model, which emphasizes collaboration.

For example, rather than having a designated paraprofessional assigned to each student who needs extra support, paraprofessionals work with different students all the time, meaning they could be providing math support in the morning and teaching phonics lessons to English learners in the afternoon.

In practice, the adults in the school are encouraged and required to work together to support students’ learning. “No one person is independently trying to support all of the learning of any one student,” Davis said.

“We’re looking at, what do kids need in this moment to be successful in their learning, and how do we support that best with the right person at this time?” Davis said. “How can we collectively share the load?”

For more on the discussion of creating communities of belonging for all students—including those with disabilities—and its academic and social benefits, check out the video above and Education Week’s recent special report about building strong student-school connections.

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