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Challenge
Initial Thoughts
Perspectives & Resources

What strategies can educators implement to prevent or address challenging behaviors?

  • Page 1: Strategies to Address Challenging Behaviors
  • Page 2: Behavior-Specific Praise
  • Page 3: Precorrection
  • Page 4: Active Supervision
  • Page 5: High-Probability Requests
  • Page 6: Opportunities to Respond
  • Page 7: Choice Making
  • Page 8: Differential Reinforcement of Alternative Behavior

Resources

  • Page 9: References & Additional Resources
  • Page 10: Credits
Wrap Up
Assessment
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Addressing Challenging Behaviors (Part 2, Elementary): Behavioral Strategies

Perspectives & Resources

middle school students off task

Objectives

By completing the entire Perspectives & Resources section and reviewing the accompanying activities, the learner will:

  • Understand how challenging behavior negatively affects the classroom environment
  • Recognize the importance of using strategies to address challenging behavior
  • Be familiar with using low-intensity strategies to address challenging behavior
  • Be familiar with using differential reinforcement of alternative behavior to address challenging behavior

Standards

This IRIS Module aligns with the following licensure and program standards and topic areas. Click the arrows below to learn more.

Council for the Accreditation of Educator Preparation (CAEP)

CAEP standards for the accreditation of educators are designed to improve the quality and effectiveness not only of new instructional practitioners but also the evidence-base used to assess those qualities in the classroom.

  • Standard 1: Content and Pedagogical Knowledge

Council for Exceptional Children (CEC)

CEC standards encompass a wide range of ethics, standards, and practices created to help guide those who have taken on the crucial role of educating students with disabilities.

  • Standard 2: Learning Environments

Division for Early Childhood Recommended Practices (DEC)

The DEC Recommended Practices are designed to help improve the learning outcomes of young children (birth through age five) who have or who are at-risk for developmental delays or disabilities. Please note that, because the IRIS Center has not yet developed resources aligned with DEC Topic 8: Transition, that topic is not currently listed on this page.

Instruction

  • INS1. Practitioners, with the family, identify each child’s strengths, preferences, and interests to engage the child in active learning.
  • INS2. Practitioners, with the family, identify skills to target for instruction that help a child become adaptive, competent, socially connected, and engaged and that promote learning in natural and inclusive environments.
  • INS3. Practitioners gather and use data to inform decisions about individualized instruction.
  • INS4. Practitioners plan for and provide the level of support, accommodations, and adaptations needed for the child to access, participate, and learn within and across activities and routines.
  • INS5. Practitioners embed instruction within and across routines, activities, and environments to provide contextually relevant learning opportunities.
  • INS6. Practitioners use systematic instructional strategies with fidelity to teach skills and to promote child engagement and learning.
  • INS7. Practitioners use explicit feedback and consequences to increase child engagement, play, and skills.
  • INS8. Practitioners use peer-mediated intervention to teach skills and to promote child engagement and learning.
  • INS9. Practitioners use functional assessment and related prevention, promotion, and intervention strategies across environments to prevent and address challenging behavior.
  • INS10. Practitioners implement the frequency, intensity, and duration of instruction needed to address the child’s phase and pace of learning or the level of support needed by the family to achieve the child’s outcomes or goals.
  • INS11. Practitioners provide instructional support for young children with disabilities who are dual language learners to assist them in learning English and in continuing to develop skills through the use of their home language.
  • INS12. Practitioners use and adapt specific instructional strategies that are effective for dual language learners when teaching English to children with disabilities.
  • INS13. Practitioners use coaching or consultation strategies with primary caregivers or other adults to facilitate positive adult-child interactions and instruction intentionally designed to promote child learning and development.

Interstate Teacher Assessment and Support Consortium (InTASC)

InTASC Model Core Teaching Standards are designed to help teachers of all grade levels and content areas to prepare their students either for college or for employment following graduation.

  • Standard 3: Learning Environments

National Council for Accreditation of Teacher Education (NCATE)

NCATE standards are intended to serve as professional guidelines for educators. They also overview the “organizational structures, policies, and procedures” necessary to support them.

  • Standard 1: Candidate Knowledge, Skills, and Professional Dispositions

When you are ready, proceed to Page 1.

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