Addressing Challenging Behaviors (Part 2, Secondary): Behavioral Strategies

Transcript: Challenge

Addressing Challenging Behaviors (Part 2, Secondary): Behavioral Strategies

Now that she’s learned about the acting-out cycle, Ms. Harris has a better understanding of why and how a student’s behavior can quickly escalate.

She’s getting better at identifying triggers.

For example, Ava’s challenging behavior is triggered when transitioning from engaging group activities like review games and debates to independent work or more challenging tasks.

On the other hand, Sam is often triggered by difficult assignments, especially those that involve a lot of reading, or those with multiple steps.

Ms. Harris is also better at recognizing signs that a student is agitated or that their behavior is accelerating.

For instance, Ava sighs and rolls her eyes, while Sam delays getting started on an activity and frequently looks around the classroom.

Ms. Harris finds her knowledge of the acting-out cycle helpful and wants to learn more about preventing or addressing challenging behavior.

She’s hoping to find strategies that are easy to use and that won’t interrupt instruction.

Here is your Challenge:

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