WEBVTT

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

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Now that he’s learned about the acting-out cycle, Mr. Santini has
a better understanding of why and how a student’s behavior can quickly

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escalate. He’s getting better at identifying triggers. For example,
Nora’s challenging behavior is triggered when peers ask questions

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or make mistakes during class. On the other hand, Kai’s is often
triggered by reading aloud or answering comprehension questions.

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Mr. Santini is also better at recognizing signs that a student is
agitated or that their behavior is accelerating. For instance, Nora

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sighs and crosses her arms, while Kai anxiously taps his pencil
and hangs his head. Mr. Santini finds his knowledge of the acting-out

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cycle helpful and wants to learn more about preventing or addressing
challenging behavior. He’s hoping to find strategies that are easy

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to use and that won’t interrupt instruction.

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Here's Your Challenge:

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