5 Steps for Managing Challenging Behaviors

This is the blog header for 5 steps to managing challenging behaviors. It is a photo of my teacher back and my student schedules.

Here are 5 steps for managing challenging behaviors! I have taught TK-2nd grades self-contained for six years, and let’s face it, challenging behaviors are part of the job. Keep reading about 5 strategies that help me manage challenging behaviors and get students learning.

Step 1: Find the Function

This photo represents the acronym SEAT, which stands for Sensory, Escape, Attention, Tangible.

The first step in managing challenging behaviors is to find the function of the behavior. All behavior is communication. Students with challenging behaviors are trying to communicate something in a way that they know how. A great way to find the function of the behavior is through taking ABC data. Arielle shares how to take ABC data in this post.

A great way to remember the different functions of behavior is with the acronym SEAT, which stands for Sensory, Escape, Attention (positive or negative), and Tangible. To learn about how to find the function of a behavior, read this post from Arielle.

Step 2: Structure and Routines

This photo shows a center in my classroom. The center is clearly labeled as well as a clearly defined space. — This is my independent center. It is a clearly defined space, color coded, and labeled with visuals for student success. When students are done, they are reinforced with their preferred reinforcement.

Second, classroom structure and routines are extremely important when managing challenging behaviors. I always have a visual wall schedule and a timer on display at all times throughout the day to minimize student anxiety and behavior. Learn more about getting a center like this started here.

Schedules

Here is a photo of my wall schedule. — This is my wall schedule. My TK and K students go home 2.5 hours before my 1st grade students. I put their names (color coded) on the wall schedule when they go home. This helps so much with the 1st graders who are not used to being at school all day!

I also use color-coded individual student schedules for all of my students throughout the day. Color coding materials and schedules helps reduce confusion and increases independence in the classroom. Alyssa shares different types of schedules in this post.

This is a photo of the mobile visual schedules I use in my room. One is yellow, one is green, and one is light purple. — These are the color-coded mobile schedules I use in my classroom. Students who stay for the full day have their afternoon schedule secured on the back with velcro.

See how Whitney color codes her classroom here.

Here is a photo of some clearly defined centers in my classroom. — Here are some of my clearly defined centers in my classroom. You can see I’ve used bookshelves and colors to define the spaces.

In addition, making sure areas in your classroom, especially centers are clearly defined and labeled is a huge part of classroom setup. For example, in my room, I utilize bookshelves and furniture as well as colored tape to help create defined spaces.

Finally, I teach routines and relationships for two to three weeks before moving on to academics. Not taking the time to work on routines and relationships means constantly managing challenging behaviors throughout the school year.

Alyssa explains in this post why these are so important to tackle at the beginning of the school year.

Step 3: Be Proactive

This is a photo of some visuals. One is a token economy and the others are first/then. — Visuals do not have to be fancy! I often prefer a whiteboard and marker. Another version of a first/then board is a 1. 2. 3. list.

When managing challenging behaviors in the classroom, it is vital to be proactive. Ways I like to be proactive include:

Making sure all staff know and follow the behavior support plan (BIP).
Be ready with visuals at all times: pictures, first/then board, token board, etc.
Using social stories/narratives to teach appropriate behaviors, self-advocating, or how to calm down.
Setting up the environment with few distractions, triggers, and visuals.
Never take any behavior personally!
Carry a teacher bag everywhere

This is a photo of my teacher bag. There are two walkie talkies, one white board, one fidget spinner, one lib balm, one pen, one white board marker, one crossbody pure, two bags of candy, one stretchy fidget, a first/then board with visuals and a walk to cafeteria visual. — This is my teacher bag. I use a cross-body bag. It can fit so many things and saves the day every day! You never know when you will need these things and it’s best to be ready.

Inside my teacher bag, I keep:

Visuals, including a mini first/then board
Hand Sanitizer and lip balm
Pen
Mini white board and marker
Candy/goldfish
Small reinforcers and fidgets
One school walkie talkie and one classroom walkie talkie

Step 4: Replace the Behavior

This is a picture of a child raising their hand. — Raising a hand is a great replacement behavior to teach instead of screaming or dropping to the floor when needing help.

Now, the most important step – the replacement behavior. Once I figure out the function of the behavior, I pick a replacement behavior. This should produce the same outcome as the challenging behavior.

The replacement behavior needs to be easier to access and more rewarding for the student than the challenging behavior.

I teach replacement behaviors with modeling, visuals, social stories/narratives, and SO MUCH REINFORCEMENT!

Step 5: Use Positive Reinforcement

This is a photo of a teacher giving a student a high five by a school bus. — High fives can be a great form of positive reinforcement for some students.

Once I have chosen the replacement behavior, my team and I reinforce the desired behavior and fade reinforcement of the undesired behavior. You cannot over reinforce a replacement behavior – especially if you want it to work!

Examples of reinforcement are:

Preferred toys
High fives
Verbal praise
Stickers
Any preferred special interest

Tip: Do not forget to continue taking data on the challenging behavior and the replacement behavior to show that your interventions are working!

The Only Behavior I Have Control Over is My Own

This is a photo of a cartoon image looking in the mirror saying "Today is going to be great!"

Managing challenging behaviors can be exhausting and sometimes defeating. I try to remember that the only behavior I have control over is my own. That means, starting each day with a positive mindset and putting the past in the past.

You can do this! Let me know in the comments if you have any questions.

Have you joined us on Facebook in the Simply Special Community? I am there to answer your questions! See you there!