As we know, behavior is a form of communication. All actions, intentional and not, communicate messages. Therefore, behaviors are GOING to happen. It’s not an “if”, but a “when.” If you teach Special Education classes at any age level, chances are you’ve already dealt with some challenging behaviors.
When a student has reached the peak of behaviors, it can disrupt your classroom and other students. How do you return to your schedule and move on after a behavior has occurred?
DON’T TRY AND MEND THINGS TOO QUICKLY
The very first step is to ensure that the student has de-escalated. Only when the student has a calm body and emotions are regulated can you move toward working again. During the heightened state, it’s highly likely they are not ready to work yet. It’s likely they aren’t ready to make decisions yet. Don’t try and move on too quickly, or behaviors can return and you’ll be preparing for another behavior.
If you’re questioning what strategies to take in the thick of it, read some tips to manage meltdowns here.
TAKE NOTE OF THE FACTS
After the behaviors have concluded, take note of the facts about what happened. When documenting what happened, do not account for your feelings or assume student’s feelings they haven’t stated. Discuss with your paraprofessionals what could be changed or interventions that can be set up so that behaviors can be avoided in the future. If you can note any triggers that caused behaviors, create a plan to avoid those things, or prepare for them if they can’t be avoided. Have your behavior and visual supports at the ready!
DISCUSS POTENTIAL SOLUTIONS WITH YOUR TEAM
It is important to have a plan. Make sure all staff in your classroom are aware of the steps to take when a behavior arises. All teachers and paraprofessionals need to know what to do to ensure everyone is safe. Consider having a “code word” that can be said during times when behaviors are beginning. With one word, your paras can automatically know they are needed to assist in the best way for your classroom.
MASLOW BEFORE BLOOM
“Maslow before Bloom” simply means that students’ basic needs should be met before they can learn new challenging tasks. After big behaviors, give the students the support and care that they probably need. Students may be exhausted after a crisis. Chances are they need to know that it’s okay to have feelings, even if they may not have handled it in an appropriate way. Remind them that you still care about them as a person. Give support and encouragement, and if it’s appropriate, talk with them to create a plan for the next time they’re having big feelings.
Check out the Sensory Self-Regulation Toolkit for easy access to tools in any moment your students may need these calm down strategies and supports.
REACH OUT TO OTHER PROFESSIONALS
If you’re seeing behaviors frequently, make sure you’re taking data. Then reach out to your team. Reach out to your behavior staff. A BCBA (Board Certified Behavior Analyst) may be able to advise on specific interventions for specific behaviors. Your LSSP (Licensed Specialist in School Psychology) will be able to conduct an FBA (Functional Behavioral Assessment) to determine why behaviors are occurring, and then help create a BIP (Behavior Intervention Plan) so that all teachers and staff are informed of the best interventions for your student.
KNOW YOU’RE DOING A GREAT JOB – REALLY
This job is not easy. Although students can exhibit behaviors to gain our attention, chances are they aren’t doing things to you. Leave it all in the past, and start every morning with a clean slate. Don’t forget your interventions and plans, but give the student a brand new chance every day to have a great day. Always remember, you’re doing a great job and I believe in YOU.
