Reframing behaviors for competence, confidence, and successful outcomes With dysregulation and neurodevelopmental diagnoses on the rise, classrooms are more diverse than ever. Despite efforts to support each student’s needs and sensitivities, educators are often left frustrated and unsupported when strategies for managing all kinds of behaviors, from anxiety to acting out, prove ineffective, short-lived, or even detrimental to the students’ and teachers’ happiness and progress. Through a reflective lens, this book equips teachers and support staff to help all students thrive by identifying and fostering each teacher’s and child’s individual differences and unique strengths. Written in an accessible, conversational style, this book will help educators: - Build confidence in identifying and addressing behaviors in order to support student growth and brain development - Learn about an interdisciplinary approach that combines education, occupational therapy, and psychology to better understand and navigate brain-based regulation, relationships, and behaviors in the classroom - Use relevant research, illustrations, and strategies for reflective and experiential moments - Discover strategies to facilitate co-regulation, establish positive classroom relationships, address sensory needs, communicate with parents, and practice self-care This reflective, insightful book provides workable strategies to help all students, as well as those who care for them, feel more competent, confident, and successful.

Considerations for Specialty Teachers

Considerations for specialty teachers

“Everyone thrives most in his or her own unique environment.”

—Marilu Henner

Isaac trudged slowly into the gymnasium yet again already looking fatigued before physical education (PE) class began. Ms. Radishaw knew it was going to be another challenging day for Isaac. Ever since they started the unit on dance two weeks ago, Isaac just wanted to goof off. He would fall to the floor intentionally and purposefully mess up. Up until this point, Ms. Radishaw would approach Isaac individually to correct his errors and would reprimand him in front of the class in order to get him back in line. She could tell that dance was harder for him, but it couldn’t be that hard—they were only learning ...

  • Loading...
locked icon

Sign in to access this content

Get a 30 day FREE TRIAL

  • Watch videos from a variety of sources bringing classroom topics to life
  • Read modern, diverse business cases
  • Explore hundreds of books and reference titles