Summary
Contents
Subject index
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.
Redefining Behavior Plans
Redefining Behavior Plans
“If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.”
Katie, a 10-year-old girl in fifth grade, attended a large public school in the middle of her city. She had a history of difficulty focusing and getting work done. Notes on her report cards and progress reports often indicated that Katie was a bright student with lots of potential, and that she was social and eager to engage with others, but that she would often call out in the middle of class when she was not supposed to. She had difficulty remaining seated, would rock back in forth in her chair, stand up at her desk, fidget with pencils and erasers, yell out unrelated or ...
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