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.

Building a Sensory Smart Classroom

Building a sensory smart classroom

“He [the child] brings into this room the impact of all the shapes and sounds and colors and movements, and rebuilds his world, reduced to a size he can handle.”

—Virginia M. Axline in Dibs: In Search of Self

Evan was a curious learner who enjoyed going to school to be with his friends and participate in math class. His parents would often boast about his math abilities, more so in amazement because both of them had masters degrees in fine arts and disliked math in school. It therefore came as a surprise when Evan’s second grade teacher told his parents that he was struggling to complete his work on time, particularly in math class. “He seems ...

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