General Behavioral
Strategies
Presented by:
Tracy Huckell &Tammy Taypotat
November 2012
Behaviour Levels and Staff
Approaches
Behaviour Level
Staff Attitudes/Approaches
Anxiety - which is a noticeable
increase or change in behaviour.
Examples: pacing, drumming on desk,
starring blankly, off task etc.
Supportive - which should be empathic
non-judgemental approach trying to
alleviate anxiety
Defensive - which is the beginning
stage of loss of rationality. At this
stage, the individual often becomes
belligerent and challenges authority.
Directive - which is an approach in
which the staff member takes control
of a potentially escalating situation.
They do this by setting limits, allowing
choice, using consequences/
reinforcers, praise, modelling,
teaching. It is important to be calm
and consistent!
Tip # 1
 To
avoid unnecessary resistance, make
requests of your student when his/her
attention is focused on you . Do not state
requests in a “QUESTION” format.
 Give choices as a way to decrease
challenging behaviour
 Provide frequent opportunities for making
choices
Tip #2
 Showing
emotional intensity with students
communicates to them they can ‘get to you &
push your buttons’. That level of intensity is like
giving a student a $20 bill…it’s that
rewarding/reinforcing. If a student can control
your emotions, nothing else you do can be a
more powerful reinforcer. Hide your buttons and
don’t show a reaction.
 Correct students in a non-reactive way – calmly
and consistently.
Tip #3
Interact positively with students…use age
appropriate positive feedback (quiet praises and
quiet reprimands), and specific and descriptive
praise (don’t just say ‘good job’). What you pay
most attention to will occur most frequently in
the future.
 Strive for at least 4:1 positive to negative
comments/feedback. Strive to interact more
frequently with every student when he/she is
engaged in positive behavior rather than when
engaged in negative behavior.

Tip #4
Teach behavior skills just as you would teach an
academic skill (i.e. resolving conflict with a peer, dealing
with a bully - plan, provide examples, practice, role play,
independent practice, and review the skill often)
 Teach strategies to help students stay calm, focused etc.
 Teach and reteach expectations, rules, expectations,
routines to the class and help students understand why
routines and structures are so important. The routines
should be structured but not absolutely rigid.

Use Visuals
Tip #5
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Use a First_______, then_________
approach to encourage participation in
activities which may not be of interest to the
child at the immediate moment or that he/she
is refusing to complete.
In addition, it is important to AVOID
arguing/negotiating with a student. If needed,
provide him/her with visual reminder of what
he/she needs to be doing.
Tip # 6
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Give the student a verbal warning to
upcoming changes in activities. This will
allow him/her to begin adjusting to change
and bring the activity to some degree of
closure.
Use of visual timers are best teaching
practices.
Tip #7
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Students who demonstrate challenging behaviours
typically need reinforcers to be delivered more
systematically, frequently, and in a more structured
manner in order to turn their behaviour around.
Reinforcement should occur within 3-6 seconds after the
demonstration of the appropriate behaviour - essentially
immediately!
Describe the behaviour demonstrated as you reinforce
Vary the types of reinforcers given and reinforce
frequently
Primary Types of Reinforcers
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Tangible
Verbal
Edible
Activity
It is important to remember that reinforcement is only
what the student thinks or feels is reinforcing to them,
not what a teacher/EA/ parent believe should be a
reinforcer.
Reinforcement Menu
Computer
DVD
Cards
MP3 Player
Reading
Tip #8
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Personal space is an important factor to
consider
Be sure not to invade an individual’s personal
space as this can and will increase their
anxiety
Personal space varies from individual to
individual - on average 1 ½ to 3 feet
Tip #9
Pay attention to body language - both
yours and the student’s
 Communicate respect by honouring
personal space. Show that you are
non-threatening/ non-challenging by
approaching them in the CPI
Supportive Stance
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Tip # 10
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Pay attention to paraverbal communication
which is the vocal part of speech excluding
the actual words one uses:
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Tone (try to avoid inflections of impatience,
inattention etc.. in voice)
Volume (keep the volume appropriate for the
distance and situation)
Cadence (deliver your message using an even
rate and rhythm)
Tip #11
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For students that are questioning, “Why?”,
give them the information as to why. If
they continue to challenge and attempt to
draw you into a power struggle, simply
redirect, ignore the challenge not the
person, and set limits if the individual
persists.
Tip # 12
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If a student is non compliant and is refusing,
staff should set the limits.
Setting limits is the result of recognizing that you
cannot force individuals to act appropriately.
When you set limits, offer the student choices
starting with the most positive choice.
Teachers and EAs should collaborate to develop
clear plan/consequences ahead of time.
Setting Limits
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Set the limits early
Link consequences with limits
Negotiate limits with the students to build a positive relationships
Example: “3 interruptions is our limit for math class. After 3
interruptions you need to leave and complete the work outside the
classroom. Less than 3 interruptions earns computer time at the
end of class.”
 Outline class expectations, limits, choices and consequences
 Remain calm, don’t threaten or blame
 Restate expectations, limits & consequences; then accept the
student’s choice
 Carry out consequences and quickly move on
Errors Teachers and Educational
Assistants make:
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Don’t square off – face to face is confrontational
Don’t make a beeline straight for the off-task
student – rather be fluid and unpredictable in your
movement pattern throughout the classroom
Do make comments that are specific and positive
to those students who are on task on your way
over to the off-task student (positive
attention/reinforcement)
Don’t speak or address students from
behind…always from the side
Further Suggestions for
Teachers and EAs:
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Start by making contact and use their name…maybe “How are
you doing today _________?” Give them a chance to share how
they are or if something is up. If they’re fiddling with a pen/pencil,
ask them if they need something else.
Say “I will help you get started” rather than, “Do you know how to
do it?” - so they don’t have to admit they don’t know.
If they refuse, say “No, I can’t make you,” and move away to
focus on something else or help someone else for a moment remove yourself from a possible power struggle. Communicate
that you care and want to help before moving away from a
student looking for a power struggle.
Note Regarding ODD
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Not all these strategies will work with
students who have oppositional behaviros or
have been diagnosed with Oppositional
Defiance Disorder
Most important thing is to AVOID power
struggles
Loud voices agitate students with ODD
Set limits and offer choice beginning with the
most positive choice
Establishing Expectations
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Establishing clear expectations avoids problems and
helps inform students of what good behavior looks like
To establish expectations:
 Use a calm but firm tone of voice – “You’re expected
to complete these 5 questions.”
 Allow opportunities for student feedback... “Does that
seem fair?” This shows the students you are a team
player, but be clear when there is no room for
negotiations.
 Outline consequences – so students are clear with
what will occur if they do/don’t follow through
Building Positive
Relationships
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Listen to the student
Set up time for fun
Interact neutrally
Be a positive role model
Avoid damaging words – “People will forget
what you said & what you did, but they will
never forget how you made them feel.”
Maya Angelou
Offering Choices
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Frequently offer choices:
 Calmly explain good and bad choices with associated
consequences.
 Emphasize control through choices – “You are in control of how
your day goes from this point on. I won’t force you to choose
your option, but it’s my job to follow through with the associated
consequence. It’s nothing personal.”
 Accept the choice they make and follow through with the
appropriate consequence.
Consequences must be predetermined so students know what to
expect and can make informed choices.
Behavior Contracts
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A written or spoken statement outlining behaviors and
consequences
Clearly states expectations and consequences
Helps develop relationships through team work
Agreement of contract terms – sign and/or shake on it
Defines positive and negative behaviors and
corresponding consequences
Remember to occasionally revisit and revise contract
Using Behavioral Momentum
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Build momentum by making 3 – 4 smaller requests
before a larger request is made of the student.
Helps them successfully complete easier tasks before
tackling a more challenging one.
Ensure tasks are within the student’s abilities
Start with very small task if the student is very
oppositional - stay in your seat for one minute
Praise each behavior that meets request
Implementing Consequences
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Us calm tone of voice – control verbal and
non-verbal cues – NVCI strategies
Restate expectations, limits, consequences
Avoid negotiation consequences
Don’t hold a grudge – allow the student a
fresh start after the consequence
Avoid reminders of misbehavior - don’t say,
“you don’t want to get another detention, do
you?”
Check In/Check Out
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Use this with student to see how things are
going for them at the beginning of the day
and to later review how the day went...what
worked, what didn’t, what we need to focus
on the next day etc.
Differentiating/Modifying
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Allow student to choose order of assignments
– what to do first. Allows them to control
something in their day.
Alternate choice – they choose what to do,
then you get a choice, then they choose the
next activity etc. – shared control and choice
Work with student to set up daily schedule
When possible, allow student to choose topic
when writing etc. to motivate
Consistency Across
Environments
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Consistency is the same expectations, limits and
consequences across different settings.
Confusing to student when they have different rules in
different settings – doesn’t set them up for success.
Allows educators to team in teaching the student
appropriate behavior. Educators that don’t know the
expectations and limits may accidentally reinforce
negative behavior from the student
 ie. ignoring blurt outs – if a teacher isn’t aware to do
this and allows the student to blurt, this reinforces the
behavior the team is trying to diminish
Defining Replacement Behaviors
Undesirable Behavior
 Blurting out, “I have the
answer?”
 Walking out of class

Negative statements
about self such as, “I
suck at multiplication”

Blaming others, “You
made me fail my test
Replacement Behavior
 Raising my hand
 Asking the teacher, “May
I have a break out of the
class?”
 Asking for help and
framing it positively “I
need extra practice at
multiplication
 Learning to see my role in
things – did I study
enough?
How to Teach Replacement
Behaviors
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Define and explain the behavior using specific terms – outline the
effect it has
Model the replacement behavior in a few different situations for the
student
Role-play or practice behavior – discuss what environments it is
appropriate or not appropriate
Take off your teacher hat and have fun with the student while role
playing – make it an enjoyable learning experience for the student
Make suggestions and redo the role play as needed
Identify real life situations to use/practice the behavior
Allow opportunities for the student to practice the replacement
behavior and provide feedback
Review Past Situations
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When done carefully, it can help students learn from past situations
to make better choices in the future
Timing is important – not too soon (when emotions are still high) or
too late (student may not remember or care)
Review and teach new skills as soon as student seems open to
learning from a past situation
Review situation objectively - be sure not to cast blame. Focus on
how the student can cope with a situation better next time....”Did you
like how that situation ended up? What can you try different next
time to make the situation better?
Reference previously taught skills that can be used the next time.
Write a list of things that can be tried next time and coping skills that
could help next time.
Questions?