Challenging Behaviors

Incentives can be useful, but from my experience, just giving out prizes does not always ensure changing behavior. The incentive should mean something to the student, and the student should know what behavior would give them the incentive. A positive phone call home would motivate one student while another may find motivation in a fidget, treasure-chest item, favored activity, or token. Having a conversation with students is usually the best starting point. There are also some limitations to incentives. Students may grow tired of them and rewards cannot teach skills that the child has not acquired. Modeling, practicing, and reinforcing good behavior is something teachers have to do even after incentives are used. According to Beahm et al., (2026), token systems work best when there is clear explanation and consistent implementation of target behaviors, earning rules and exchanging procedures. The idea is to get the students to enjoy success until natural praise and accomplishments mean...

When a student begins to exhibit challenging behaviors, it can be tempting to try a strategy that was success with another student. But each intervention approach must be developed according to the needs of that student’s behavior specifically. While one student may need modeling and practice to learn a skill, another may need clearly defined behavior expectations and frequent positive reinforcement. Behavior plans should clearly define the desired behavior, explain the interventions, and include a way to measure student progress and consistent implementation. Studies show that it is important for a behavior intervention plan to be individualized, evidence-based and assessed for effectiveness (Etscheidt, 2026). ______________________________________________________________________________________ Reference: Etscheidt, S. L. (2026). Behavioral intervention plans: A legal analysis of procedural and substantive issues. Behavioral Disorders, 51(2), 108–124. https://doi.org/10.1177/01987429...

I have worked with students who refuse to start an assignment, challenge redirection, or lay their heads down when an assignment is given. Such behaviors may seem defiant at first glance. However, I have found out that such behavior is not always indicative of what is actually going on. Questions must be asked in order to get to the bottom of things. Is the behavior taking place when challenging tasks are involved? What occurs prior to this? What follows after this in terms of attention or avoidance? Where does it take place? Functional assessment allows us to investigate this kind of data and better understand the factors behind this kind of behavior (McDaniel & Flower, 2015). While some students need motivation, other students need assistance, teaching, or a different approach. Prior to addressing the problem, we must know its cause. ______________________________________________________________________________________ Reference McDaniel, S. C., & Flower, A. (2015). Use of a ...