Prevention Strategies:

• (2008). Saphier, J. & Speca-Hailey, M.A. The Skillfull Teacher: Building Your Teaching Skills. (6th, ed). Acton, MA: Research for Better Teaching, Inc. This book discusses classroom routines as being vital to preventing behavior problems. Furthermore, when routines are poorly thought out, or not thought out at all, the results seen are disorganization, poor momentum, and discipline problems. Often, gaps in time cause boredom and frustration for students, and this creates a recipe for bad behavior to ensue.
• Jordan, D. (2006). Functional behavior assessment and positive interventions: What parents need to know. Pacer Center: Champions for Students with Disabilities. Retrieved from https://www.migrationpolicy.org/sites/default/files/language_portal/PHP-c79.pdf. This article advocates for separating students that cause each other to misbehave in the classroom. For example, if one student is prone to talking during classroom lectures when sitting next to another, move one student away from the other so they can no longer engage in talking. The article also clarifies two beliefs when dealing with child behavior. One is that the child is the problem, and the other is the child has a problem.
• (2007). What are prevention strategies. LearNet. Retrieved from http://www.projectlearnet.org/tutorials/behavior_management_prevention_strat.html. This article discusses that teachers must first understand the behavior problem with the student. Secondly, the teacher must not excuse the problem, but to hold the student accountable for their actions. Lastly, teachers must expect impulsive and poorly regulated behavior from time to time.

Intervention Strategies:

• Lynette, C. (2007). Behavioral intervention planning: Teach students adequate self-management strategies. Franklin Pierce University Library. Education and Treatment of Children. p. 182. These strategies have been proven to be effective in assisting students in developing self-evaluation skills, and to also help them acquire and maintain positive social behavior within schools. Studies show that self-management skills combined with peer feedback and positive reinforcement are effective in developing socially appropriate classroom behavior amongst students with behavior problems
• Dixie, J. Functional behavioral assessment and positive interventions: What parents need to know. Pacer Center: Champions for Students with Disabilities. Retrieved from https://www.migrationpolicy.org/sites/default/files/language_portal/PHP-c79.pdf. This article advocates for implementing appropriate changes to a student's classroom environment to reduce or eliminate problem behaviors. This may include moving the student to the front of the room where he can see the board and teacher better while also incurring less distractions. It may also mean providing the student with extra help from another teacher or aide during specific subjects he/she is struggling with such as math, reading, writing, spelling, etc.
• Teacher behavioral strategies: A menu. Intervention Central. Retrieved from https://www.interventioncentral.org/behavioral-interventions/challenging-students/teacher-behavioral-strategies-menuj. This webpage guides educators in giving students a choice when behavioral intervention is necessary. This could be choosing the book or topic for an assignment, negotiating the due date, or giving a negative or positive consequence. According to the webpage, students feel more empowered when they get an opportunity to choose the next course of action.

Replacement Strategies:

• Page 5: Identify and define problem and replacement behaviors. IrisCenter: Vanderbilt Peabody College. Retrieved from https://iris.peabody.vanderbilt.edu/module/fba/cresource/q2/p05/. If the student keeps on blurting out answers to the teacher's questions, replace the behavior by teaching the student to raise his/her hand or raise some type of flag/sign when they want to answer a question. This will help the student replace the negative, disruptive behavior with a more positive, respectful one, and also with minimal distractions for the rest of the class. An additional replacement strategy is directing the student to read quietly instead of shooting spitballs during reading.
• Addressing student behavior: A positive approach. Behavioral Intervention Guide. Retrieved from http://www.vtnea.org/uploads/files/Behavior%20Intervention%20Guide-9.13.pdf. If the student is constantly pounding his/her fists on the desk and/or tapping something with their hands or feet, give them a small stress ball to squeeze. This will help them remedy whatever sensory issue they're having while eliminating the disruptive behavior. The goal is for the student to not know the difference between the two habits/behaviors.
• (2018). Teaching strategy: Chunking. Facing History and Ourselves. Retrieved from https://www.facinghistory.org/resource-library/teaching-strategies/chunking. Modify the difficulty of the assignment or break it into chunks. For example, if a student is clearly having trouble with an assignment and is beginning to express frustration, approach him/her and have them start with the first 2 or 3 problems. Circle these problems with no mention of the others and tell the student to check with you or a peer when they're done.