Preventing challenging behavior: 10 behavior management strategies every teacher should know

Abstract

In response to the call for inclusion, teachers are now managing challenging behavior in the general education classroom at increased rates. Co-teaching has been relied on by many teachers in order to create more inclusive classrooms, however, teachers continue to report feeling ill-prepared to manage student behavior effectively. Although many strategies exist on how to manage classroom behavior, the widely-adopted School-Wide Positive Behavior Support (SWPBS) framework strongly encourages the use of preventative approaches . The purpose of this article is to share 10 evidenced-based strategies that are easy to implement and applicable across all tiers with a Multi-Tiered System of Support (MTSS) framework with practitioners.

Keywords:

• Behavior management
• classroom management
• evidenced-based practices
• MTSS

Additional information

Notes on contributors

Emily Eyrolles Sobeck

Emily Eyrolles Sobeck is an assistant professor of special education at Franciscan University. Her current research interests include paraeducator supervision and management, paraeducator and teacher dyad training, classroom behavior management practices, and extended school year programming.

Megan Reister

Megan Reister is an associate professor of special education and early childhood education at Franciscan University. Her current research focuses on preparing pre-service teachers to utilize naturalistic early childhood teaching strategies in a variety of educational settings, itinerant teaching and collaborative practices, preparing pre-service teachers for using progress monitoring, and multidisciplinary instruction utilizing gizmos.