A Few Key Assumptions about Supporting and Educating Students with Challenging Behaviors

• It is impossible to speak about behavior change outside of caring relationships.
• A school wide, systematic approach is fundamental to this work.
• Behavior is functional, is learned, and is an attempt to communicate about unmet needs. These unmet needs are often connected to concerns about belonging, independence (power/control), mastery/competence, and generosity. Sometimes behavior is a way to get attention and/or get revenge.
• Behavior exists on a continuum from unable to unwilling.
• Disciplinary responses (teaching alternative ways of communicating and behaving when facing stress, anger, disappointment, etc.) are more likely to promote long-term behavioral change than punishments. We get further down the road with honey than vinegar.
• Positive, pro-social learning environments are the result of the teacher’s attitudes, expectations, and instructional strategies.
• Understanding the connection between student non-compliance and adult counter aggression is essential.
• Parental and community involvement is critical.
• Data keeping and analysis is needed.
• There are neither magic bullets nor quick fixes.
• Collaborative, creative, and focused solution-seeking strategies based on the student’s strengths offer us the greatest hope.