Behavior Management Tips for Self-Contained Classrooms
Special-education-teacher-guiding-a-student-in-a-self-contained-classroom-employing-effective-strategies-to-manage-challenging-behaviors

Behavior management requires patience, empathy, and a well-rounded toolkit of strategies.  Special education teachers play a crucial role in providing individualized support and education to students with diverse needs. In a self-contained classroom, where students with varying disabilities are brought together, we often encounter a range of challenging behaviors that can impede learning and classroom harmony.

Today on the blog, I want to explore 6 challenging behaviors that might arise in a self-contained classroom and offer practical solutions for you to consider.

teacher-struggling-with-managing-behaviors-in-self-contained-classrooms

What are Challenging Behaviors?

Challenging behaviors are a form of communication, often indicating that a student is struggling to express their needs, emotions, or understanding. Before delving into solutions, it's crucial to understand the underlying reasons behind these behaviors.  Behavior management is key to a successful classroom.

special-needs-child-is-aggressive-in-school

Aggression

Physical or verbal outbursts can result from frustration, communication difficulties, or sensory overload. Providing alternative communication methods and sensory breaks can help with this.

Some suggested Solutions: 

Establish a Calm Down Corner: Create a designated space with sensory tools to help students self-regulate when they feel overwhelmed.

Teach Emotion Recognition: Use visuals and social stories to help students identify and express their emotions appropriately.

student-not-listening-in-class

Noncompliance

Students might resist tasks due to anxiety, difficulty understanding instructions, or a desire for control. Clear and concise instructions, visual schedules, and choices can promote compliance.

Some Suggested Solutions:

Use First-Then Language: Present tasks in a clear sequence using “First we do this, then we do that” statements to enhance predictability. You can read more about First Then Charts in this blog post.

Offer Choices: Allow students to make choices within limits, empowering them and reducing confrontations. You can grab my visual aids pack in my store for premade visuals to use!

student-with-self-injurious-behaviors

Self-Injurious Behavior

These actions can stem from sensory issues, communication challenges, or emotional distress. Identifying triggers and teaching alternative coping strategies is essential.

Some Suggested Solutions:

Implement Sensory Diets: Develop personalized sensory activities to meet each student's sensory needs and reduce self-injurious behaviors.

Teach Communication: Introduce alternative communication methods such as picture exchange systems or communication apps.

special-needs-students-who-elope-from-school

Elopement

Some students may attempt to leave the classroom due to anxiety, sensory overload, or curiosity. Creating a safe and engaging learning environment, along with supervision, can prevent elopement.

Some Suggested Solutions

Create Structured Transitions: Use visual schedules and countdown timers to signal upcoming transitions, reducing anxiety.

Develop Social Stories: Craft narratives that explain the importance of staying in the classroom and the potential consequences of leaving.

special-needs-student-having-a-meltdown

Meltdowns

Emotional meltdowns might result from transitions, sensory sensitivities, or feeling overwhelmed. Offering sensory tools and predictable routines can reduce tantrums

Some Suggested Solutions:

Offer Sensory Breaks: Allow students to take short breaks in a sensory-friendly space to prevent sensory overload.

Teach Calming Techniques: Introduce deep breathing, progressive muscle relaxation, or mindfulness activities to help students manage their emotions.

special-needs-girl-is yelling-in-class

Disruptive Behavior:

Noisy or disruptive actions can stem from boredom, sensory needs, or seeking attention. Offering engaging activities and using positive reinforcement can redirect such behavior.

Some Suggested Solutions:

Use Positive Reinforcement: Implement a token system or rewards chart to encourage positive behavior and engagement.

Offer Clear Expectations: Establish classroom rules and routines, reinforcing them with visual cues and verbal reminders.

attention-seeking-behaviors-for-self-contained-students

Attention-Seeking Behavior

Attention-seeking behavior refers to actions or behaviors that an individual engages in with the primary goal of gaining attention from others. These behaviors are often designed to elicit a response, acknowledgment, or interaction from others, and they can vary widely in their nature and intensity.

Some Suggested Solutions:

Provide Positive Attention: Catch students being good and offer praise for desired behaviors to reduce the need for negative attention-seeking.

Use Proximity: Physically stand or sit near the student to redirect their attention back to the task at hand.

little-autistic-boy-lining-up-blocks

Self- Stimulatory Behaviors (Repetitive Behaviors)

Self-stimulatory behaviors, often referred to as “stimming,” are repetitive and often stereotypical actions or movements that individuals engage in to stimulate their sensory systems.

Some Suggested Solutions:

Redirect to Appropriate Activities: Introduce activities that fulfill the sensory needs associated with stereotypy, while aligning with the classroom environment.

Teach Replacement Behaviors: Gradually replace stereotypy with alternative behaviors that are more socially acceptable.

In a self-contained classroom, special education teachers face an array of challenging behaviors that require sensitivity, creativity, and a willingness to adapt. By understanding the underlying causes of these behaviors and implementing tailored strategies, educators can create a supportive and nurturing environment that enables students to learn, grow, and thrive. Behavior Management can be successful.

Remember, each student is unique, so a combination of these strategies, along with ongoing collaboration with support staff and parents, will contribute to a successful and harmonious classroom experience.

I am a High School, self-contained Autism teacher from Central New York, who is passionate about individualizing student learning. I am a mommy of three, lover of all things Disney, married to my best friend and addicted to chocolate!! I hope that you find great ideas and inspiration here, so welcome!!

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