Challenging Behavior


The section on preventing challenging behavior is framed around Universal Designs for Learning Principles. Developing. It outlines the following practices (pages 230-238):

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Develop sensitivity- do not call out the disability, respect the child right to speak on their behalf, the disability does not define the child.
Teach values directly- teach and model respect and care. Integrate prosocial activities into curriculum.
Normalize and include in every possible way- provide differentiated learning by teaching content in groups providing multiple means of instruction and engagement. Do not single out the child with special needs (follow UDL principles)
Create opportunities for interactions and friendships with peers
Teach social and emotional skills
Adapt the environment for all needs- physical and emotional
Make the day predicable- use strategies to teach and support procedures and routines
Implement the child’s Individual Education Plan (IEP) – provide special equipment (headphones, communication devices) and adjust the environment
Use children’s preferences- set up activities that support the child interests and strengths
Simplifying an activity- break up tasks
Support- adult, child or invisible
Video 1

Watch “Routine in a program-eating lunch”

Video 2

Watch “Routine in a program-reading at circle time”

Video 3

Watch “Routine in a program-water play”


Watch videos 1-3. For each video find a preventing challenging behavior strategies being used in the classroom (see list and review pages 230-238). Find a different strategy for each video.

1. For each video identify a “Preventing Challenging Behavior Strategy” used in the classroom. Justify your connection and provide the page number where it is described in the textbook. Give an example of a challenging behavior/s this strategy might be preventing.

Label each Video and Copy and paste the questions before your response
Submit a paragraph style response to each prompts (minimum 150 words, evidence of thoughtful reflection on content, and well-articulated) into the quiz box.
Take the Quiz

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