Resources to Support Challenging Child Behavior

Strategies Which Address Purposeful Spitting
Situation: 

I have a student who can not keep his spit in his mouth, but he will also purposely spit on his peers.  Do you have any suggestions?

Teaching Positive Peer Interaction Skills
Situation: 

I have a 3rd grader with Autism who is fully included. He is trying to gain attention from his peers by imitating their actions. His peers are becoming frustrated. How can we encourage him to interact better with his peers?

Teaching Requesting – Early Mand Training
Situation: 

I have a new student who has extremely limited communication skills and many challenging behaviors. He can imitate some sounds and words but does not use them functionally. He will hit, scream, or scratch to get something he wants or to get out of something that he doesn’t want to do. Also, when he wants something he will just go and get it on his own. His parents report the same behaviors at home and that they often give him whatever he wants just to stop the screaming.

The Chewing Child
Situation: 

My student chews anything he can.  He will chew anything that is on his desk like his pencil or eraser.  He chews on his shirt sometimes and often his fingernails.  What can I do to stop this behavior?

The Classroom Calming Corner
Situation: 

I teach 2nd grade in a very busy classroom.  There is one student who has major difficulty with certain academic tasks and will melt down whenever he gets frustrated.  We don’t know what to do when he gets like that – it’s very disruptive!  Sending him out of the classroom isn’t the answer.  What can I do to help him calm down?

Tools to Address Sleep Troubles in New Bedroom
Situation: 

What would be the best way to help an 8 year old boy with Autism Spectrum Disorder to adjust to moving to another home?  He seems to do fine until it is time to go to bed and then he gets terribly upset, crying and hitting himself. This behavior does not occur when he is able to sleep in his old bedroom.  His grandmother lives in his previous home so he has access to his old room.

Visual Field Trip Itinerary
Situation: 

I have several students in my classroom who seem to get very anxious when we’re going on field trips. I’ve tried explaining where we’re going in advance, but it doesn’t seem to do any good. What can I do to help them feel more comfortable on these outings?

Weighted Pencil Cover
Situation: 

I have a student who chews her pencil during seatwork. She chews the metal top until it is ragged or comes off and will often chew the pencil right down to the lead. Not only does this behavior distract her during writing activities, but I am concerned for her safety! I have tried chewy pencil tops, other oral stimulation (candy, gum), and visual cues. Nothing seems to prevent her from chewing the pencil. How can I prevent this behavior.

What to do with “Wait Time”: Assemblies
Situation: 

I have a student who has a difficult time waiting. School assemblies and other events are difficult for him. How can I help reduce his anxiety during times when we have to wait for a variety of reasons as waiting for the ‘show’, or waiting for many other classes to arrive?

Write ‘n Pause
Situation: 

Some students in my class never follow directions. They just sit, or don’t put away materials and get what they need next. How can I help these students?