Resources to Support Challenging Child Behavior

My son will not sit when we go out to a restaurant. He continually tries to crawl under the table or run away from the table. What can we do to make going out to eat easier?

My son is non-verbal.  Recently he has begun screaming.  This is not out of anger, but to hear his own voice.  It is quite loud and can be very distracting at home to his siblings and out  in public.  I don’t want to discourage his trying to communicate, so am not sure how to handle it.

My students often imitate and I want to avoid reinforcing “wrong” or poor skills and behaviors. How can I teach and reinforce positive skills and behaviors?

My son has autism and recently has be removed from his father’s house to go live with his grandmother. He may experience another change soon as I am hoping to get full custody of him.   In this case, he will move in with me. I realize this amount of change is difficult, and I would like some ideas to make his next move (hopefully with me) less stressful.   In addition, the move in with me would require a trip in a plane. How can I best prepare him for upcoming changes?

I have a great team in my classroom but sometimes we are not all on the same page when it comes to providing preventative or consequential interventions with our students.

 

One person might talk too much to a student, giving attention to behaviors of concern and inadvertently increasing the behavior while another person may not do enough.

 

Sometimes even  the basics of student interactions are just not there. What can I do to make us a more cohesive team with providing  our interventions?

I have a student in my elementary school classroom who sometimes hits when he is on the playground. We are currently working on a Positive Behavior Support Plan. He has been suspended for this behavior before and I’m hoping we can come up with another alternative when the behavior does occur. I don’t think he should be suspended! What consequence might be appropriate and satisfy the team?

A few of my students can read, but get very frustrated when asked to answer comprehension questions based on what has been read. How can I reduce frustration and increase comprehension?

I work with students with severe disabilities – having them active and engaged is a daily challenge. How can I motivate my kids to become engaged? Often they will not even put their heads up to see what I am giving them.

I have a 3rd grade student in my Learning Support class who needs extra help with most academic subjects.  She becomes very resistant when I try to work with her on a one-to-one basis.  If I do get her to work with me, she only lasts a few minutes before she starts asking when we’ll be done or she refuses to work altogether.  How can I get her to focus and work cooperatively?