# data[].attributes.attachment_link.readable_text
If you're a parent, chances are you've witnessed a tantrum or two in your day. We expect them in two-year-olds. But if your child reaches school age and meltdowns and outbursts are still frequent, it may be a sign that they have difficulty with emotional self-regulation.

Simply put, self-regulation is the difference between a two-year-old and a five-year-old who is more able to control their emotions. Helping kids who haven't developed self-regulation skills at the typical age is the goal of parent training programs. And many older children, even if they're beyond tantrums, continue to struggle with impulsive and inappropriate behavior.

What is self-regulation?

Self-regulation is the ability to manage your emotions and behavior in accordance with the demands of the situation. It includes being able to resist highly emotional reactions to upsetting stimuli, to calm yourself down when you get upset, to adjust to a change in expectations, and to handle frustration without an outburst. It is a set of skills that enables children, as they mature, to direct their own behavior towards a goal, despite the unpredictability of the world and our own feelings.

What does emotional dysregulation look like?

Problems with self-regulation manifest in different ways depending on the child, says Matthew Rouse, PhD, a clinical psychologist. "Some kids are instantaneous - they have a huge, strong reaction and there's no lead-in or build-up," he says. "They can't inhibit that immediate behavior response."

For other kids, he notes, distress seems to build up and they can only take it for so long. Eventually it leads to some sort of behavioral outburst. "You can see them going down the wrong path but you don't know how to stop it."

The key for both kinds of kids is to learn to handle those strong reactions and find ways to express their emotions that are more effective (and less disruptive) than having a meltdown.

Why do some kids struggle with self-regulation?

Dr. Rouse sees emotional control issues as a combination of temperament and learned behavior.

"A child's innate capacities for self-regulation are temperament and personality-based," he explains. Some babies have trouble self-soothing, he adds, and get very distressed when you're trying to bathe them or put on clothes. Those kids may be more likely to experience trouble with emotional self-regulation when they're older.

But the environment plays a role as well. When parents give in to tantrums or work overtime to soothe their children when they get upset and act out, kids have a hard time developing self-discipline. "In those situations, the child is basically looking to the parents to be external self-regulators," Dr. Rouse says. "If that's a pattern that happens again and again, and a child is able to 'outsource' self-regulation, then that's something that might develop as a habit."

Children with ADHD or anxiety may find it particularly challenging to manage their emotions, and need more help to develop emotional regulation skills.

How do we teach self-regulation skills?

Scott Bezsylko, the executive director of the Winston Prep schools for children with learning differences, says that acting out is essentially an ineffective response to a stimulus. The parent or teacher needs to help the child slow down and more carefully choose an effective response instead of being impulsive.

"We approach self-regulation skills in the same way we approach other skills, academic or social: isolate that skill and provide practice," Bezsylko explains. "When you think of it as a skill to be taught - rather than, say, just bad behavior - it changes the tone and content of the feedback you give kids. "

The key to learning self-regulation skills, says Dr. Rouse, is not to avoid situations that are difficult for kids to handle, but to coach kids through them and provide a supportive framework - clinicians call it "scaffolding" the behavior you want to encourage - until they can handle these challenges on their own.

Imagine a situation that can produce strong negative emotions, like a frustrating math homework assignment. If a parent hovers too much, they risk taking over the regulation role. "Instead of the child recognizing that the work is frustrating and figuring out how to handle it," Dr. Rouse explains, "what they feel is that the parent is frustrating them by making them do it."

Scaffolding in this situation might be helping the child with one problem, and then expecting them to try the rest. If they feel frustrated, they might get up and get a drink. They might use a timer to give themselves periodic breaks. The parent would check in on them at intervals, and offer praise for their efforts.

If a child is prone to melting down when they're asked to stop playing a video game, scaffolding might be practicing transitioning away from the game. "You'd want to practice with a game in which they're not overly invested - you don't want to begin with high-stakes," Dr. Rouse explains. "Have them practice playing for two or three minutes and then handing you the game. They get points towards something they want every time they do it."

Dry runs are another way to scaffold self-regulation. For instance, if you've had trouble with a child reacting impulsively or having a tantrum in a store, make a short visit when you don't need to do serious shopping. Have them practice walking with you, keeping their hands to themselves. They get points towards some goal every time they are successful.

Dr. Rouse says that often parents get discouraged when things don't go well the first time they try skill-building, but consistency and starting at a level that is appropriate for your child are key. Rather than giving up, try paring down the activity so it is more doable, and slowly give your child more and more independence to handle it.

For instance, if brushing their teeth is a problem for your child, you might start by focusing just on putting toothpaste on the brush, and respond with positive feedback and rewards when they do it. Once they've practiced that a few times, add the next step in the chain.

Similarly, if getting out the door in the morning is causing meltdowns, target one step at a time. First, say, getting dressed by 7:15. Once they've mastered that, set a target time for breakfast, and add that. Breaking the chain into small steps allows them to build self-regulation skills in manageable increments.

Help kids become self-reflective

Bezsylko stresses that when parents or teachers approach impulsive, inappropriate behavior calmly and give them time, kids can learn to choose better ways to respond to that situation. The feedback kids need is non-judgmental and non-emotional: what went wrong, and why, and how they can fix it next time.

"When kids are part of an environment that's reflective and analytic as opposed to emotional and fast-paced," Bezsylko explains, "they can learn to make better choices." Slowing down allows children to become more thoughtful, reflective and self-aware. "We need to slow down and model self-reflection and self-awareness and self-regulation for our kids," he notes, "but it's also helpful and good for us, too."

Bezsylko notes that mindfulness and meditation are good for everyone, but especially for children with self-regulation challenges. And Dr. Rouse mentions the many parent training programs available to help them become better coaches for their kids. For older kids, dialectical behavior therapy (DBT) is also an option, as it focuses on distress tolerance and emotion regulation.

At the end of the day, though, nothing can replace the work of the parent. "It seems to me," says Dr. Rouse, "that the family environment is the most important piece."

Frequently Asked Questions

How can I help my child regulate their emotions?

What is self-regulation in child development?

At what age can a child control their emotions?

# data[].attributes.attachment_link.title
How Can We Help Kids With Self-Regulation? - Child Mind Institute

# data[].attributes.attachment_link.description
Tips for helping kids improve their self-regulation skills when they need help to control emotions, handle frustration and resist impulsive behavior. Advice from experts.

# data[].attributes.attachment_link.description
Bring emotional well-being into a kid's world! Use our toolkit to explore emotion-coping strategies to calm yourself, catch your feelings, and connect with others-it's fun and FREE.

# data[].attributes.attachment_link.title
11 Best Gratitude Apps To Increase Your Wellbeing

# data[].attributes.attachment_link.description
Today is a great day to develop gratitude. Take a moment to reflect on what you have, and try these gratitude apps to get you in the habit.

# data[].attributes.attachment_link.description
Enter names, spin wheel to pick a random winner. Customize look and feel, save and share wheels.

# data[].attributes.headline
Visuals for Supporting Challenging Behavior in Young Students

# data[].attributes.subject
Visuals for Supporting Challenging Behavior in Young Students

# data[].attributes.headline
Addressing Challenging Behaviors for Elementary: Understanding the Acting Out Cycle

# data[].attributes.subject
Addressing Challenging Behaviors for Elementary: Understanding the Acting Out Cycle

# data[].attributes.attachment_link.readable_text
The DEC Recommended Practices are designed to help improve the learning outcomes of young children (birth through age five) who have or who are at-risk for developmental delays or disabilities. Please note that, because the IRIS Center has not yet developed resources aligned with DEC Topic 8: Transition, that topic is not currently listed on this page.
Instruction

INS1. Practitioners, with the family, identify each child's strengths, preferences, and interests to engage the child in active learning.

INS2. Practitioners, with the family, identify skills to target for instruction that help a child become adaptive, competent, socially connected, and engaged and that promote learning in natural and inclusive environments.

INS3. Practitioners gather and use data to inform decisions about individualized instruction.

INS4. Practitioners plan for and provide the level of support, accommodations, and adaptations needed for the child to access, participate, and learn within and across activities and routines.

INS5. Practitioners embed instruction within and across routines, activities, and environments to provide contextually relevant learning opportunities.

INS6. Practitioners use systematic instructional strategies with fidelity to teach skills and to promote child engagement and learning.

INS7. Practitioners use explicit feedback and consequences to increase child engagement, play, and skills.

INS8. Practitioners use peer-mediated intervention to teach skills and to promote child engagement and learning.

INS9. Practitioners use functional assessment and related prevention, promotion, and intervention strategies across environments to prevent and address challenging behavior.

INS10. Practitioners implement the frequency, intensity, and duration of instruction needed to address the child's phase and pace of learning or the level of support needed by the family to achieve the child's outcomes or goals.

INS11. Practitioners provide instructional support for young children with disabilities who are dual language learners to assist them in learning English and in continuing to develop skills through the use of their home language.

INS12. Practitioners use and adapt specific instructional strategies that are effective for dual language learners when teaching English to children with disabilities.

INS13. Practitioners use coaching or consultation strategies with primary caregivers or other adults to facilitate positive adult-child interactions and instruction intentionally designed to promote child learning and development.

# data[].attributes.attachment_link.description
The DEC Recommended Practices are designed to help improve the learning outcomes of young children (birth through age five) who have or who are at-risk for developmental delays or disabilities. Please note that, because the IRIS Center has not yet developed resources aligned with DEC Topic 8: Transition, that topic is not currently listed on this page.

# data[].attributes.attachment_link.description
Download this free guide for tips on defusing difficult situations.

# data[].attributes.headline
A De-Escalation Exercise for Upset Students

# data[].attributes.subject
A De-Escalation Exercise for Upset Students

# data[].attributes.attachment_link.provider_name
CHC Resource Library | CHC | Services for Mental Health and Learning Differences for Young Children, Teens and Young Adults | Palo Alto, San Jose, Ravenswood

# data[].attributes.attachment_link.readable_text
So often we find students in a stressed or anxious state of mind. The most telltale signs are inappropriate behaviors or outbursts, negative comments, and anxiety-ridden movements such as fidgeting, leg shaking, and fist clenching. These signals should raise immediate concern and indicate to educators that a response may be needed. The goal is to guide the student to a self-regulated mindset, but how does a teacher do that?

A De-escalation technique

If you have a paraprofessional or in-class support teacher, you can ask a student who seems upset to step out into the hallway or into an area of the classroom set aside for de-escalation. Or you can do this as a whole-class starter activity for anyone who might have something worrisome on their minds. Students can either choose this de-escalation technique-thinking over their answers instead of sharing them out loud-or engage in a warm-up activity connected to the class such as completing a journal entry or worksheet.

Give the student time to regain their calm: Say, "I notice you're really upset. Let's work together on breathing slowly for one minute in order to manage your impulses."

Direct the student to be aware of their thoughts and feelings: Say, "What's going on in your brain and body right now? Tell me how you feel and what you're thinking, and if you're ready to focus on moving forward with getting calm."

Have the student redirect their thoughts: Say, "Take a minute, close your eyes, breathe slowly, and think about something that makes you happy. I know you told me how much you love your grandma's fresh-baked cookies. Think about walking into grandma's house in a calm state of mind as you smell the cookies, taste the cookies, and feel the warmth of them right out of the oven."

Give the student positive feedback on becoming calm: Say, "Now open your eyes. How are you feeling? If you need more time to settle down, let me know. You should feel happy and excited about your work in getting to this point."

Give the student a little more time to refocus: Say, "Take a minute and do something for you. Go for a walk and get some air, or tell me about your baseball game the other night."

Have the student reflect for the future: Say, "The next time you're feeling this way and I'm not with you, what can you tell yourself in order to take charge of your thinking and behavior, and get yourself to a regulated place?"

Excerpted from " A De-escalation Exercise for Upset Students" from Edutopia. Read the full article for more details.

Source: Edutopia | A De-escalation Exercise for Upset Students, https://www.edutopia.org/article/de-escalation-exercise-upset-students | © 2020 George Lucas Educational Foundation

Edutopia, a program of the George Lucas Educational Foundation, is a trusted source shining a spotlight on what works in education.

CHC is here for you. Sign up for the CHC Virtual Village to receive weekly email updates about upcoming news, events and resources related to your interests.

CHC offers free community education sessions for educators. Join us to learn practical teaching strategies you can use in your classroom to help more kids reach their promise and potential. Educator sessions are led by experienced educator/clinician teams from Sand Hill School and CHC.

You might also be interested in:

Researchers and teacher educators Donna Wilson and Marcus Conyers have found that a gift many...

Learning disruptions have been an unfortunate but all-too-frequent sight during the pandemic. But not every...

Distance learning is challenging for many learners, but can be even more challenging for students...

# data[].attributes.attachment_link.title
A De-escalation Exercise for Upset Students - CHC Resource Library | CHC | Services for Mental Health and Learning Differences for Young Children, Teens and Young Adults | Palo Alto, San Jose, Ravenswood

# data[].attributes.attachment_link.description
So often we find students in a stressed or anxious state of mind. The most telltale signs are inappropriate behaviors or outbursts, negative comments, and anxiety-ridden movements such as fidgeting, leg shaking, and fist clenching. These signals should raise immediate...Read more ›

# data[].attributes.attachment_link.readable_text
What's inside this article: An overview of the escalation cycle, how the brain functions during different emotional states, and evidence-based de-escalation strategies that are used in non-violent crisis intervention to defuse escalated parenting situations.
As a parent, it's important to know some safe and helpful de-escalation strategies for meltdowns.

Sometimes, when children become extremely overwhelmed or they're experiencing sensory overload, they have a meltdown where they lose control over their behaviors.

These situations are stressful for everyone involved and potentially dangerous for both bystanders and your child. Knowing some de-escalation strategies will help you avoid a potential crisis.

The Escalation Cycle

Although meltdowns may seem unpredictable, or like they happen out of nowhere, there is a clear pattern that happens before, after, and during a meltdown.
This is the escalation cycle.
The escalation cycle is something I talk about in a lot of my posts and familiarizing yourself with each of the stages and the different strategies for each stage will help you not only respond to meltdowns but prevent them from happening altogether.

Equally important to being able to identify each stage of the escalation cycle, is to know which non-violent crisis intervention strategies work for each stage.

These strategies, taught by the Crisis Prevention Institute, help keep everyone safe during meltdowns and you should use them in addition to your de-escalation strategies.

Take a few minutes to read this list of 6 NVCI strategies to use during meltdowns. Parents can use these NVCI strategies to help keep their child(ren) safe during explosive moments.

Emotional Regulation & The Brain

The diagram below is a simplified explanation of how various sections of the brain are used and how that affects emotional regulation.

A lot of parents question why I advise avoiding saying no, or trying to reason with a child during a meltdown. This diagram helps make it more clear.

During a meltdown, the brain enters survival mode. It shuts down the thinking part of the brain and simply reacts to a threat (whether perceived or real).

This is a primal survival instinct, known as fight or flight. When faced with true danger, if the thinking part of our brain was functioning we'd hesitate and/or try to use logic and it could cost us our lives.

During a meltdown, often what happens is that 'alarm' goes off when there's not a true threat.
It's like having an alarm system on your home to protect you from burglars but it's so sensitive that it goes off any time a bird lands on your roof.
(I have some free resources for helping kids (and parents) better understand fight or flight here. )

This is why during times where the hindbrain is in control it's important to remain calm and ensure safety until the forebrain is back in control.

You can and certainly should set boundaries, tell your child "no" and discipline them you just need to wait until the forebrain is in control if you want those things to actually benefit your child.

De-Escalation Strategies

Ideally, you should aim to prevent meltdowns and outbursts.

The success rate of prevention is far greater than that of de-escalation. However, sometimes it's unavoidable, so, it's important to know some effective de-escalation strategies as well.

Although some of these techniques may seem more like "what not to do", sometimes our own responses and emotions do make things worse.

1. Do not try to reason with them

When your child is having a meltdown, the logical part of their brain (the prefrontal cortex) isn't working.

During a meltdown, the fight-or-flight instinct takes over, the brain is flooded with adrenaline and cortisol, so they literally cannot access the part of their brain that thinks logically.

It may be tempting to try to reason with your child but often that will make them angrier.

Avoid saying things like "I know you wanted me to pick you up from school, but I have to work late." or "Your pink shirt is in the washer so I can't have it ready in time that's why you need to wear a different shirt."

When the brain is engaged in fight-or-flight, there is a perceived threat. During that time, reasoning attempts are ineffective. Often showing empathy will also make things worse.

Focus on reassuring your child that they are safe, by staying calm and meeting basic needs.

Once your child has actually calmed down, they may respond to this kind of reasoning, but mid-meltdown it won't help.

2. Avoid making demands

Sometimes too many demands can actually cause the meltdown in the first place. But regardless of the cause, avoid making more demands during dysregulated situations.

Telling your child repeatedly to "stop" or "calm down" or "snap out of it" isn't going to make them stop or calm down or snap out of it. It doesn't matter how nicely, or assertively, you ask.

Place all of your other expectations on hold, temporarily. The only thing that matters in the present moment is helping your child calm down.

3. Do not yell to be heard over your screaming child

Yelling makes you appear threatening and will not help de-escalate a meltdown.

Once the fight or flight instinct is activated, it's important to understand that your child's brain is perceiving a threat. They need reassurance that they are safe.

You may think " my child knows I'd never hurt them". Of course, they do. But during these situations, your child isn't thinking logically at all. Their brain is instinctually reacting so anything that seems threatening will worsen the situation.

If your child is screaming do not try yelling so they can hear you. Wait until they stop and then speak to them calmly and empathetically.

Everybody has the right to feel a certain way about any given situation. One thing you never want to do is shame your child for how they're feeling.

Giving validation to their feelings shows your child that you accept their thoughts, feelings, and sensations.

This shows your child that you're on their side. Even if you don't think they have a "reason" to be upset, they obviously are so try to put yourself in their shoes.

Say things like "It makes sense that you are mad right now" Or, "If that happened to me, I would be so upset, too"

Include a "because" when you validate instead of a "but" - this is part of a strategy known as emotion coaching, you can read more on that here.

For example: "It makes sense that you're upset right now because you really wanted the orange cup, not the blue cup - and because it's hard to not get what you want sometimes"

You don't want your child to feel shame for having emotions. We can learn a lot from emotions. It's the actions that need to change.

5. Respect personal space

Everyone's personal "bubble" is different, but regardless that bubble gets bigger with heightened emotions.

Unless your child asks, keep back at least 3 feet from them. Do not try to touch them, hug them, or pick them up (unless they're in danger).

In a heightened emotional state like a meltdown, feeling trapped or closed in by you can farther escalate the situation.

6. Be aware of your body language and facial expressions

It's important to appear calm and non-threatening throughout your child's meltdown. The best way to do this is by being mindful of your body language and facial expressions.

Keep your facial expression neutral. Consciously do a check of yourself and make sure you aren't frowning, furrowing your brow, or clenching your jaw.

Also, be intentional with your body language. Don't cross your arms or put your hands on your hips. Avoid pacing, pointing your finger or other large hand gestures.

It's best to keep your hands in front of your body in a relaxed position.
One of the biggest factors in de-escalation is parental emotional regulation.
7. Get on your child's level

Don't stand over them, looking down at them as you talk. It gives off a vibe of superiority that isn't helpful at the moment. It also can feel threatening.

If your child will sit, sit with them. If not, kneel so you're at eye level with them when communicating. (Although it's usually best to keep communication to a minimum).

You may even need to lay with them if they're on the floor.

8. Distraction

This de-escalation strategy works best if it's used early.

Try distracting your child from the current situation by offering them a favorite toy, a preferred calming activity, or showing them a funny video you think they would like.

This may look likeoffering your child a break in a calm down cornerto also change up their environment.

This technique doesn't mean your child "gets away with" the behavior. Once they're calm and more likely to respond with reason and logic you need to address the original issue.

9. Reflect on your child's wants and needs

Reflective listening shows you are listening to their concerns, however poorly they are being communicated.

Say things like "So you are saying you are upset because you really wanted your pink shirt today?" or " You don't want your Aunt to pick you up from school, do I have this right?"

If you're lucky enough to get a moment where your child says "YES!" to your reflection, it opens an opportunity for you to then validate your child's feelings and help them calm down.

10. Acknowledge your child's right for refusal

Children can suddenly become a lot more likely to cooperate when they don't feel like they are being "forced" to do something.

Acknowledge this right by saying "You're right, I can't make you do ......." then explain why you would like them to choose to do what is asked, and provide a logical consequence.

For example, "You're right, I can't make you clean up your toys. However, we can't play outside until they are put away. The choice is yours."

You're allowed to set boundaries and allow them to choose.

11. Answer their questions but ignore targeted aggression

If your child asks a question during a meltdown, even if it's asked inappropriately or rudely, provide a calm and concise answer.

However, ignore any aggressive statements they make towards you. For example, if your child yells "You're the worst mommy in the world!", do not respond or react.

Keep talking to a minimum, using short responses. Answer their questions and nothing more.

If your child regularly defaults to aggressive communication when they're angry, this is a great communication printable to try (when they're calm - not as a de-escalation technique): Assertive vs Aggressive Communication

12. Silence

Sometimes total silence can help your child begin calming down and then start seeing things more reasonably.

Stop talking altogether to both your child and anyone else around you. I also try to take slow, deep breaths when I'm trying this strategy. Breathe deeply enough that it's audible in the silence.

It h elps me to remain calm and also models a healthy calming strategy for my child - even if they aren't ready to use one.

13. Offer a movement break or a walk

Getting moving is proven to reduce stress, help you calm down, and increase serotonin, the feel-good neurotransmitter.

During a meltdown, the fight or flight instinct is activated - movement like going for a walk can "trick" your brain into feeling that it's chosen "flight" and helps you start calming down.

Ask your child if they want to go for a quick walk or movement break. You can even try this 7-minute HIIT workout for kids or this dinosaur-themed workout.

14. Be non-judgemental

Regardless of the situation at hand, acting judgemental during a meltdown will only make things worse.

Avoid things like using sarcasm, dismissing your child's feelings, blaming them, or treating them as unintelligent.

Also, avoid lecturing or trying to solve their problems for them at the moment. This conversation needs to come later when they're calm again.

15. Decrease stimulation

No matter what caused the meltdown, additional stimulation can contribute to more overload.

Minimize this stimulation by dimming lights, turning the TV down or off, and having other people leave the room if possible.

It's a good idea to also have a safe calming space where your child can go to remove themself from the situation when they're overstimulated.

16. Avoid saying "no"

If your child is asking you questions, avoid saying the word "no" because it can instantly make things worse.

No is a trigger word for a lot of people.

Nobody likes to hear the word "no," and when emotions are already heightened, it can make things even worse for a child.

Of course, I'm not suggesting you say yes to whatever they want. Simply offer more open-ended answers like "We can plan a time to do that" or "That's something we can talk about when everybody is calm."

17. Use calming visual input

Certain visual input can be mesmerizing and help children calm down.

Try creating a calm down bottle together to use when your child is upset, using an LED light projector or a lava lamp.

18. Deep breathing exercises

The truth is, unless these skills are taught to your child when they're calm, they aren't going to work when they're upset.

It takes a lot of practice and pre-teaching for your child to be able to self-regulate with deep breathing exercises. However, the work can pay off.

Eventually, with frequent practice, while calm, you will be able to prompt your child to do deep breathing exercises when they are upset or to model that breathing and have them imitate you.

If you can get your child to use this de-escalation technique in the moment, it works quite quickly.

Read some tips about how to teach kids to do deep breathing correctly: here

This 5-minute bio-feedback activity (done when everyone is calm) is a great way to show your child how deep breathing helps you calm down; it's called How low can you go?

All of these strategies won't work on all children, and the ones that do work probably won't work every time.

But, having a bank of de-escalation strategies to try is useful for parents who regularly encounter meltdowns.

As you try out these methods and learn how your child responds, you will find the best techniques for you. You may also want to take some time to read: 8 Verbal De-Escalation Techniques for Managing Challenging Behavior & Meltdowns.

Free Printable Poster

Download these de-escalation strategies as an 8.5 x 11-inch poster below. You can use this poster to display as a visual reminder, or to pass out as a handout.

De-Escalation Strategies Poster

# data[].attributes.attachment_link.title
18 Effective De-Escalation Strategies For Defusing Meltdowns

# data[].attributes.attachment_link.description
These effective de-escalation strategies help parents, or caregivers, defuse meltdowns & outbursts in children. These de-escalation strategies will....

# data[].attributes.headline
Executive Functioning 101- Padlet of Resources from TIU11

# data[].attributes.subject
Executive Functioning 101- Padlet of Resources from TIU11

# data[].attributes.attachment_link.title
"No such thing as a bad boy" Ignite compassion for problematic behavior | Dr. Pat Friman | TEDxOmaha

# data[].attributes.headline
6 Step Instructional Approach for Responding to Challenging Behavior

# data[].attributes.subject
6 Step Instructional Approach for Responding to Challenging Behavior

# data[].attributes.attachment_link.readable_text
It's one of the first things parents and teachers tell a child who gets upset: "Take a deep breath." But research into the effect of deep breathing on the body's stress response has overwhelmingly ignored young children-and studies done with adults typically take place in a university lab, making them even less applicable to children's actual lives.

A new study by Stanford researchers is the first to show that taking just a few slow, deep breaths significantly reduces young children's physiological arousal. By measuring the effects in naturalistic settings such as day camps and playgrounds, the study is also groundbreaking for its design, which more closely reflects a child's experience than a study in a lab would.

What's more, the short, animated video developed for the study is now freely available online, providing a proven tool that can be used in the classroom to introduce children to deep breathing as a way to self-regulate. It can also help parents prepare kids for a potentially stressful situation-a vaccine appointment, say, or a family gathering.

"This study is the first to show that taking a few slow, deep breaths in an everyday setting can have a significant effect on a child's stress physiology," said the study's lead author, Jelena Obradović, an associate professor at Stanford Graduate School of Education and director of the Stanford Project on Adaptation and Resilience in Kids Lab. "But just telling children to take a deep breath may not be enough-children need scaffolding. So we're excited that we can also offer an easy-to-use tool to help kids learn this technique."

The study, which was coauthored by Stanford Graduate School of Education research associate Michael J. Sulik and doctoral student Emma Armstrong-Carter, was published in November in the journal Developmental Psychobiology.

Designing a realistic field experiment

Mindfulness practices that incorporate deep breathing, such as yoga and meditation, have found their way into the classroom at many schools. But prior to this study, research had not clearly shown whether slow-paced breathing itself could significantly alter a young child's physiological stress response, the researchers said.

They set out to isolate the activity of breathing and investigate its impact-taking practical considerations into account, including the likelihood that young children might not have the capacity for even a couple of minutes of deep breathing, and that they would need help learning how to do it.

"When you ask young children to take a deep breath, many don't really know how to slowly pace their inhale and exhale, if they haven't had any training," Obradović said. "It's not intuitive for young kids. They are more successful in taking several deep breaths if they have a visual guide."

To help elementary schoolers learn the technique, the researchers worked with a team of artists at RogueMark Studios, based in Berkeley, California, to produce a one-minute video. The animated video shows young children how to slowly inhale by pretending to smell a flower and to exhale by pretending to blow out a candle.

"From a pragmatic point of view," Obradović said, "we thought a very short sequence, four breaths, seemed doable for this age group."

For their randomized field experiment, the Stanford researchers recruited 342 young children-seven years old, on average-with their parents' permission, at a children's museum, a public playground, and three full-day summer camps in the San Francisco Bay Area.

Roughly half of the children were assigned to a group to watch the animated video with the deep breathing guidance. The rest watched an informational video that featured similar animated images but did not involve the breathing exercise.

All of the children were shown their assigned video in small groups, at tables set up adjacent to the site from where they were recruited, to maintain a natural setting for the study. Also in keeping with the real-life approach to the study design, the researchers did not monitor children or provide extra encouragement to implement the deep breathing instruction.

This "intention-to-treat" approach-analyzing all subjects, whether or not they engaged with the intervention-is widely considered to provide more insight into the potential effectiveness of the intervention once it is applied in everyday group settings, like classrooms, where not everyone is likely to take part, Obradović said.

Measuring the body's response to everyday challenges

Researchers measured two biomarkers in all of their recruits: heart rate and respiratory sinus arrhythmia (RSA), which refers to the changing pace of the heartbeat when a person inhales and exhales.

RSA plays an important role in influencing heart rate, Obradović said, and it has been linked to children's ability to regulate their emotions, focus their attention, and engage in tasks.

"When it comes to measuring the effects of deep breathing on stress physiology, RSA seems to be the most appropriate biomarker," said Obradović. "RSA is the only pure measure of the activity of the parasympathetic nervous system, the system we've evolved to help us deal with everyday challenges-the kinds of challenges that don't require a flight-or-flight response."

The change in the measures was profound: RSA increased and heart rate decreased only in response to the deep-breathing video, and the effects were greater during the second half of the video, which included most of the deep breathing practice. The children in the control group showed no change in either measure.

"Our findings showed that guiding a group of children through one minute of a slow-paced breathing exercise in an everyday setting can, in the moment, significantly lower the average level of physiological arousal," Obradović said.

Further research should examine the effect of deep breathing in this age group after a stressful or challenging experience, she said. "But the fact that children of this age can downregulate their stress physiology even when they're relatively calm offers promise that the technique will be even more effective when they're frustrated or upset."

Access the full version of the video, with an introduction to deep breathing, or a shorter video with the deep breathing practice only.
This article was originally published on the Stanford Graduate School of Education. Read the original article.
Greater Good wants to know: Do you think this article will influence your opinions or behavior?

# data[].attributes.attachment_link.title
How Four Deep Breaths Can Help Kids Calm Down

# data[].attributes.attachment_link.description
It's one of the first things parents and teachers tell a child who gets upset: "Take a deep breath." But research into the effect of deep breathing on the body's stress response has overwhelmingly ignored young children-and studies done with adults typically take place in a university lab, making them even less applicable to children's actual lives.

# data[].attributes.headline
PaTTAN Resources for De-Escalation Project

# data[].attributes.subject
PaTTAN Resources for De-Escalation Project

# data[].attributes.attachment_link.description
The de-escalation training aims to provide in-the-moment regulation activities an educator can utilize when a student’s behaviors escalate as well as long term strategies an educator can use to increase the odds of helping students maintain a regulated state. Participants will learn the phases of escalation, identify behaviors associated with each phase, and incorporate associated strategies, designed to defuse behavior, into an individualized plan. Participants will also learn strategies to encourage appropriate behavior and prevent challenging behaviors.

# data[].attributes.attachment_link.readable_text
Organizing classroom seating according to learning goals

At a Glance

Some key takeaways on classroom seating arrangements:

Classroom seating arrangements can affect student learning, attention, participation, and interactions (Fernandes et al., 2011; Gao et al., 2022).

Instructors should employ the seating arrangement that best aligns with class activities and promotes student engagement.

For synchronous virtual classes, instructors may take advantage of Zoom features such as breakout rooms and spotlighting to facilitate different types of activities.

Significance

Classroom seating arrangements affect student learning, motivation, participation, attention, and teacher-student and student-student relationships (Fernandes et al., 2011; Gao et al., 2022).

An instructor can maximize student engagement by changing the physical setup of chairs, tables, and presentations in the classroom. Different classroom activities may require different seating arrangements; for instance, traditional row-based seating may be best suited to individual activities while group pods or semicircle seating may be more appropriate for collaborative learning (Wannarka and Ruhl, 2008; Yang et al., 2022).

Examples of Classroom Seating Arrangements

Examples of Arrangements for Virtual, Synchronous Learning Spaces

Promoting student engagement in virtual learning spaces is difficult but important. There are a variety of Zoom features that can enhance student engagement when aligned with the instructor's learning outcomes.

Gallery View: With the ability to display up to 49 squares on one screen, this view is optimal when an instructor wants to facilitate a synchronous discussion with all or most of the students.

Break-out Rooms: Instructors who want their students to work in small groups on a task, set of discussion questions, problem set, or lab may find break-out rooms particularly effective. Students may be added to breakout rooms manually, automatically from pre-assignment, or by self-selection.

Share Screen: This feature is frequently used for a mini-lecture during a synchronous learning session, so that the instructor or a student presenting may share slides while talking through the class material. Instructors and students might also share and possibly collaborate on documents, programs or visuals, as well as interactive Zoom features, such as the whiteboard.

Spotlighting: The spotlight feature enables instructors to feature up to nine people for students at the top of the gallery view. This feature is useful when the instructor has invited a guest speaker or a group of panelists, as well as for student presentations.

Display names: Instructors and students can change their display name in Zoom to reflect the name they want to be called as well as their pronouns, enabling an inclusive learning environment. To change your display name in a live meeting, right click your video and click "Rename." To change your name in all of your Zoom meetings, edit the name provided in your Zoom profile.

# data[].attributes.attachment_link.description
Classroom seating arrangements can affect student learning, attention, participation, and interactions

# data[].attributes.headline
Trauma Informed Classroom Practices - Connections to PCBS

# data[].attributes.subject
Trauma Informed Classroom Practices - Connections to PCBS

# data[].attributes.headline
Developing Procedures for Your Classroom

# data[].attributes.subject
Developing Procedures for Your Classroom

# data[].attributes.attachment_link.readable_text
Page 5: Procedures

In addition to creating rules, effective teachers develop procedures -the steps required for the successful and appropriate completion of a number of daily routines and activities. Procedures are particularly important for routines and activities that are less structured and during which disruptive behavior is more likely to occur (e.g., morning arrival, dismissal).

Developing Procedures

Rule number one: Keep it simple. Teachers should develop easy-to-follow procedures for only those routines and activities for which it is necessary. Excessive or cumbersome procedures can be confusing and counterproductive. To help determine whether a procedure is warranted, teachers can consider the questions in the table below.

Why

is this procedure needed?

Where

is this procedure needed?

What

is the procedure?
are the steps for successful completion of the procedure?

Who

needs to be taught this procedure?
will teach this procedure?

When

is this procedure needed?
will the procedure be taught?
will the procedure be practiced?

How

will you recognize procedure compliance?

Following are some common elementary routines or activities that might benefit from procedures. Click on the links below to view sample steps for each.
Morning arrival
Procedure:

1. Greet teacher and classmates

2. Hang up backpack and coat in your area

3. Place homework folder in desk and book to read on desk

4. Get breakfast and quietly read while eating

5. When breakfast ends, gather trash to put in bin

Dismissal
Procedure:

1. Clean up area around your desk

2. Grab coat and backpack

3. Teacher will call on row (or group) that is packed up, silent, and ready to line up first

4. Walkers and car riders exit through hallway A

5. Bus riders exit through hallway B

Restroom use
Procedure:

1. Raised hand with fingers crossed

2. Wait for teacher to nod yes

3. Take bathroom pass

4. Walk to the restroom quickly and quietly

5. Wash hands

6. Return to class and begin working again quietly

Going to lunch
Procedure:

1. When called, get your packed lunch, and get in line

2. Walk down the halls quietly, keeping feet and hands to self

3. Enter cafeteria and if getting lunch get in line

4. Once served, sit at your assigned table

5. Remain seated until signaled to clean up

6. Throw away trash on way to lining up by exit door

Tip

For best results, write each procedure in the form of a numeric list indicating the correct sequence of steps.

It's important to remember that although certain procedures might work in some classrooms, they may need to be changed or modified in others. It's completely normal (and recommended) to adapt a procedure to best meet your needs and the needs of your students.

Listen as Andrew Kwok discusses developing procedures that are culturally responsive or sustaining.

Andrew Kwok, PhD
Assistant Professor, Department of Teaching, Learning, and Culture
Texas A&M University

(time: 2:52)
View Transcript
Transcript: Andrew Kwok, PhD

The main goal for procedures is ways to expedite regular processes within the classroom and being able to maximize the time students have to learn and to engage. I think that requires student input not for all procedures, but for certain ones that are particularly difficult or challenging or may just benefit from having other perspectives in order to solidify some of these classroom procedures. The one that really stuck out to me is the idea of tardies or absences because it's going to happen within the classroom and teachers need to really consider what that may mean for student learning. Oftentimes, teachers just outright penalize students for coming late to the classroom. But I think it's different when you start considering the student and the root of that challenging action. Maybe their parents are working multiple jobs and getting them to school in time isn't a possibility, or there's just some lag in terms of the priority of being right on time. And so being able to work with that student and work with the family to share your view of punctuality but also being flexible and saying, "Well, I understand you just can't come on time because you're getting off of a night shift." Is there a way to not penalize the student? Can we spend additional time after school? Can we spend time during lunch in order to make up for the missed learning or the curriculum that is occurring? I don't think students should be penalized for things that are definitely out of their control. And so the more the teacher can work with them in order to solidify things and understand the background of what's happening will allow for structures within the classroom to be more culturally responsive.

In general, being culturally responsive towards aspects of classroom management really comes down to understanding the root of these behaviors or potentially misbehaviors. To you, it may be a misbehavior, but the more that the teacher can dig in and understand why things are happening, that can allow for changes to happen within the classroom that are more responsive to those students. So part of it is an individual consideration, but it can be a cultural difference that is occurring that certain groups of students are acting a certain way. And so it's up to the teacher to understand why, as opposed to forcing those students to learn or to engage in the way that only the teacher wants. And so the more that they can find out the why of things happening, the better they will be at being able to manage the classroom.

For Your Information

Throughout the school day there are many transitions, both big (moving from class to class) and small (ending math and starting science). Unplanned or unsuccessful transitions can lead to disruptive behaviors and lost instructional time. Much as when they develop procedures for routines and activities, teachers should provide clear, consistent steps for transitions. Below are some possible steps and examples to help successfully prepare students to transition to the next routine or activity.
Transitions
The Center on Positive Behavioral Interventions & Supports (PBIS) has developed a guide that recommends teachers use student specific transition signals (e.g., use of home language, call-and-response, song lyrics). This practice ensures that all students' cultures, lives, and home languages are reflected in the classroom each day.
PBIS Cultural Responsiveness Field Guide: Resources for Trainers and Coaches
Teaching Procedures

Keep in Mind

Procedures cannot be taught (and memorized by students) in one day or even one week. Because there are multiple steps required to successfully complete a procedure, learning them takes time and practice. Teachers should review procedures throughout the year, but especially when one or more students are having difficulty following them (e.g., "Remember, our procedure for turning in homework is to put it in the basket.").

Although developing procedures that appropriately allow students to complete daily routines and activities is an important first step, teaching procedures is critical to the creation of a calm, consistent classroom environment that maximizes instruction and minimizes disruptive behaviors. Below is a list of recommended steps for explicitly teaching classroom procedures:

Step 1: Introduce - Outline the steps necessary to successfully complete a routine or activity.

Step 2: Discuss - Talk about why the procedures are important (e.g., to make sure everyone has the supplies they need at the beginning of a lesson).

Step 3: Model - Demonstrate the procedure using examples and nonexamples. Click here to watch a teacher model and discuss six steps she uses to class have her students line up and walk in the hallway.

Step 4: Practice - Have students practice the steps needed to complete the procedure, prior to the activity or routine.

Step 5: Review - Once you have taught the procedures, frequently review them.

Tip

Use behavior-specific praise to positively reinforce students who are successful (e.g., "Sam, thank you for walking on the right side of the hall quietly.").
behavior-specific praise
A positive, declarative statement directed toward a child or group of children that describes a desirable behavior in specific, observable, and measurable terms; also referred to as descriptive praise.

Sometimes even the best thought-out procedure does not work as planned, even if it worked with students in previous years. It's all right and even normal to revise a procedure at any point during the year. If you do, be sure to explicitly teach this revised version to your students, making sure to introduce, discuss, model, and practice it.

Lori Jackman describes thinking about the steps required to successfully perform a procedure (i.e., task analysis) and how procedures should be refined as needed. Next, Melissa Patterson emphasizes the importance of explicitly teaching and practicing classroom procedures at the beginning of the school year.
Task analysis
Process of breaking down tasks into smaller, sequenced components.

Lori Jackman, EdD
Anne Arundel County Public Schools, retired
Professional Development Provider

(time: 2:05)
View Transcript
(time: 1:37)
View Transcript
Transcript: Lori Jackman, EdD

How to decide when to put a procedure in place: If there is a process that would make your teaching life easier, would help things run smoother in your classroom-for example, you know, a student getting permission to use the restroom on an individual basis-if you can think about the task analysis of what you would need to have done as a classroom teacher in order for a child to be able to let you know, sign out, use the bathroom, check back in again, and return to their seat, that can save you a lot of time throughout your teaching day.

So if you see there's a way to come up with a process to make your life easier, let the kids know the steps that need to happen, that's a good place for the procedure. Some real common procedures are having kids use a pencil sharpener, using the lavatory, how to sign up for lunch, checking in for attendance in the morning, turning in homework-are all things that if you can come up with the steps and sequence to have it happen successfully, once you work with the students to help them understand it then it just becomes automatic, and it saves you actually a lot of correcting of behavior and earns you back some teaching time, because they know what the process is. They know what the steps are. If you've already started your school year and maybe had a procedure for walking in the hallways or signing up for lunch and realize that things are not going as smoothly as you're transitioning from one class to the next, or that getting them lined up at the end of the day to walk the hallways to get their buses isn't going as well as you think it could, that would be indication of that it's time for a procedure.

It's not uncommon when you put a procedure in place that there might be the need for refinement down the road, but doing the task-analysis, working with the students so that they understand what's expected, having them practice it before they ever need it, and then rewarding it, recognizing when people are doing what you need them to do and in that prescribed order can help smooth things out.

Transcript: Melissa Patterson

At the very beginning of the year, we take the first two weeks really hammering in, practicing classroom procedures so that they understand how it's going to work going forward. When they come in and the bell rings, I start the day over again. We all go back outside. We practice coming into the room. What does that look like? Going to the front desk, grabbing your notebook, sitting down, starting your warm-up. If we're using computers that day, how do we get the computers? At the beginning of the year, I'll assign them a numbered computer. They will go up. Number one goes first. They sit down. Number two goes. We practice putting them back. Even if we haven't used the computers yet, we're just practicing that routine. They get a schedule of what to expect both every week and every day. This is what we're going to do first, second, third, having that schedule on the board for them to see so that they can get used to that idea. So, as painstaking as it could be, we practiced those procedures every day for at least the first two weeks of school. They knew what the warm-up would look like, how it would be structured, how long they'd have to complete that warm-up before moving to the next activity, what to do if they didn't complete it in time, how to schedule makeup work time, how to contact me if they had questions. They were all things that were super annoying for them at the beginning of the year but then after that first quarter really helped the class room learning to flow. Whether it was 45 minutes or an hour-and-a-half for that class time, they knew how to accomplish what they needed to do.

Research Shows

Classrooms with predictable procedures and routines have lower rates of challenging student behavior.
(Simonsen, Putnam, Yaneck, Evanovich, Shaw, Shuttleton, Morris, & Mitchell, 2020)

Procedures are most effective when students are explicitly taught how to engage in specific activities and, when necessary, provided with corrective feedback.
(Simonsen, Yanek, Sugai, & Borgmeier, 2020)
corrective feedback
Specific and constructive comments offered as soon as possible following the performance of a task to help an individual improve his or her performance.

When teachers explicitly teach and model classroom procedures, students are better able to monitor their own behavior, which leads to increased compliance to routines and processes.
(Harbour, Evanovich, Sweigart, & Hughes, 2015; Simonen, Putnam, Yaneck, Evanovich, Shaw, Shuttleton, Morris, & Mitchell, 2020)

Activity

Now it is your turn to create some procedures for your classroom setting. You can develop rules for your classroom (current teachers) or for the grade level you hope to teach someday (future teachers). Using the questions outlined in the box at the top of this page-Why? Where? What? Who? When? How? -identify at least three (3) procedures that should be taught to your students to help the classroom run smoother.

Click here to develop the procedures.

Returning to School

Because health and safety protocols may be in place, the school environment will most likely be different from years previous. For this reason, teachers may need to teach their students new school-wide procedures for activities such as eating in the cafeteria, walking in the hallways, going to the bathroom, and being dismissed from school at the end of the day. Additionally, they may need to modify classroom procedures or perhaps create new ones. For example, teachers may require procedures for sanitizing hands or maintaining social distancing while moving about the room. These procedures should be taught, modeled, and practiced repeatedly. To best provide these much-needed supports, elementary teachers should:

Be familiar with district and school safety protocols.

Teach new school-wide and classroom procedures for health and safety (e.g., distance between students, maximum number of students in the bathroom, using water fountains only to fill water bottles).

Ensure that students have their own materials to accommodate new safety protocols (e.g., wearing mask, bringing water bottle).

If possible, assign socially distant work areas for individual and group activities.

Work with colleagues to coordinate transitions in common areas such as hallways, bathrooms, gyms, cafeterias, and recreation areas.

Note: Students have been working independently for the past 18 months because of at-home learning and social distancing, so give extra attention to developing, teaching, and reinforcing procedures that require personal interactions (e.g., small-group work, partner activities).

# data[].attributes.attachment_link.description
In addition to creating rules, effective teachers develop procedures -the steps required for the successful and appropriate completion of a number of daily routines and activities. Procedures are particularly important for routines and activities that are less structured and during which disruptive behavior is more likely to occur (e.g., morning arrival, dismissal).

# data[].attributes.headline
Anita Archer Participation and Engagement Video

# data[].attributes.subject
Anita Archer Participation and Engagement Video

# data[].attributes.attachment_link.title
Anita Archer Active Participation Instruction 7 grade

# data[].attributes.headline
Continuum of Responses to Inappropriate Behavior

# data[].attributes.subject
Continuum of Responses to Inappropriate Behavior

# data[].attributes.headline
Engagement and Opportunities to Respond (OTR)

# data[].attributes.subject
Engagement and Opportunities to Respond (OTR)

# data[].attributes.attachment_link.readable_text
Active Participation Instruction - 2nd grade

Grade Level: Second Grade

School: Roosevelt Elementary School

Location: Vancouver, Washington

Videographer: Dima Yaremenko

Elapsed Time: 6:12

Introduction: It is possible to have adopted an evidence-based core reading or intervention program and still not obtain the desired academic gains. The programs must be delivered in a matter that maintains student attention and engagement. In this video, Dr. Archer is teaching students how to respond during the lesson. Notice that she doesn't just tell students what she desires. She teaches the behaviors using the same instructional steps of modeling and guided practice used in teaching academic strategies.

Focus: As you watch this video,

1) Note the active participation procedures that are directly taught to the students.

2) Identify other good instructional practices.
Feedback: 1) Note the active participation procedures that are directly taught to the students. Choral (Group) Responses
Dr. Archer taught the students two specific response procedures: saying answers chorally and to a partner. The following practices were modeled and then practiced.

Use - Choral or group responses can be used when the answers are short and the wording of the answer is the same across learners.

Procedure - To signal a response, the teacher asked a question, raised her hands, gave "thinking time", and then lowered her hands, and said "everyone" to cue a response.
Partner Responses
Instruction - The teacher introduced the procedure, modeled the procedure, and then practiced until the students consistently responded.
Instruction on partners -
Use - Partner responses can be used when the answers are long and the wording differs across students.

a. The teacher assigned partners and gave the partners the numbers #1 and #2 to allow distribution of responses.

b. The teacher checked to be sure that students remembered their numbers.
2. Identify other good instructional practices. Management a. Anticipate and Remove
c. The teacher introduced a partner strategy (Look, Lean, and Whisper), modeled the strategy, and had students practice the strategy as you monitored and coached.

The teacher anticipated that the students might attend to the teachers sitting at the back of the room so she had the students turn and wave at the teacher and the cameraman.
Attention A number of factors supported student attention including:
-The teacher set clear expectations for each segment of the lesson.
-The teacher introduced behaviors for the lesson (Sit up. Look at me. Look smart.), modeled the desired behaviors, and provided practice on the behaviors.

c. Room arrangement
- Students were moved so that they would be facing the teacher the lesson.
- Students were moved so that they were sitting beside their partners.

a. a perky pace,

b. connection with students through use of smiles, names, eye contact, touch,

c. use of cues to gain attention ("Eyes on me".),

d. close proximity to the students,

e. monitoring,

f. and use of praise.

# data[].attributes.attachment_link.title
Explicit Instructions | Effective and Efficient Teaching

# data[].attributes.attachment_link.description
Grade Level: Second Grade School: Roosevelt Elementary School Location: Vancouver, Washington Videographer: Dima Yaremenko Elapsed Time: 6:12 Introduction: It is possible to have adopted an evidence-based core reading or intervention program and still not obtain the desired academic gains. The programs must be delivered in a matter that maintains student attention and engagement.

# data[].attributes.attachment_link.keywords[]
the first days of school how to be an effective teacher (wong

# data[].attributes.attachment_link.title
The first days of school how to be an effective teacher (Wong, Harry KWong, Rosemary T) (z-liborg) (2) (1)_220413_140443

# data[].attributes.attachment_link.description
Check Pages 1-50 of The first days of school how to be an effective teacher (Wong, Harry KWong, Rosemary T) (z-liborg) (2) (1)_220413_140443 in the flip PDF version. The first days of school how to be an effective teacher (Wong, Harry KWong, Rosemary T) (z-liborg) (2) (1)_220413_140443 was published by Tumbur Tinambunan on 2022-04-25.

# data[].attributes.headline
MidWest PBIS Effective Classroom Practices Video

# data[].attributes.subject
MidWest PBIS Effective Classroom Practices Video

# data[].attributes.attachment_link.provider_name
Learning System Missouri Schoolwide Positive Behavior Support

# data[].attributes.attachment_link.title
Effective Classroom Practices Encouraging Expected Behavior Content Acquisition Video - Learning System Missouri Schoolwide Positive Behavior Support

# data[].attributes.headline
Opportunities to Respond- Additional Ideas (OTR)

# data[].attributes.subject
Opportunities to Respond- Additional Ideas (OTR)

# data[].attributes.attachment_link.title
Restorative Practices Isn't About Changing Students' Behavior

# data[].attributes.attachment_link.title
Simple Correction Sequence || PBIS Strategy for Schools

# data[].attributes.attachment_link.title
#1 Building Classroom Vibe with Attention Signals

# data[].attributes.attachment_link.title
Attention Grabbers for the Elementary Classroom

# data[].attributes.headline
Pre-Referral Intervention Manual (PRIM). Thousands of Intervention strategies!

# data[].attributes.subject
Pre-Referral Intervention Manual (PRIM). Thousands of Intervention strategies!

# data[].attributes.headline
Classroom Management Teacher's Desk Reference

# data[].attributes.subject
Classroom Management Teacher's Desk Reference

# data[].attributes.attachment_link.title
Positive vs Negative Punishment | Reinforcement in ABA

# data[].attributes.attachment_link.title
Behavior-Specific Praise: Elementary School Example & Non-Example

# data[].attributes.attachment_link.title
Understanding Trauma: Learning Brain vs Survival Brain