# data[].attributes.headline
'26-'27 Behavior Intervention Calendar - Weekly Intervention Ideas and Tips!

# data[].attributes.subject
'26-'27 Behavior Intervention Calendar - Weekly Intervention Ideas and Tips!

# data[].attributes.body
This would be a great classroom resource to use with your paraprofessionals to build their skill set and teach children various skills in the process!

# data[].attributes.body
Free hands-on activities for a variety of grade levels!

# data[].attributes.attachment_link.description
At The Measured Mom®, our mission is to share high quality educational resources that are engaging for students and easy for educators.

# data[].attributes.headline
All the visuals you might need are already made for you. Click the PDF to print, or use the PPT version to edit!

# data[].attributes.subject
All the visuals you might need are already made for you. Click the PDF to print, or use the PPT version to edit!

# data[].attributes.attachment_link.provider_name
Autism Professional Learning & Universal Support Project

# data[].attributes.attachment_link.authors[].name
Autism Professional Learning & Universal Support Project

# data[].attributes.attachment_link.title
Autism Professional Learning & Universal Support Project | Resources

# data[].attributes.body
PDF of Word building mat

# data[].attributes.attachment_link.description
Made by Minnesota Educators The creators of the curriculum, a group of educators at the St. Croix River Education District, started building Be Good People over Zoom sessions in April 2020. We are honored that this humble "quarantine project" is now supporting students across the world! If you

# data[].attributes.attachment_link.title
Social Stories in Special Education - Watson Institute

# data[].attributes.attachment_link.description
Special education social stories resources were designed to teach appropriate behaviors and social skills for children with special needs.

# data[].attributes.body
Free subscription: Excellent resource for free hands on activities and printables for elementary-age students!

# data[].attributes.attachment_link.readable_text
Toddlers

Setting aside time for toddlers to play is vital to their development. Through new experiences, toddlers practice motor skills, learn to communicate, discover their emotions, and develop cognitive skills.

# data[].attributes.attachment_link.description
At Teaching Mama, our mission is to make parents and teachers lives easier by providing high-quality educational resources to meet the needs of their little learners.

# data[].attributes.attachment_link.description
Use the behavior support icons to tell children what you want them "to do" by providing visual supports and simplified language. Paired with preferred activity icons or images of reinforcers, the behavior support icons can also be used to increase children's participation in non-preferred activities.

# data[].attributes.body
Learning and Behavior

# data[].attributes.attachment_link.readable_text
Page 1: Learning and Behavior

Educators have a myriad of responsibilities that include teaching academic content, supporting students' social-emotional needs, communicating with families, and maintaining a positive classroom environment. For many educators, though, one of the more challenging responsibilities is addressing the spectrum of classroom behaviors-which often occur simultaneously. Consider the first five minutes of a school day, where an educator might observe:

Philip quietly entering the room and putting away his backpack

Joey and Peter greeting each other

Ahmed throwing a wad of paper across the room

Louisa organizing her pencil box

Remi texting on his phone

Yuki getting started on his morning work

Every one of these acts is a behavior -that is, an action that can be observed and measured in some way. Educators often associate this term with actions that disrupt the classroom environment (e.g., kicking, swearing, throwing things). However, behavior refers to all actions regardless of whether those actions enhance or interfere with social, emotional, or academic learning. Once educators understand the influences on any student behavior, they can actively work to promote expected behaviors and eliminate challenging ones.

Research Shows

In a 2019 study, over 1,100 faculty and staff from 25 different schools, ranging from elementary to high school, indicated that a wide range of expected behaviors were critical to their students' success. More specifically, educators consistently prioritized:

Classroom behaviors related to following directions, cooperation, and self-control

Behaviors in noninstructional settings (e.g., hallway, playground, bus, restroom) related to health, safety, and personal responsibility

(Lane et al., 2019)

Did You Know?

In addition to learning expected classroom behaviors, some students might need to unlearn behaviors that interfere with their classroom engagement and progress. In these cases, educators might need to explicitly teach a more appropriate behavior (i.e., replacement behavior) to replace the undesired or challenging behavior. Understanding the foundational concepts covered in this module can help educators support students in learning and unlearning behaviors.

Educators must understand that all student behavior-whether it enhances or interferes with classroom instruction-is learned. Learning is a process that leads to change, which applies equally to academics and behavior. When we learn, we gain new knowledge, skills, and behaviors. The great news is that if behavior is learned, then behavior can be taught. Like with academics, educators are responsible for teaching students expected behaviors. Luckily, students learn academic and behavioral concepts and skills in much the same way. For example, when kindergartners learn to identify numbers or high schoolers learn to solve linear equations, they add new skills to their academic toolbox. By the same token, students must learn expected classroom behaviors (e.g., following classroom rules, interacting with peers and adults, taking responsibility for their own learning) and add them to their behavioral toolbox.

For Your Information

Behaviors that are viewed as challenging in the classroom (e.g., calling out, hitting, refusing tasks) often result when students lack a prerequisite skill in communication, socialization, emotional regulation, executive functioning, or academics. Therefore, educators must always consider what skills are necessary for students to display an expected behavior.
executive functions
Whether teaching academic or behavioral skills, educators must remember that prior knowledge and experiences are critical to students' ability to learn something new. Just as they understand how academic skills develop in sequence, educators must also recognize how behaviors build on each other over time. For example, learning to read follows a developmental sequence from basic skills to more complex understandings; students would never be expected to read sentences before learning letters and sounds. Similarly, educators should not expect students to work collaboratively with peers without first learning skills such as how to communicate, take turns, and listen to others' perspectives.

Additionally, educators should assume students will engage in unobservable, internal behavior (e.g., thinking, feeling). Like observable, outward behavior, internal behavior is learned through experience, and these skills build over time. Following are a few examples.

After learning how to solve a math problem by practicing the steps on paper, the student might be able to solve similar problems in their head.

After mastering computation for one type of problem, a student may be able to combine their skills in a different way to solve a new problem.

A student may notice that they are taking longer than others to accurately compute solutions for assigned problems. Unfortunately, this may result in negative internal attributions (e.g., They're better than me or I'm stupid) accompanied by unpleasant feelings (e.g., frustration). On the other hand, a student may experience motivation in this situation (e.g., Let's see how much faster I can do this! or I bet I can finish the page before the bell rings!).

Furthermore, educators must establish supportive relationships with students. Although educators are not responsible for reading students' minds, it is critical to acknowledge that interactions intended to teach expected behavior can positively or negatively impact the way a student thinks and feels about the classroom and about themselves. Thus, cultivating meaningful relationships with students can set the stage for educators to more effectively and compassionately teach behavior that supports students' educational progress.

To maintain a positive learning environment, educators must establish supportive relationships with students, endeavor to understand and interpret the impact of environmental factors on students' behavior, and teach expected behavior with compassion. This module will explore some of the foundational concepts involved in understanding, addressing, and changing behavior.

# data[].attributes.attachment_link.description
Educators have a myriad of responsibilities that include teaching academic content, supporting students' social-emotional needs, communicating with families, and maintaining a positive classroom environment. For many educators, though, one of the more challenging responsibilities is addressing the spectrum of classroom behaviors-which often occur simultaneously.

# data[].attributes.attachment_link.readable_text
Shubert's Home in Bug Valley offers practical, room-by-room examples of Conscious Discipline implementation in the home. Explore the Living Room, Kitchen, Bedrooms and more to discover tips, tools, tricks and videos designed to help parents and families bring the principles and practices of Conscious Discipline to life. Click through the 12 areas of Shubert's Home to find valuable resources that will help you build a foundation of safety, connection and problem-solving in your family's home.

# data[].attributes.attachment_link.description
Shubert's Home in Bug Valley offers practical, room-by-room examples of Conscious Discipline implementation in the home. Explore the Living Room, Kitchen, Bedrooms and more to discover tips, tools, tricks and videos designed to help parents and families bring the principles and practices of Conscious Discipline to life.

# data[].attributes.attachment_link.title
Token Boards - Picture Reinforcers & Large Tokens.pdf

# data[].attributes.attachment_link.description
Watch our free expert-led webinars on topics like social skills, neurodiversity, and student support. Watch on-demand or register now!

# data[].attributes.attachment_link.readable_text
Do2Learn began in 1996 through a National Institutes of Health Small Business Innovative Research grant. Our team searches out the most talented and creative teachers and clinicians across the world. These gifted individuals work with our technical experts to transfer their knowledge into formats that we can make available to you.
Since beginning, we have grown into a world-wide resource with over 11 million hits a month. While based in North Carolina, approximately half of our users are from outside of the U.S. Thousands of sites link to us and we can be easily found on most search engines using topics such as 'picture cards', 'facial expressions', and 'job tips'. We hope you find our resources helpful and pass on our link to others.
We believe that simply telling busy teachers, parents, and professionals what they should be doing is not enough. If we explain how to devise a visual communication system using picture cards, we provide free cards to get you started.

When we present the Teacher Toolbox on how to adapt a classroom for children with special needs, we provide resources for behavior management plans, literacy tools, and the materials to create everything in your classroom.

Our approach is to use the latest technology and expert guidance to create innovative and usable solutions.

Learn about DiagnoseFirst, our newest project to help teachers and clinicians recognize the symptoms of ASD.

Pre-employment screening assessments are online or paper tests that some companies require applicants to complete during the application process. Read more about JobTIPS Student Version!

JobTIPS Toolbox PRO is filled with resources to help you coach your students through the challenges of assessing their skills, finding and applying for jobs, and practicing the social skills needed to do well in the workplace.

# data[].attributes.attachment_link.keywords[]
picture exchange communication system cards

# data[].attributes.attachment_link.title
Do2Learn: Educational Resources for Special Needs

# data[].attributes.attachment_link.description
picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

# data[].attributes.attachment_link.readable_text
Resources

The AAC Language Lab has collected a variety of article and activities to help you make your journey with AAC a successful one. Use the search feature and filters to easily find exactly what you are looking for. Feel free to explore all the areas on the site for insightful articles, therapy ideas, research and other helpful tools. Many resources on the AAC Language Lab are free of charge, providing an opportunity to explore this great resource prior to subscribing.

Resource Filters
Clear Filters

# data[].attributes.attachment_link.description
The AAC Language Lab has collected a variety of article and activities to help you make your journey with AAC a successful one. Use the search feature and filters to easily find exactly what you are looking for. Feel free to explore all the areas on the site for insightful articles, therapy ideas, research and other helpful tools.

# data[].attributes.body
Classroom calendar with weekly behavioral strategies to implement.

# data[].attributes.attachment_caption
Add a visual timer, a stop watch, traffic lights, or visuals to any smart board or other screen to share with the whole class.

# data[].attributes.attachment_link.description
Browse this collection of visual supports and other resources to help your students with ASD be successful socially and academically in school. You'll find templates for social rules, classroom rules, emotional support, schedules, and more.

# data[].attributes.attachment_link.title
Copy of Marvel TB_Downloadable Version.pdf

# data[].attributes.attachment_link.title
Copy of Fact Sheets - Visual Schedules.pdf

# data[].attributes.attachment_link.title
Illinois Functional Assessment of Behavior Checklist (iFAB) updated 2023.pdf

# data[].attributes.attachment_link.title
Illinois Behavior Intervention Checklist (iBIC) updated 2023.pdf

# data[].attributes.body
Use this to help determine if the lack of the desired behavior is due to a skill deficit or a performance deficit. This decision will help guide the type of strategies you will use in your behavior intervention plan. If you determine it is due to a skill deficit, the strategies should focus on teaching the missing skill(s) needed. If it is due to a performance deficit, the strategies should focus on motivating and supporting the student to demonstrate the desired behavior. Either way, you will still teach the replacement behavior(s). Use the Competing Pathway Form to determine those.

# data[].attributes.headline
Modules on Evidenced-Based Practices for learners with Autism

# data[].attributes.subject
Modules on Evidenced-Based Practices for learners with Autism

# data[].attributes.attachment_link.description
AFIRM modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an evidence-based practice (EBP) with learners on the spectrum from birth to 22 years of age. Supplemental materials and handouts are available for download.

# data[].attributes.attachment_link.title
Life Skills At Home: Functional Special Education Activities

# data[].attributes.attachment_link.description
Here’s a collection of remote learning activities for special education students. Videos are created weekly and address daily living skills in the home envir…

# data[].attributes.headline
Executive Functioning Visuals and Handouts

# data[].attributes.subject
Executive Functioning Visuals and Handouts

# data[].attributes.headline
Life skills for teens and adults with DD

# data[].attributes.subject
Life skills for teens and adults with DD

# data[].attributes.attachment_link.title
Life Skills for Teens and Adults with DD (with voiceover)

# data[].attributes.attachment_link.description
Building language during daily living skills is a video series dedicated to helping teens and adults with developmental disabilities. This playlist includes…

# data[].attributes.attachment_link.description
Share your videos with friends, family, and the world

# data[].attributes.attachment_link.keywords[]
autism "video modeling" "social skill" "teaching language" pdd "down syndrome" "visual teaching" "how to teach child with autism" "motor skills" "language sk...

# data[].attributes.attachment_link.description
Watch Me Learn channel shows clips from our FUN educational videos along with videos of children doing the skills they learned from WML.from people who have used our videos to teach. Watch Me Learn works because it is a visual teacher that engages learners to watch and learn.

# data[].attributes.attachment_link.description
Producer of social skills curriculum using evidence-based video modeling to make ideas and
concepts understandable to students with special needs and Autism. Our All Access streaming platform includes topics such as reading nonverbal cues, empathy, listening, and more. Multi-tier accessible lessons, including a PBIS curriculum. For pre-K through transition. Free 7-day trial: https://www.modelmekids.com/

# data[].attributes.body
Relationship building resource. Start your day with a collaborative and engaging activity.

# data[].attributes.attachment_link.title
Today’s First Five Collection - Edtomorrow

# data[].attributes.attachment_link.description
[...]Read More... from Today’s First Five Collection

# data[].attributes.headline
Misc Data Collection Forms with "Small forms"

# data[].attributes.subject
Misc Data Collection Forms with "Small forms"

# data[].attributes.body
Selecting and Defining Observable and Measurable Target Behaviors; Data Collection Types; Taking Behavior Data; Summarizing Data; Analyzing Data to Identify the Function of the Behavior; Selecting Appropriate Interventions and Replacement Behaviors Based on Data Analysis; Graphing Data; Utilizing Data to Monitor Student Progress

# data[].attributes.attachment_link.title
Meaningful Data collection and analysis (2)

# data[].attributes.body
This is an editable template with two options depending on the student's skill level. This can easily be put into a binder and labeled "______'s Personal Information Binder!" for the student to practice their first and last name, address, birthday, phone number, and age. You could also add any additional information such as their parent's/sibling's names, teacher's name, the bus number they ride, etc.

# data[].attributes.headline
Classroom Visuals Professional Development 25-26

# data[].attributes.subject
Classroom Visuals Professional Development 25-26

# data[].attributes.body
October 2025

# data[].attributes.body
A fun visual explaining how to avoid the power struggle with students. This would be a great resource to provide to paraprofessionals, especially those who are new to the educational setting!

# data[].attributes.body
Data sheets and directions for implementation of preference assessments. This can be used when staff struggle to determine items/activities that are motivating and reinforcing for a student. These can even be implemented on a weekly basis if the student's preferences change often.

# data[].attributes.attachment_link.title
Copy of  feel_I need level 2_printable version

# data[].attributes.headline
De-Escalation Scripts, visuals, and data sheets

# data[].attributes.subject
De-Escalation Scripts, visuals, and data sheets

# data[].attributes.attachment_link.title
Using Group Contingencies | Classroom Check-Up WP Engine Prod

# data[].attributes.attachment_link.description
Using group contingencies and token economies can increase student attention and positive behaviors and decrease disruptive behavior in classrooms.

# data[].attributes.attachment_link.title
Group Rewards for Positive Classroom Behavior

# data[].attributes.attachment_link.description
Discover how group rewards boost teamwork, reduce disruptions, and build a positive classroom culture using proven behavior strategies.

# data[].attributes.attachment_link.title
Autism and Sexuality: The Ultimate Guide

# data[].attributes.attachment_link.description
A guide to understanding autism and sexuality. Learn about the unique challenges and support strategies for healthy sexual development.

# data[].attributes.attachment_link.readable_text
Official websites use .gov

A .gov website belongs to an official government organization in the United States.

Secure .gov websites use HTTPS

A lock ( ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Behavior therapy is an effective treatment for attention-deficit/hyperactivity disorder (ADHD) that can improve a child's behavior, self-control, and self-esteem.

Behavior therapy is most effective in young children when it is delivered by parents.

Experts recommend that healthcare providers refer parents of children younger than 12 years old for training in behavior therapy.

For children younger than 6 years old, parent training in behavior management should be tried before prescribing ADHD medication.

When parents become trained in behavior therapy, they learn skills and strategies to help their child with ADHD succeed at school, at home, and in relationships.

What should parents look for in a therapist?

Did you know?‎

Parent training in behavior management is also known as " parent behavior therapy," " behavioral parent training," or just " parent training."

If possible, families should look for a therapist who focuses on training parents. Some therapists will have training or certification in a parent training program that has been proven to work in young children with ADHD.

Therapists may also use strategies like those in proven programs. The following list of questions can be used to find a therapist who uses a proven approach.

Does this therapist

Teach parents skills and strategies that use positive reinforcement, structure, and consistent discipline to manage their child's behavior?

Teach parents positive ways to interact and communicate with their child?

Assign activities for parents to practice with their child?

Meet regularly with the family to monitor progress and provide coaching and support?

Re-evaluate treatment plans and remain flexible enough to adjust strategies as needed?

Finding the right therapy for your child‎

What can parents expect in behavior therapy?

Parents typically attend eight or more sessions with a therapist. Sessions may involve working with groups of parents or with one family alone. The therapist meets regularly with the parents to review their progress, provide support, and adjust strategies, as needed, to ensure improvement. Parents typically practice with their child between sessions.

Parents have the greatest influence on their young child's behavior. Only therapy that focuses on training parents is recommended for young children with ADHD because young children are not mature enough to change their own behavior without their parents' help. Some therapists may use play therapy or talk therapy to treat young children with ADHD. Play therapy provides a way for children to communicate their experiences and feelings through play. Talk therapy uses verbal communication between the child and a therapist to treat mental and emotional disorders. Neither of these has been proven to improve symptoms in young children with ADHD.

Helping children cope with stress and worries.

Tools for Supporting Emotional Wellbeing in Children and Youth‎

Easy-to-use, interactive web tools help children and teens deal with thoughts and feelings in a healthy way. Access these tools here.

Learning and practicing behavior therapy requires time and effort, but it has lasting benefits for the child. Ask your healthcare provider about the benefits of parent training in behavior therapy for young children with ADHD.

What can healthcare providers do?

Healthcare providers can

Discuss with parents the benefits of behavior therapy and why they should consider getting training.

Identify parent-training providers in their area and refer parents of young children with ADHD for training in behavior therapy before prescribing medicine.

# data[].attributes.attachment_link.title
Parent Training in Behavior Management for ADHD

# data[].attributes.attachment_link.description
Parent training in behavior management for ADHD in children.