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Anxiety. " Think of a can of soda that has been shaken: that looks the same on the outside, whether the contents have been shaken or not. ...If it explodes you know."

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"...maladaptive behavior is a symptom of an underdeveloped skill".

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An essential first step is to put the situation in perspective... p 192

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The longer the child has low or no demands, the harder it will be to reintroduce higher expectations for behavior. p. 59

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The longer the child has low or no demands, the harder it will be to reintroduce higher expectations for behavior. p. 59

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Peter                                               " 'It is a capital mistake to theorize before one has data."  p. 35 quoting Sherlock Holmes.

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Peter                                               " 'It is a capital mistake to theorize before one has data."  p. 35 quoting Sherlock Holmes.

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Once the student has an appropriate way to escape, she can be taught the skills needed to eliminate the need for escape. p.77

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Over time we have discovered that one of the most powerful ways to help teachers is to show them how changing their own behavior can help guide students towards behavior change.  p.24

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"Behavior is communication" pg.13
"Building relationships with students is also a must" pg. 38

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"Particularly for students with anxiety-related behavior, it is important that teachers understand there are four components of a transition" pg.

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"The only behavior teachers can control is their own." pg. 13
"Building relationships with students is also a must!" pg. 38

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"A flexible, child-centered approach toward instruction is a good match for students in this book, as they are at risk for demonstrating escape-motivated behavior toward academics and developing subsequent achievement gaps." pg. 37

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"A student would behave if he or she could. If the student is displaying problematic, maladaptive behavior, it is a symptom of an underdeveloped skill." pg. 13

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"The problem many teachers face is that most of the behavior demonstrated by students with emotional and behavioral challenges looks purposeful." "This  student's brain is wired in a way that results in maladaptive, irrational behavior in moments of anger, frustration and anxiety."
pg. 13

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"When a student becomes agitated or explosive, he is irrational and less able to demonstrate the high-level brain processing needed for achieving perspective and thinking about the future consequences of his behavior." pg. 15

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This identification of their own specific area of weakness is more proactive and conducive to initiating help and implementing strategies. pg. 76

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"Behavior is communication." p. 13

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"Many people would argue that this is giving in to the student and allowing him to avoid the task.... The purpose of the replacement strategy is to eliminate the inappropriate behavior (rudely speaking to the teacher) while he learns to overcome his difficulty with reading aloud." pp. 29-30

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When in doubt, don't talk- wait and see if the student engages in conversation.- pg.62