Considers whether or not his or her expectations of behavior are appropriate for the age and development of the child
Responds to challenging behavior in ways that match the child's development
Uses a consistent process of reflection and action to address challenging behavior:
• Gathers information by asking him/herself: "What is going on?" "Where and in which situations does this behavior occur?" "What triggers this behavior?"
• Self-reflects: "Why is this happening?" "What can I change about my behavior?" "What can I change about the environment?"
• Considers various possibilities: "What might I try?" "When?" "How?"
• Assesses tried actions: "Did it work?" If not, "What next?"
Considers other experiences, life circumstances, and whether a child is trying to establish a sense of belonging by exhibiting challenging behavior (i.e., trying to get others to focus on them, hurting others or their things because they feel hurt, etc.) and chooses a response or solution that matches that need
Considers what he or she knows about individual children's temperament (i.e., activity level, adaptability, persistence) and responds to challenging behavior in ways that match the children's temperament
Remains calm and respectful toward the child exhibiting challenging behavior
Allows natural consequences to guide children's behavior as much as possible
When appropriate, applies logical consequences that are related to the challenging behavior and its function, that are
respectful to the child, and that are reasonable
Intervenes immediately to stop behavior that affects safety and/or ability to learn, including bullying or rejecting others
Makes sure children understand the connection between behavior and consequence
When a child uses negative behavior, discusses the behavior with the child in private and in the context of expectations based on respect
Teaches children more effective ways to meet their wants and needs, making the challenging behavior unnecessary
Encourages children to monitor their own behavior
For serious behavior challenges, seeks the assistance of an administrator, psychologist, or behavior specialist to help provide creative and effective interventions
Identifies and describes the challenging behavior as a preliminary step in using a Functional Behavioral Assessment (FBA)
Uses FBA to determine the "function" of a challenging behavior (the purpose a challenging behavior serves for the child)
Identifies what happens right before (antecedent) and what happens right after (consequence) challenging behavior occurs
Develops a behavior intervention plan
Regularly evaluates behavior intervention plans to make appropriate modifications, accommodations and interventions as necessary