Work Smarter, Not Harder: The Power of Self-Management

Teachers typically report that dealing with students’ disruptive behaviors is the single greatest challenge they face (Fox & Hemmeter, 2009). This likely comes as no surprise to anyone who has ever worked in an educational setting. Challenging behaviors can be extraordinarily frustrating for even the most experienced teachers, as they can derail a lesson and reduce learning opportunities for both the student engaging in the behaviors and his/her peers. Challenging behaviors can lead to feelings of stress and uncertainty if teachers don’t feel they have the tools to respond effectively and efficiently. In a 2004 survey, a whopping 75% of teachers reported that they “would have more time to spend on teaching and teaching effectively if there were fewer disruptive behaviors in the classroom” (Guardino & Fullerton, 2010). So how can teachers feel confident in dealing with challenging behaviors and spend more time teaching? Self-management may be the answer.

Stepping Up Students’ Self-Management Skills

Interested in implementing a highly effective, evidence-based practice that has been successfully used to improve both academic and behavioral outcomes for students with and without disabilities, from preschool to adulthood, in general and special education classrooms and community settings? Read further to learn our suggested steps for teaching your students self-management skills, gleaned from multiple studies.

Social-Emotional Screening: Effectively Targeting Student Support

"Why aren’t schools putting more of a priority on social-emotional learning (SEL)?” We frequently ask ourselves this question during our behavior planning meetings because we hear educators in our region express a deep-seated belief that what and how kids learn socially and behaviorally is important. We have come up with a multitude of reasons why SEL takes a backseat and one reason tends to stand out. In education today, academic standards and benchmarks are readily available, prioritized, and privileged, while there is very little available to help schools anchor, measure, and monitor social wellness and social learning.

Ask the ‘TASC #8: What is the best way to implement PBIS in a middle school? A high school?

Ask the ‘TASC #7: What is a “replacement” behavior? How do I identify an appropriate one? 

Ask the ‘TASC # 6: How do we empower staff at lunch/recess to take initiative?

Ask the ‘TASC # 5: What are some suggestions and ways to reinvent after 5+ years of implementing PBIS? Looking for ideas for keeping things fresh, creative, and new.

Ask the ‘TASC #4: What are some ideas for no- or low-cost acknowledgements for students who are demonstrating desired behaviors?

Ask the ‘TASC #3: How do I continue PBIS after long breaks or with new staff or students?

Guides for Surviving the Holidays for Families of Children with Special Needs

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