Behavior Management Archives - Page 12 of 16

Matthew Lynch published in Behavior Management, Psychology and Education August 18, 2023

What is a Primary Reinforcer?

This is an outcome that satisfies a basic necessity. A primary reinforcer refers to a stimulus that’s biologically vital to an organism, such as sleep, water, food, safety, sex, pleasure, and shelter. It results in involuntary responses, such as drooling, recoiling, and trembling. A primary reinforcer is also called an unconditioned stimulus or unconditioned reinforcer. These reinforcers help in the survival of species in the long run. Here’re detailed examples of two primary reinforcers.

Safety: When one touches a scorching iron, the person’s hand recoils automatically to avoid burning. This is a protective mechanism. The primary reinforcer is the scalding touch that reinforces automatic hand withdrawal.

Hunger: When an infant is hungry, it cries. The caretaker then feeds it to satisfy the hunger. This is a survival reflex that doesn’t need learning. Here, the primary reinforcer is the hunger that reinforces the crying.

Although primary reinforcers are intrinsic drives that occur naturally, they might influence persons depending on their experiences and genetics. For example, some individuals can tolerate more temperature than others. When they touch a hot object, their withdrawal reflex might not be triggered unless it’s scalding. The ability to tolerate higher temperatures might be inborn or because of repeated encountering in the past.

Advantages of primary reinforcers include:

One doesn’t need to learn using them as they come naturally
The desire to get them doesn’t go away

Disadvantages of primary reinforcers include:

They don’t represent natural environment situations
A person’s response to them might fade or satiate over time
One must use a secondary stimulus to make a primary reinforcer more effective

Primary reinforcers are the most fundamental types of reinforcers responsible for fulfilling different biological drives in organisms. For example, to survive, animals need to eat, and to eat, they need to hunt. Food reinforces the behavior of hunting, thus making it a rewarding process. Working all day makes one sleepy, and sleep helps the person relax, so sleep is a primary reinforcer. A hungry person who is promised food for completing the work is more intrinsically motivated to do it than somebody working for free movie tickets.

Behavior chaining stands for the occurrence of basic individual responses resulting in complex behavior. It involves both primary and secondary reinforcers. Every individual response is reinforced and followed by another until the complex behavior is achieved.

Behavioral psychologists consider behavior a result of learning. Operant conditioning is among the three behavioral models of learning. It was first mentioned by Edward Thorndike and developed by B.F. Skinner. According to them, depriving someone of a primary reinforcer like the food until a particular behavior is performed will notably increase that behavior. Kids who receive a sweet or a toy after throwing a tantrum will increase their acrimonious behavior. If kids only receive attention from their parents when they’re being scolded, that attention can reinforce the misbehavior.

It’s important to understand that what constitutes reinforcement might differ from one person to another. For example, in a classroom setting, one student might find a treat reinforcing while another might be unresponsive to it.

Matthew Lynch published in Behavior Management August 17, 2023

What is a Reinforcer?

This is a positive or a nice outcome usually used to backup, encourage or boost certain behaviors. Operant conditioning is one of the different ways through which individuals can learn. Reinforcement is a term utilized in operant conditioning to mention anything that improves the likelihood of the occurrence of a response. The type of reinforcement utilized can play a vital role in how fast a behavior is learned and the overall power of the resulting response. Reinforcement is defined by the impact it has on the behavior.

For example, reinforcement may involve giving praise immediately after a kid puts away the toys. By reinforcing the desired action with praise, the kid will be more likely to repeat the same actions in the future. Reinforcement may include anything that increases or strengthens a behavior, including certain tangible rewards, situations, and events. For example, in a classroom setting, types of reinforcement may include token rewards, candy, getting out of unwanted work, extra playtime, praise, and fun activities.

Reinforcers are categorized into positive and negative reinforcing stimuli.

Positive reinforcement: This involves adding a reinforcing stimulus after a behavior that increases the likelihood of the happening of the behavior in the future. When a favorable event or outcome happens after an action, it strengthens that specific behavior or response. Sometimes positive reinforcement happens quite naturally. For instance, when an individual holds the door open for someone, the person may receive a thank you and praise. This affirmation acts as positive reinforcement and might make it more likely that the person will hold the door open for others again in the future. In other cases, a person may use positive reinforcement deliberately to train and maintain a particular behavior. For example, an animal trainer may reward a dog with a treat after it pauses for a count of five and shakes the trainer’s hand.

Negative reinforcement: Negative reinforcement reinforces particular behaviors by eliminating some aversive outcome. However, it’s most useful when reinforcers are applied instantly following a behavior. Aversive stimuli tend to include some form of discomfort, either psychological or physical. Behaviors are negatively reinforced when they allow a person to escape from existing aversive stimuli or allow the person to entirely avoid the aversive stimuli before happening.

An example of negative reinforcement can be taking an antacid before a person indulges in a spicy meal. The person engages in an action to avoid a negative outcome. One mistake that individuals often make is confusing punishment with negative reinforcement. However, one should remember that punishment includes either taking away or presenting a stimulus to reduce a behavior. On the contrary, negative reinforcement includes removing a negative condition to increase a behavior. If something is being removed to relieve or avoid an unwanted result, it’s an example of negative reinforcement. If an unwanted result is being applied or added as a behavior’s consequence, then it’s an example of punishment.

One can distinguish between positive and negative reinforcement by observing whether something is being added to the situation or taken away.

Matthew Lynch published in Behavior Management, Parenting August 16, 2023

What are Consequences?

These are outcomes (positive or negative) that come about following certain actions and have an effect on future behavior. Positive consequences show the kids they’ve done something the parents like. They’re more likely to repeat that behavior when parents use positive consequences. Negative consequences let the kids understand that parents don’t like what they’ve done. They’re less likely to repeat that behavior when parents use negative consequences.

Parents can use the following five steps to use consequences to stop misbehavior.

Step 1: Identifying the misbehavior

Both parents and kids need to know which behaviors are okay and which aren’t okay. If the kids are doing something parents don’t like and want to stop, they should warn that it needs to change or they’ll use a consequence. Parents should exactly mention what they want to see the kids do.

Step 2: Giving a warning

Parents need to tell the kids that they’ll get a consequence they don’t like if their behavior doesn’t change. Parents should only warn if they want to follow through with the consequence. If they don’t, the kids won’t take the warning seriously.

Step 3: Giving a consequence

Parents have to follow through with a positive or negative consequence after warning. They should give a positive consequence if the kids did what they asked. This lets them know that parents like the choice they made. Positive consequences include pats on the back, praise, hugs, or other things. Parents should give a negative consequence if the kids didn’t do what they asked. This lets them know that parents don’t like the choice they made.

Some common negative consequences include the following:

Ignoring: When parents ignore, they take all their attention away from their kids and their behavior.
Distraction: When kids are distracted, their attention gets redirected to something else. Distraction is more convenient to utilize when parents plan in advance how they’ll handle situations that might be difficult for their kids.
Time-out: It moves the kids to a place free of anyone or anything that may provide attention.
Delay of a privilege: It means that the kids have to wait to get something they like. When parents remove privileges, they take away activities or things their kids like. The privileges parents remove should be logically associated with the misbehavior of young kids.

If these aren’t possible or don’t work, parents should think about the consequences associated with the misbehavior.

Step 4: Telling them why

Parents need to let the kids know the reason behind the negative consequence. They should give consequences immediately after the misbehavior. This helps the kids understand what they did to receive the negative consequence. If the kids throw tantrums, it shouldn’t affect parents’ decision to follow through.

Step 5: Going back to positive communication

Parents should return to being positive with the kids once the consequence is over. If a privilege is delayed or removed, they can remind the kids of the good behavior they want to see. They need to give praise or other rewards when their kids do the right thing.

Matthew Lynch published in Behavior Management, Learning Theories August 14, 2023

What are Behavioral Learning Theories?

These are principles, tenets, and rationales of learning that emphasize perceived changes in an individual’s conduct. The overall focus of behavioral learning remains on the concept that all behaviors are learned via interaction with the environment. The practice of behavioral learning theories is important for educators as they affect how pupils behave and react in a classroom and suggests how instructors can directly influence their pupils to behave appropriately.

Behavioral learning is based on the following major theories:

Classical conditioning: Ivan Pavlov discovered this concept during his dogs’ digestive systems experiments. According to this theory, learning happens when an association is developed between a naturally occurring stimulus and a previously neutral stimulus. Pavlov paired the food’s natural stimulus with a bell’s sound. The dogs would naturally start to salivate in response to the food. However, after several associations, the dogs would salivate to the bell’s sound alone.

Classical conditioning is one of the basic ways people learn about the world around them. But it’s far more than only a theory of learning. It’s also possibly a theory of identity. For example, once a person comprehends classical conditioning, he/she will recognize almost everything, from favorite clothes, music to even political candidates – all may be the outcome of the same procedure that makes a doll drool at the bell’s sound.

Operant conditioning: This theory, also known as instrumental conditioning or Skinnerian conditioning, was first introduced by Edward Thorndike and later developed by B.F. Skinner. This is a behavior modification method that utilizes positive and negative reinforcements to modify or shape a person’s behavior. Like classical conditioning, this theory also depends on forming associations. Here, associations are developed between behavior and that behavior’s consequences. When a behavior results in a desirable outcome, it becomes more likely that the person will repeat it in the future. If the actions result in a negative consequence, the behavior becomes less likely to happen.

Observational learning: This refers to a process in which learning happens by imitating and observing others. According to Albert Bandura’s social learning theory, in addition to learning through conditioning, individuals also learn through imitating and observing others’ actions. Through his famous Bobo doll experiment, Bandura demonstrated the ease with which kids could be led to copy even negative actions.

For instance, kids who watched a video of a person beating a large inflatable doll were much more likely to imitate those same actions when given a chance. Perhaps more importantly, he noted that learning something doesn’t necessarily cause a behavioral change. Often, kids learn new things via observation but cannot engage in those behaviors themselves unless there’s a motivation or need to use the information.

Teachers can use the following teaching strategies to apply behavioral learning theories in the classroom:

Teachers can give students the demonstration and reinforcement of behavior they want them to follow
They can review materials and provide positive reinforcement to help students better retain information
They may include reward systems, verbal reinforcement, praise, etc. in behavioral classes

Matthew Lynch published in Behavior Management, Teachers August 11, 2023

18 Genius Tricks to Teach Students Not to Destroy Other People’s Property

Are you looking for genius tricks to teach students not to destroy other people’s property? If so, keep reading.

1. Teach the learner to think before acting (e.g., they should ask themselves, “What is happening?” “What am I doing?” “What should I do?” “What will be best for me?”).

2. Get the learner to question any directions, explanations, and instructions not grasped.

3. Converse with the learner about ways of handling situations successfully without conflict (e.g., walk away from a situation, change to another learning experience, ask for help, etc.).

4. Select a peer to model appropriate care and handling of others’ property for the learner.

5. Assess the appropriateness of the task to ascertain (a) if the task is too easy, (b) if the task is too complicated, and (c) if the duration of time scheduled to finish the task is sufficient.

6. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the learner’s progress. The parents may reinforce the learner at home for demonstrating appropriate care and handling of others’ property at school.

7. Draft an agreement with the learner stipulating what behavior is required (e.g., putting property away, returning property, etc.) and which reinforcement will be implemented when the agreement has been met.

8. Praise the learner for demonstrating appropriate care and handling of others’ property based on the duration of time the learner can be successful. As the learner shows success, gradually increase the duration of time required for reinforcement.

9. Praise those students in the classroom who demonstrate appropriate care and handling of others’ property.

10. Select a peer to model appropriate care and handling of others’ property for the learner.

11. Create classroom rules: • Complete every assignment. • Complete assignments quietly. • Remain in your seat. • Finish tasks. • Meet task expectations. Examine rules often. Praise students for following the rules.

12. Praise the learner for demonstrating appropriate care and handling of others’ property: (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

13. Converse with the learner to explain (a) what the learner is doing wrong (e.g., defacing property, destroying property, etc.) and (b) what the learner should be doing (e.g., putting property away, returning property, etc.).

14. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

15. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

16. Consider using a socio-emotional learning app. Click here to view a list of apps that we recommend.

17. Consider using an emotional intelligence app. Click here to view a list of apps that we recommend.

18. Consider using a school counseling app. Click here to view a list of apps that we recommend.

Matthew Lynch published in Behavior Management, Psychology and Education August 2, 2023

Egocentric: Everything You Need to Know

This is the state of believing that the whole world is to be understood only from one’s point of view, in the most self-centered way. The term originated within Jean Piaget’s theory of childhood development. Egocentrism stands for one’s inability to comprehend that another person’s opinion or view might differ from the person’s own.

Egocentric people may find it hard to maintain meaningful relationships for a prolonged time or to connect with others. The bias toward self may lead to an egocentric person struggling within their intimate relationships, at home, and at work. The key reason for these struggles is the lack of capacity to imagine or empathize with somebody else’s perspective other than their own. This may adversely impact things such as trust, emotional attachment, intimacy or closeness, collaboration, teamwork, and decision-making.

For an egocentric person, life can feel anxiety-producing and isolating. When living with a cognitive bias, egocentric persons might believe that all eyes are on them, and others observe every decision or move they make. This can produce a huge amount of pressure for these people, causing anxiety around their social interactions and decision-making. Even when these people wish to connect with others, they might not understand how to do that or might make efforts to connect and feel confused about why the efforts fail.

According to research, adults usually have egocentric shortcomings in the following manners:

Curse of knowledge: It happens when those who’re experts in their fields talk above individuals around them on those topics. They forget that they’ve got a greater level of knowledge than those around them.

False consensus effect: It happens when individuals overestimate how much other individuals share their preferences or perspectives. The former group tends to think that others will see things their way or agree with them.

Illusion of transparency: It occurs when individuals feel that others can clearly observe their emotional condition in a given situation. For instance, they may think that others can observe how anxious they feel when giving a presentation at work.

Spotlight effect: It occurs when individuals overestimate how much others observe their behaviors or presence. They might enter a room and feel like others are watching their every move when, in reality, those people care casually interacting with one another and might not notice them at all.

Being self-focused may benefit when people feel disrespected or try to stick to their values. However, when an egocentric mindset adversely impacts their everyday behavior, it can trigger problems.

Matthew Lynch published in Behavior Management, Teachers May 13, 2023

18 Genius Tips for Teaching Students to Adapt to a New Routine

Are you looking for teaching students to adapt to a new routine? If so, keep reading.

1. If an aide works in the classroom, have the aide monitor the learner’s behavior; give reinforcement; deliver instructions; etc., when a substitute teacher is in the classroom.

2. Give a quiet space for the learner to work.

3. Notify the learner in advance when it will be appropriate for a substitute teacher to be in the classroom and create expectations for behavior and academic performance.

4. Inform the learner in advance when changes in their schedule will happen (e.g., going to P.E. at various times, going on a field trip, etc.).

5. Teach the learner acceptable ways to express displeasure, anger, frustration, etc.

6. Get the learner to question any directions, explanations, instructions not grasped about the change in an established routine (schedule).

7. Select a peer to model appropriate acceptance of changes in an established routine (schedule) for the learner.

8. Create classroom rules: • Complete every assignment. • Remain in your seat. • Finish tasks. • Meet task expectations. • Raise your hand. Examine rules often. Praise students for following the rules.

9. Draft an agreement with the learner stipulating what behavior is required (e.g., accepting a change in routine (schedule)) and which reinforcement will be implemented when the agreement has been met.

10. Praise those students in the classroom who accept changes in an established routine (schedule).

11. Praise the learner for accepting changes in an established routine (schedule) based on the number of times the learner can be successful. As the learner shows success, slowly increase the number of times required for reinforcement.

12. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the learner’s progress. The parents may reinforce the learner at home for accepting changes in an established routine (schedule) at school.

13. Converse with the learner to explain (a) what the learner is doing wrong (e.g., having a tantrum, refusing to accept the change, etc.) and (b) what the learner should be doing (e.g., accepting the change in routine (schedule)).

14. Assess the appropriateness of the change in routine (schedule). Ascertain if the change is too complicated and if the duration of time scheduled is sufficient.

15. Praise the learner for accepting changes in an established routine (schedule): (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

16. Consider using a classroom management app. Click here to view a list of apps that we recommend.

17. Consider using Alexa to help you with classroom management. Click here to read an article that we wrote on the subject.

18. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

Matthew Lynch published in Behavior Management, Teachers May 12, 2023

20 Techniques to Teach Students Not to Destroy Other People’s Property

Are you looking for techniques to teach students not to destroy other people’s property? If so, keep reading.

1. Make sure the learner is not inadvertently reinforced for losing or damaging property by providing them with new learning materials. Give the learner used or damaged learning materials, copies of the learning materials, etc., rather than new learning materials.

2. Teach the learner rules for the care and handling of others’ property (e.g., always ask to use others’ property, treat the property with care, inform the teacher if the property becomes damaged, return the property in the same or better condition, etc.).

3. Do not permit peers to let the learner use their property if the learner is not able to care for it properly.

4. Take other student’s property from the learner if the learner is unable to properly care for and handle the property.

5. Provide mobility throughout the classroom to supervise the learner’s care and handling of others properly.

6. Take the learner away from the learning experience until they can demonstrate appropriate behavior and self-control.

7. Organize their surroundings to lessen free or unplanned time that is likely to contribute to the learner’s unacceptable behavior.

8. Provide visibility to and from the learner. The teacher should be able to see the learner, and the learner should be able to see the teacher. Make eye contact possible at all times.

9. Make the appropriate adjustments in their surroundings to prevent the learner from experiencing stress, frustration, anger, etc., as much as possible.

10. Stop the learner from becoming overstimulated by a learning experience.

11. Make the learner responsible for specific learning materials (e.g., smartphone, whiteboard, microscope, etc.) in the school environment to enable a sense of responsibility and obligation to use the learning materials with care.

12. Teach the learner to respect others and their belongings by respecting the learner’s belongings.

13. Make sure the learner is always under adult supervision.

14. Make sure the learner is aware of local and federal laws regarding the destruction of others’ property.

15. Make the learner replace damaged things when they destroy others’ property.

16. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

17. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

18. Consider using a socio-emotional learning app. Click here to view a list of apps that we recommend.

19. Consider using an emotional intelligence app. Click here to view a list of apps that we recommend.

20. Consider using a school counseling app. Click here to view a list of apps that we recommend.

Matthew Lynch published in Behavior Management, Teachers May 8, 2023

26 Hacks to Help Students Who Become Overexcited

Are you looking for hacks to help students who become overexcited? If so, keep reading.

1. Let the learner close the classroom door or windows to lessen visual and auditory stimuli from outside the classroom.

2. Provide the learner a special signal when they are becoming excited (e.g., a secret word, a hand signal, etc.).

3. Assist the learner in recognizing the signs of becoming overexcited. Teach the learner appropriate actions to gain self-control.

4. Get the learner to take part in small group learning activities (e.g., free time, math, reading, etc.) to lessen the level of visual and auditory stimuli in the group. As the learner successfully functions in the presence of visual and auditory stimuli, slowly increase the size of the group.

5. Stop the learner from becoming so stimulated by an event or learning experience that they cannot control their behavior.

6. Assess the visual and auditory stimuli in the classroom. Ascertain the level of stimuli to which the learner can respond appropriately. Remove the unnecessary stimuli from their surroundings.

7. Be firm, fair, and consistent, expecting the learner to settle down after becoming excited. Do not Let the learner participate until they have regained self-control.

8. Be firm, fair, and consistent, expecting the learner to leave a situation when they become overexcited (e.g., send the learner to the counselor’s office, make them sit in a chair for five minutes, etc.).

9. Choose a specific place the learner can go to regain control after becoming overexcited.

10. Give a consistent routine (schedule) for the learner to enable self-control.

11. Urge the learner to consider the consequences of their behavior before engaging in any learning experience.

12. Find the situations in which the learner is most likely to become overexcited. After you have identified these situations, think of ways to minimize their occurrences.

13. Praise the learner for demonstrating self-control. As the learner shows success, slowly increase the duration of time required for reinforcement.

14. Teach the learner appropriate ways to gain self-control after becoming overexcited (e.g., slow deep breaths, leave the learning experience, walk down the hallway to the water fountain, etc.).

15. Do not let the learner take part in learning activities that cause them to become so excited that they cannot settle down.

16. Minimize visual and auditory stimuli to a level at which the learner can successfully function. As the learner shows that they can successfully tolerate the increased levels without becoming overexcited, slowly allow visual and auditory stimuli to increase.

17. Make sure that the learner knows the relationship between unacceptable behavior and the consequences that follow (e.g., missing out on special learning activities, being avoided by peers, etc.).

18. Maintain a pleasant/calm atmosphere that will lessen the likelihood of the learner becoming overexcited.

19. Draft an agreement with the learner stipulating what behavior is required (e.g., keeping self-control in the presence of visual and auditory stimuli in the classroom) and which reinforcement will be implemented when the agreement has been met.

20. Consider using a classroom management app. Click here to view a list of apps that we recommend.

21. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

22. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

23. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

24. Consider using a socio-emotional learning app. Click here to view a list of apps that we recommend.

25. Consider using an emotional intelligence app. Click here to view a list of apps that we recommend.

26. Consider using a school counseling app. Click here to view a list of apps that we recommend.

Matthew Lynch published in Behavior Management, Teachers May 5, 2023

20 Techniques to Support Students Who Exhibit Unpredictable Behavior

Are you looking for techniques to support students who exhibit unpredictable behavior? If so, keep reading.

1. Provide a predetermined signal (e.g., quiet sign, hand signal, oral signal, etc.) when the learner begins to demonstrate an unacceptable behavior.

2. Maintain a pleasant/calm atmosphere that would lessen the possibility of sudden or dramatic changes in behavior.

3. Minimize distracting stimuli(e.g., place the learner in the front row, give a carrel or quiet space away from distractions, etc.). This is used as a way of reducing stimuli, not as a punishment.

4. Do not criticize. On occasions where correcting the learner, be honest yet compassionate. Never cause the learner to feel negatively about themselves.

5. Always treat the learner with the utmost respect. Talk objectively at all times.

6. Intervene early and often when there is a problem to prevent more severe problems from happening.

7. Do not embarrass the learner by giving them orders, requirements, etc., in front of others.

8. Teach the learner appropriate ways to express displeasure, anger, frustration, etc.

9. Urge the learner to use problem-solving skills: (a) find the problem, (b) find goals and objectives, (c) create strategies, (d) create a plan for action, and (e) carry out the plan.

10. Assess the appropriateness of the task to ascertain (a) if the task is too easy, (b) if the task is too complicated, and (c) if the duration of time scheduled to finish the task is sufficient.

11. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the learner’s progress. The parents may reinforce the learner at home for demonstrating appropriate behaviors related to situations at school.

12. Draft an agreement with the learner stipulating what behavior is required (e.g., demonstrating appropriate behavior related to the situation) and what reinforcement will be made available when the terms of the agreement have been met.

13. Take the learner away from the learning experience until they can demonstrate appropriate behavior and self-control.

14. Talk with the learner to explain(a) what the learner is doing wrong and (b) what the learner should be doing.

15. Praise the learner for demonstrating appropriate behavior: (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

16. Create classroom rules: • Complete every assignment. • Remain in your seat. • Finish tasks. • Meet task expectations. • Raise your hand. Examine rules often. Praise students for following the rules.

17. Praise the learner for demonstrating appropriate behavior related to the situation based on the duration of time the learner can be successful.

18. Praise those students in the classroom who demonstrate appropriate behavior related to the situation.

19. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

20. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.