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      Our first book, Behavior Solutions for the Inclusive Classroom, focused on challenging behaviors in the classroom that were commonly described by educators and were based on our direct experiences as educator, service provider, and parent. These behaviors were not limited to students with identified disabilities, but they were all identified as behaviors that impeded the learning process. Many teachers have expressed their appreciation of the direct and concise format of the book. They have also reported considerable success after implementing the strategies that we recommended. Our subsequent experiences with students, teachers, and families helped us identify behaviors beyond the classroom. We wrote this book in response to that feedback. We are pleased to be able to add to our earlier efforts and hope that you will find our second book equally useful. Once again, it is our hope that the content and format of this manual are clear and helpful. It is our goal to offer solutions that can be implemented at little or no cost and that can be learned in a short period of time.

      The behaviors that surface may or may not be directly related to a known disability. You will encounter varying disabilities and degrees of disability in your career. Some of your students will come to you with a label of Autism Spectrum Disorder, Asperger’s Syndrome, Tourette’s Syndrome, Learning Disabled, Speech Impaired, etc. The ideas presented here are intended to be specific to behaviors you will encounter, regardless of the disability associated with them.

      As in our first work, this book is divided into sections that include: (1) Inside the Classroom, (2) Outside the Classroom, (3) PE and Play, (4) Passing Periods, (5) Lunchtime and Snack, and (6) Communicating Solutions for Behavior Problems. This format offers a “snapshot” of a typical school day. We are not suggesting that all the behaviors you will encounter can neatly be categorized into “sections,” but it is our hope that you can use the organization of the sections and chapter titles to find ideas and solutions quickly.

      Inside the Classroom

      The task facing teachers today centers on much more than the delivery of curriculum and instruction. Today’s teachers must also focus on the successful shaping of student behaviors in and out of the classroom. In our opening chapters, we touch on some of the behaviors a student can demonstrate in a classroom that make the daily task of a teacher more difficult. As these behaviors are brought under control or minimized, the learning potential of all students in the classroom can be maximized. Identifying and implementing strategies to address problematic behavior will result in a more optimal learning environment for both students and teachers.

      Leaving the Classroom

      without Permission

      Leaving the classroom without permission can disrupt the learning process for students and it can be a safety issue. A student may sneak out when your back is turned or bolt suddenly out the door. There are a variety of reasons, which may include:

      • Lack of awareness of the need to ask permission to leave

      • Flight response to an anxiety or sensory issue

      • Avoidance of class work or of a situation

      The first priority is to alert administration immediately if you can’t find the student within a few minutes. The adult who locates the child will need to assess the situation. Is the student ready to return to the classroom?

       Solutions!

      • Engage the student in class work when he or she returns to class. Do not welcome them back with either a hug or a lecture.

      • Talk with the student later and make a plan to prevent similar instances. Check for understanding of the situation. “Johnny, tell me again why you left the room today?” Address the situation by making it clear to the student that leaving the classroom without permission is not allowed. Offer a concrete plan such as, “Next time you have to leave the classroom, you need to raise your hand and wait for permission.”

      • Develop visual supports (See Appendix A) to help the student remember what behavior is expected.

      • Set up a “safe” area of the classroom where the student can go when she is upset.

      • Allow the student to take a break in a predetermined quiet location or take a walk to prepare him to return to class.

      Lack of Focus in Whole

      Group Instruction

      Some students will be more attentive in a small group where they can receive more direct instruction. However, most teachers need to instruct the whole group, which is especially true as students get older. Many students have language-processing deficits. Some students tend to lose interest quickly, especially when less attention is paid to them directly. If they begin to drift off and

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