11: Selecting Behavioral Supports for All Learners
Learning Outcomes
After reading this chapter, students should be able to:
• 11–1 Describe characteristics of challenging behaviors associated with diverse
learners in observable, measurable terms.
• 11–2 Identify strategies to reinforce behaviors, reduce negative or unproductive
behaviors, and teach new behaviors using universal design for learning principles.
INTASC Standards
Standard #1: Learner Development. The teacher understands how learners grow and develop,
recognizing that patterns of learning and development vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.
Council for Exceptional Children
Special educators are to have knowledge of the following:
Standard #1: Learner Development and Individual Learning Differences. Beginning special
Standard #2: Learning Environments. Beginning special education professionals create safe,
inclusive culturally responsive learning environments so that individuals with
exceptionalities become active and effective learners and develop emotional well–being,
Chapter Outline
11–1 Establish Learning Goals: Big Ideas for Behavioral Support
11–1a Teacher Expectations and Challenging Behaviors
11–2 Students with Exceptionalities and Other Diverse Learners
11–2a Multiple Meanings of Challenging Behavior
11–2b Using Positive Behavior Interventions and Support
11–3 Assessment of Behavior
11–3b Tracking the Behavior
11–3d Analyzing Behavior
11–4 Methods, Materials, and Resources that Promote Positive Behavior for All Learners
11–4a Understanding Terminology
11–4c Decreasing Inappropriate Behavior
1. Self–Instruction
3. Self–Evaluation
11–4e Maintenance and Generalization
11–4g Collaborating with Parents
11–5 Summary—Putting It All Together
Key Concepts and Terms
activity reinforcement: An activity of choice earned by a student after exhibiting target
behavior.
anecdotal recording: To record all actions and verbalization of the target student for a
predetermined length of time.
behavioral contracts: A written agreement that states what the student will do to
receive a reward.
that he or she receives no reinforcement from the teacher or peers.
extinction: The elimination of the source of reinforcement to extinguish an undesired
behavior.
functional behavior assessments: A problem–solving process in which the
circumstances that occur around a particular behavior are examined to identify the
natural consequences: Logical consequences for inappropriate choices that
meaningfully relate to student behavior as alternative to punishment.
operational definition: The first step in solving a problem behavior. A single behavior is
targeted for others to observe and measure.
positive behavior interventions and support (PBIS): Proactive, preventative
self-evaluation: The process of talking about and judging one’s own behavior.
self–instruction: To verbally review the steps of a task to one’s self.
self–management: Taking responsibility for one’s actions and the consequences that
follow in meeting both academic and behavior goals. Components include self–
instruction, self–monitoring, and self–reinforcement.
time–out (from positive reinforcement): Denying an individual access to positive
reinforcement from the teacher and peers in classroom activities for a specific amount of
time, contingent on display of the target behavior.
Lecture Notes
Inappropriate student behavior falls along a continuum and includes both internalizing
and externalizing characteristics. Problematic behaviors serve various functions,
including communication, avoidance, and attention seeking.
It is important to operationally define a target behavior in observable and measurable
terms before an intervention is planned. An efficient and effective method of recording
Suggestions for In–Class or Online Activities
1. Use the MiindTap scenario and have the students complete the assignment.
3. If a learner will not put on their coat prior to going outside, describe a natural
consequence and a logical consequence for this behavior.
5. Describe the different methods to record behavior.
Discussion Questions
1. What are some characteristics of schools that follow a positive behavior
interventions and support (PBIS) model? Describe the three levels of support
2. What is the first step in the process of changing a problem behavior? Why is this
step important?
3. What is the second step in the process of changing a problem behavior? Why is
this step important? Name three strategies or techniques for achieving this step.
4. When can reinforcement increase undesirable behavior? Describe two
5. Which is preferable in terms of encouraging appropriate student behavior, an
external or internal locus of control? Why? Name one or more strategies that
6. Which school personnel can help you generalize appropriate student behaviors?
In what ways?
7. How can a teacher’s expectations increase or decrease learner behavior?
8. Why is it important to analyze behavior?
10. How does culture impact behavior?
Field Experiences
1. Visit a local school during outdoor play or recess. Observe the learner’s reaction
2. Work with a learner who has exhibited a challenging behavior. Complete the
Collaborative Team Worksheet to be used to change the learner’s behavior.
Videos
Watch the MindTap video and use the questions to begin a class discussion.
1. How does this teacher encourage the learners to behave?
2. Why is it important to catch the learners being good?
Web Resources
National Center for Culturally Responsive