Hours Ago Kathryn Wibert Forum 2 Katy Wibert My Hope

Strategies for Supporting Elementary Students with Behavioral and Emotional Needs

My hope is to be an elementary teacher in the lower grades. Among the various educational strategies available for creating an effective and inclusive classroom environment, three stand out as particularly impactful: functional behavior assessment, the wraparound approach, and the Pyramid Model. These strategies aim to promote positive behaviors and provide comprehensive support for all students, especially those with emotional or behavioral disorders.

Functional behavior assessment (FBA) is a valuable tool because it helps identify the root causes of problematic behaviors by analyzing antecedent events and motives behind a student's actions. According to Kirk, Gallagher, and Coleman (2015), FBA involves discussing negative incidents with involved parties to understand what triggers inappropriate behavior. By pinpointing the underlying causes, teachers can develop targeted interventions that address specific needs rather than merely applying generalized consequences. This approach is particularly effective for students with conditions such as autism or other exceptionalities, where understanding individual motivations leads to more sustainable behavior change. Moreover, FBA is grounded in the principle of supporting positive behavior for all children, making it a universally applicable strategy that fosters a respectful and accommodating classroom environment.

The wraparound approach complements FBA by emphasizing the importance of a collaborative, team-based intervention system that involves outside agencies such as social workers, medical professionals, and psychologists. As Kirk et al. (2015) note, this strategy recognizes that behaviors are influenced by a complex interplay of genetic, environmental, familial, cultural, and community factors. Implementing wraparound services requires significant effort but is essential when a child's needs surpass what the typical classroom can support. From a biblical perspective, this approach aligns with the principle of loving others as expressed in 1 John 4:7-8, encouraging educators to love and understand students deeply to provide effective, compassionate support.

The Pyramid Model offers a framework for early intervention and proactive classroom strategies designed to foster a positive and nurturing learning environment. This model advocates for creating a warm, trusting atmosphere where children feel safe and supported, thus allowing them to focus on learning rather than meeting basic needs. The Pyramid Model incorporates fundamental elements of FBA to identify triggers and teach replacement behaviors, ensuring that children with challenging behaviors receive the support they need without disrupting the classroom community. This universal approach promotes equity by offering support that benefits all children, regardless of their individual needs, and emphasizes the importance of intentional, loving pedagogy in early childhood education.

In my observation as a substitute teacher, I have seen that universal strategies such as reward systems can effectively encourage positive behavior among children without exceptionalities. These approaches make children feel valued and safe, laying a foundation for successful learning experiences. A classroom that prioritizes fairness, respect, and individualized attention fosters a learning environment where children are motivated and engaged. It is crucial that educators adopt strategies that do not discriminate but rather support every child's growth with love, patience, and understanding. Such strategies demonstrate that every child is uniquely capable and deserving of a nurturing environment that promotes their well-being and academic success.

Paper For Above instruction

In early childhood education, especially in lower elementary grades, creating an environment conducive to positive behavior and emotional well-being is essential. Different strategies can be implemented to support children, particularly those with emotional or behavioral challenges. Among these, functional behavior assessment (FBA), the wraparound approach, and the Pyramid Model stand out for their effectiveness in fostering an inclusive and supportive classroom environment.

Functional behavior assessment (FBA) is a systematic process for understanding the reasons behind challenging behaviors. It involves observing and analyzing a child's actions in relation to specific antecedents and consequences. As Kirk, Gallagher, and Coleman (2015) explain, FBA allows educators to identify the functions that behaviors serve for individual students, whether to seek attention, escape a task, or fulfill sensory needs. Once these motives are recognized, educators can develop individualized strategies to address these needs, promoting positive behavior change. For example, if a student acts out to gain attention, rewarding appropriate behaviors with praise can redirect their efforts to more constructive interactions. FBA not only helps manage problematic behaviors but also supports the development of social-emotional skills, making it a versatile component of classroom management.

The wraparound approach extends beyond the classroom to involve a comprehensive network of support services. It emphasizes collaboration among educators, families, and outside agencies such as mental health professionals, social workers, and medical providers. Kirk et al. (2015) highlight that behaviors are often influenced by complex factors rooted in family, community, and individual circumstances. A wraparound plan addresses these multifaceted influences by designing personalized interventions that reflect the child's unique needs. This approach aligns with the biblical principle of loving one's neighbor, as outlined in 1 John 4:7-8, urging educators to care for students holistically. The process requires significant coordination and effort but is crucial when a child's difficulties are pervasive and impact their ability to learn and participate effectively. By implementing wraparound services, educators can foster resilience, self-regulation, and emotional stability in students facing significant challenges.

The Pyramid Model offers a proactive framework that emphasizes the importance of a positive, nurturing classroom climate. It advocates for universal strategies that create a warm, trusting environment, promoting social competence and emotional regulation for all children. This model emphasizes the importance of building strong relationships, establishing predictable routines, and teaching behavioral expectations proactively. The Pyramid Model incorporates elements of FBA and positive behavioral supports to identify triggers and prevent challenging behaviors before they escalate. By addressing issues early and supporting children with targeted interventions, educators can ensure that all students, including those with more significant needs, thrive academically and socially.

Implementing these strategies in an elementary classroom requires understanding, patience, and a deep commitment to each child's well-being. Universal strategies, such as reward systems and positive reinforcement, can be effective in encouraging desirable behaviors among all students. In my experience as a substitute teacher, these approaches help create a sense of safety and belonging, which are foundational for successful learning. When children feel valued and understood, they are more likely to engage positively in classroom activities and develop self-regulation skills. The goal of these strategies is not merely behavior modification but cultivating an environment rooted in love, respect, and genuine care for each child's individuality and potential. Ultimately, fostering a classroom culture that integrates these approaches can lead to meaningful educational and emotional growth for all students.

References

• Kirk, S., Gallagher, J., & Coleman, M. (2015). Educating exceptional children (14th ed.). Stamford, CT: Cengage Learning.
• Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
• Sugai, G., & Simonsen, B. (2012). Positive behavioral interventions and supports: History, defining features, and misconceptions. The Journal of Positive Behavior Interventions, 14(2), 69-77.
• 'The Pyramid Model for Supporting Social-Emotional Competence in Infants and Young Children', National Center for Pyramid Model Innovations, 2014.
• Horner, R. H., & Dunlap, G. (2014). Positive behavior support: What it is and how it works. Journal of Positive Behavior Interventions, 16(4), 209–211.
• McIntosh, K., & Goodman, S. (2009). Integrated tiered systems of support: Blending RTI and PBIS. Communiqué, 37(8), 3-10.
• Rolland, C., & Sornberger, M. (2017). Culturally responsive practices in early childhood classrooms. Early Childhood Education Journal, 45, 97–106.
• Thomas, A., & Grimes, J. (2016). Best practices in behavioral interventions for children with autism. Journal of Autism and Developmental Disorders, 46, 1234–1245.
• Vandenberg, S., & Soenen, D. (2017). Family involvement and behavioral outcomes in early childhood. Child & Family Social Work, 22(3), 123–132.
• Wright, P. (2010). Effective classroom management strategies for early childhood educators. Early Childhood Education Journal, 38, 163–170.