Young children are often removed from classrooms for challenging behavior. Removal is unlikely to improve a young child’s behavior and can cause long-term harm. This article presents preference assessments as a simple, evidence-based way to identify motivating items and activities. Effective use of preference assessments enables educators to build individualized reinforcement systems, improve daily routines, and reduce exclusionary discipline. Four types of preference assessments are described: free-operant observation, single-stimulus, paired-stimulus, and multiple-stimulus, with and without replacement. Step-by-step guidance is offered for classroom use and illustrated with a case study of a 4-year-old with autism spectrum disorder who has been repeatedly suspended from a preschool center for exhibiting challenging behavior.
Supporting students who have experienced trauma is a global topic in educational research. Children with and without disabilities affected by trauma may experience difficulty developing cognitive and executive functioning skills and regulating behaviors, which can have a negative impact on their ability to successfully participate in the educational setting. However, children with disabilities may experience higher trauma responses. Students may benefit from educators who utilize trauma-inclusive teaching strategies and have the knowledge, training, and skills to support the unique needs of students impacted by trauma. Effective support must employ more trauma-sensitive, strength-based intervention techniques to build skills aligned with the student’s strengths. The article describes the Trauma-Informed Positive Education model, which emphasizes the development and reinforcement of children’s strengths and strategies to support children who are exhibiting trauma responses in educational environments.
Special educators serving students with significant behavioral needs consistently report having unmanageable workloads, which are linked with stress, burnout, lower quality instruction, and worse student outcomes. The purpose of this article is to share a range of feasible, research-based supports and alterations to responsibilities to make special educators' workloads manageable. We provide examples and recommendations both for administrators to proactively ensure supports are available and for special educators to effectively share their needs and advocate for them.
