Although, behavior looks different in each child, there are two common denominators. First, most behavior is learned. We typically reteach behavior expectations and follow up with choices and privileges for those who meet them. We also have different behavior tiers that come with various levels of supports. Second, and probably most importantly, we know that every behavior serves a function. Below, are the functions and when or why you might see that behavior is listed. Our best defense against behaviors that are perceived to be negative is a relationship with the child. When we form a relationship first, we can begin to understand what function the behavior is serving for the student, and figure out ways to replace that with a more favorable behavior.
