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Behavior can be a form of communication or an involuntary action.
When a student is behaving in a way that seems disruptive or inappropriate, the first step is to think about why the behavior is happening.
Ask yourself:
What sensory issues might they be experiencing?
Is there a medical reason that could explain the behavior?
What skills does the student not yet possess?
What needs are not being met?
Does the student have a history of trauma or other experiences that could be impacting them?
It’s important to remember that the terms "behavior" and "consequence" are not negative.
Behavior is simply anything a person says or does.
Consequences are anything that happens directly after a behavior.
Example: A child is crying and you give them a hug. The hug is the consequence to the behavior (crying).
By shifting how we view behavior, we can better support students in learning new skills and meeting their needs in positive, meaningful ways.
Behavior may not even be in a student’s control, and we CAN NOT assume that it is.
It is important that we focus on using neurodiversity-affirming approaches to behaviors, because we must understand that maladaptive behaviors may be communicating an unmet need or the lack of a certain needed skill. We have to teach our students to self-regulate and communicate!
A neurodiversity-affirming approach to behavior changes HOW we think of the behavior itself. Instead of ASSUMING that we know the cause, we take an even deeper dive into the WHY. This is important because while behavior may look like it is the student’s control, it may not be at all.
Here are the key classroom management strategies I like to focus on:
My Approach to Supporting Students
Build connections: I engage with my students' interests and make it a priority to connect with them on a personal level. The truth is, we genuinely care about our students — and it’s important that they feel that.
Encourage decision making: I offer choices whenever possible and include students in decision-making. Respecting their boundaries is key. If we push too hard, they’ll spend more time pushing back instead of moving forward.
Use strength-based language: Instead of focusing solely on deficits or challenges, I highlight what students can do and recognize their unique skills and strengths. It’s about seeing their potential for growth, resilience, and success. For example, instead of saying, "You're so disorganized," I might say, "You have a lot of creative ideas — let’s find a system that works best for you."
Communicate often with the student's full support team: Consistent communication helps ensure everyone is working together and moving in the same direction.
Be flexible: Just because we’re adults doesn’t mean we always have to be right. It’s important to adapt, stay open-minded, and adjust strategies as needed.
Promote regulation and self-advocacy: I support students in learning how to regulate their emotions and advocate for their needs in healthy ways.
Create predictable environments: Routine and predictability are crucial. Students thrive when they know what to expect. If changes must happen, I prepare students ahead of time and support them through the transition.
Teach boundaries and safety rules: Clear, consistent boundaries help students feel secure and understand how to navigate the world safely.
Be proactive, not reactive: Anticipating needs and setting up supports ahead of time is far more effective than reacting after challenges arise.
Use visual supports: Visual tools are essential in helping students understand expectations, routines, and strategies.
Model co-regulation: I strive to use positive language and act as a calming presence. Instead of building into the chaos, I help bring peace and stability when students need it most.
Apraxia/Dyspraxia
Apraxia/Dyspraxia
Apraxia frequently goes unrecognized and can be mistaken for intentional behavior. Apraxia, or Dyspraxia, can cause difficulties with speech, walking and balance, organizing thoughts, sequencing tasks, identifying emotions, handwriting, and any other activities that require coordination of movement. Because these challenges are not always obvious, individuals with Apraxia or Dyspraxia are often misunderstood, which can add to their frustration. Recognizing the signs early and providing the right support can make a significant difference in helping individuals succeed.
Sensory Differences
Sensory Differences
Students with disabilities often experience sensory differences. They may be either under-stimulated or over-stimulated by the world around them. Under-stimulation is typically referred to as hypo-stimulation, while over-stimulation is called hyper-stimulation. Recognizing whether a student is hypo- or hyper-stimulated can help in providing the right support and creating an environment where they can thrive.
Stimming
Stimming
Stimming refers to the repetitive behaviors, movements, or sounds you may observe in a student. These actions may or may not be within the student's control. Stimming is a natural form of self-regulation and often increases when a student is either over-stimulated or under-stimulated. It helps them manage their sensory needs and emotions.
Stimming should not be stopped unless the behavior is harmful. If the stimming is causing harm, it’s important to redirect the student to a safer, similar behavior that still meets their self-regulation needs.
Maladaptive behaviors are actions or responses that may offer short-term relief from emotional discomfort, stress, or overwhelming situations, but ultimately work against an individual’s long-term well-being. Instead of effectively helping a person cope with their environment, manage stress, or achieve meaningful goals, these behaviors often interfere with daily life, contribute to emotional distress, and create barriers in personal and professional relationships.
In the moment, maladaptive behaviors can feel like a necessary way to escape painful emotions or difficult situations. They might provide immediate comfort, a sense of control, or a temporary distraction. However, rather than solving the underlying issues, these behaviors often reinforce cycles of avoidance, fear, or instability, making challenges even harder to overcome in the future.
Over time, relying on maladaptive behaviors can limit personal growth, damage relationships, lower self-esteem, and make it more difficult to develop the skills needed for resilience and healthy coping. Recognizing and understanding these patterns is the first step toward change.
Therapy and supportive interventions can help individuals identify maladaptive behaviors, explore the emotions and needs driving them, and develop healthier, more adaptive coping strategies. By replacing unhelpful patterns with effective tools for emotional regulation and problem-solving, individuals can build greater resilience, improve their relationships, and move toward a more fulfilling and empowered life.
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