Using Positive Supports to Manage Behavior in the Classroom

By Kelly Noda, MA, CAS   kelly@ibcces.org

A few years ago, I encountered a set of notorious twins who challenged my classroom and behavior management skills honed carefully by years of teaching middle school students and parenting a “strong-willed” child. I had no formal ABA training; in fact, I was brand new to the school. I didn’t recall doing anything to merit these 15-year-old sophomores’ placement together in my class, especially in a period that ended up as the last class on Fridays. I’d been warned of their tendencies, their “attention-seeking” antics by my colleagues. Head-shaking, commiserating ninth-grade teachers wished me the perfunctory “good luck” after a disbelieving exclamation of “You have them BOTH in the same class!?”  I can still see the piteous looks on their faces.

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