Special educators and general educators at all grade levels must deal with a number of students who are a challenge to manage and instruct. In many cases, teachers can rely on standard strategies to manage misbehavior (e.g., classroom rules, verbal reprimands, loss of privileges). Students often respond positively to these tactics because previous experience has enabled them to learn from simple interventions and negative consequences. However, for some students with and without disabilities, they fail to produce the desired outcome. In fact, the failure of conventional strategies (I.e., resistance to intervention) is one measure of the magnitude and persistence of student problem behavior (Gable et al., 1998; Gresham, 1985).

After the long winter break, there always seems to be a rise in the number of student behavior problems in the classroom. We recognize a need for interventions and strategies to address the relationship of behavior and learning.

• Be sure that assigned work is not too easy and not too difficult.

• Offer frequent opportunities for choice.

• Select high interest or real world activities.

• Structure lessons to require active student involvement.

• Incorporate cooperative-learning opportunities into instructions

• Give frequent teacher feedback and encouragement.

• Provide correct models during independent work.

• Be consistent in managing the academic setting.

• Offer help strategies within the classroom.

• Break student tasks into manageable chunks