The REACH (Reaching to Educate All Children for Heaven) initiative provides teachers with resources, training, and ongoing support.
| Attention Seeking Student |
| Shows off |
| Cries easily/often |
| Speaks loudly |
| Uses charm |
| Keeps teacher busy |
| Constantly asks questions |
| Over dramatizes |
| Stops when asked but resumes behavior |
| Power Seeking Student |
| Is stubborn |
| Is argumentative |
| Lies |
| Cheats |
| Must win |
| Must be in charge of every situation |
| Is disobedient |
| Refuses to conform to classroom rules |
| If asked to stop defies, resists, or escalates the behavior |
| Revenge Seeking Student |
| Has a history of behaviors listed above |
| Feels unfairly treated |
| Feels others are out to get him |
| Feels better after accomplishing revenge |
| Lies |
| Steals |
| Hurts others physically or emotionally |
| Destroys property |
| Blames others for perceived unfair treatment |
| If asked to stop, retaliates |
| Adequacy Seeking Student |
| Has a history of behaviors listed above |
| Wants to be left alone |
| Has feelings of despair |
| Feels worthless |
| Is quiet and withdrawn |
| Gives up easily |
| Won’t attempt a task |
| Places unrealistic expectations on themselves |
| Pessimistic |
| More information | |
|---|---|
| General Behavioral Strategies | |
| Create classroom/behavior management system | |
| Explicitly teach classroom procedures | |
| Help students make and maintain an organizational system | |
| Provide extra supplies (paper, pens, pencils) for students to use | |
| Create and teach transition procedures and strategies | |
| Use desk dividers and head phones to minimize distractions | |
| Use assignment notebooks to communicate between school and home | |
| Use timers and visual timers to help students with time pacing | |
| Use alternative types of seats | |
| Use preferential seating - e.g.: close to teacher or study peer |
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| Use add-ons to seating so students can move and wiggle while seated | |
| Use fidgit toys and sensory manipulatives for self-calming | |
| Send a duplicate set of textbooks home to use | |
| Create a classroom "escape" place for calm-down |
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| Explicitly teach social skills | |
| Explicitly teach self-regulation skills | |
| Attention Seeking | |
| Arrange one-on-one time during non-instructional activities (recess, lunch, etc.) |
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| Greet student warmly upon arrival |
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| Engage in small talk |
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| Offer positions of responsibilities |
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| Show personal interest |
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| Affirm appropriate behaviors |
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| Ignore inappropriate behaviors |
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| Power Seeking | |
| Avoid power struggles through humor or distractions |
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| Give student some control by offering choices | |
| Empower students; give positions of responsibility |
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| Assign classroom jobs on a rotating basis |
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| Affirm privately rather than publicly |
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| Acknowledge student’s feelings | |
| Revenge Seeking Student | |
| Conduct small group pro-social skills lessons when student is calm | |
| Establish a mutual contract with goal being to get along with others |
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| Teach self-monitoring |
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| Be calm and matter-of-fact when issuing consequences |
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| Catch student being good and praise privately |
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| Treat each day as a fresh start |
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| Adequacy Seeking | |
| Ensure success when introducing new skills |
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| Prepare student in advance for public demonstration of skills |
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| Offer opportunity to observe rather than participate in group activities |
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| Use cooperative learning with supportive peers |
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| Identify opportunities for student to showcase strengths |
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The REACH initiative provides teachers with resources, training, and ongoing support. Inclusive classrooms embrace students with disabilities in general education curricula and benefit students socially and academically without facing the stigma of segregation.