Special Education for Beginners | Managing Paraprofessionals, Special Education Strategies, First Year Sped Teachers, Special Ed Overwhelm, Paperwork for Special Education Teachers

7 Strategies to Prevent Behaviors Proactively

• Episode 226

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Welcome back to Special Education for Beginners! September is such a critical month for teachers. It’s the time when routines are still being built and the habits you create now will either set you up for a calm, structured classroom or leave you constantly putting out “fires” all year long.

In this episode, we’re talking about prevention...how to stop behaviors before they start. Of course, we know there’s no way to erase every single behavior, but wouldn’t it be nice to reduce the frequency, intensity, and unpredictability of those behaviors with just a few proactive systems?

I’ll walk you through 7 practical strategies that special educators can start using right away to create smoother routines, reduce disruptions, and build a more positive, predictable environment for students. These strategies include:

  • Setting clear, explicit expectations (and teaching them like academics)
  • Using predictable routines to create a sense of safety and structure
  • Building relationships before enforcing rules
  • Offering simple, meaningful choices to give students ownership
  • Incorporating movement, sensory, and even snack breaks before problems escalate
  • Reinforcing the positive behaviors you want to see more of
  • Aligning the adults so every staff member responds consistently

You’ll come away with concrete examples, classroom tips, and easy-to-implement strategies that make behavior management feel less reactive and more intentional.

💡 Free Resource for Listeners: If you’re on my email list, you’ll automatically receive a free set of Behavior Management Cards with these 7 strategies plus a few bonus ones. They’re printable, easy to clip on a ring, and perfect for quick reminders for you and your team. 

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Speaker 1:

Hey there, welcome to Special Education for Beginners and welcome to the month of September, if you are new here. Each month of 2025, we have focused on one theme for the entire month, and September will be devoted to all things behavior. Why September? Because this is the window of the school year when routines are still being built and the habits you build today will either prevent problems for future you or create them. What you put in place now, your language, your systems, your reinforcements and your expectations can either lay the foundation for a calm, structured classroom or lead to a year filled with constant behavior management battles. Today we are focusing on prevention how to stop behaviors before they start. Of course, I know there's no way to completely erase all student behaviors, but wouldn't it be nice if you could reduce the frequency, intensity and unpredictability of those behaviors before they start? Of course, I know there's no way to completely erase all student behaviors, but wouldn't it be nice if you could reduce the frequency, intensity and unpredictability of those behaviors just by tightening up a few routines? Today I want to give you a handful of proactive strategies that you can start using right away to prevent behavior challenges before they even begin, and help you create smoother routines, reduce disruptions and build a more positive, predictable environment for your students. So if you are tired of feeling like you're always putting out fires and ready to set things up in a way that prevents those fires from starting in the first place, this episode is for you. Let's get to it. Hey, special educator, are you overwhelmed by the absurd amount of paperwork on your to-do list? Do you wish you had the skills to build a rock solid team with your staff? Do you find yourself scouring the internet for how to meet the needs of each student on your caseload? Well, hey there. I'm Jennifer Hopperberg, an award-winning veteran special education teacher and current instructional coach, who has walked in your shoes through each of these challenges and yes, I have the metaphorical blisters to prove it. I have cried your tears and felt your pain, and now I'm here to support you in the way I wish someone would have been there to support me. Listen in each week as my guests and I dish out practical wisdom to help you handle all the classroom curveballs that are thrown at you and learn how to laugh in spite of the chaos, to celebrate those small yet significant victories that only a special educator can understand. So are you ready, Wipe your tears and put on your superhero cape, because together we're going to learn how to survive and thrive in the ever-crazy, completely overwhelming, laugh-so-you-don't-cry profession of being a special education teacher.

Speaker 1:

If you've been in education for more than a minute, you've probably heard the phrase don't smile until Christmas tossed around as advice for new teachers. The idea is that if you start out strict, you'll maintain control. Of course, we aren't going to take that advice, because we should all know that kids need connection, but there is a nugget of truth buried in that old school saying the beginning of the year really does matter, not because you need to act tough or hide your personality, but because this is the time to set the tone. The routines, expectations and boundaries you establish now will either support smooth behavior later or it will create chaos that you will be managing all year long. So, no, we're not withholding smiles, but we are going to be intentional about how we show up, how we respond and how we lead our classrooms with calm, confidence and clarity. That's what proactive behavior support is all about. One of the biggest mindset shifts we can make as educators is moving from a reactive approach to behavior management, where we are constantly putting out those fires to a proactive approach that prevents many of those fires from starting in the first place.

Speaker 1:

The truth is, most challenging behaviors don't come out of nowhere. They are often the result of unclear expectations. Don't come out of nowhere. They are often the result of unclear expectations, inconsistent routines or unmet needs. By putting intentional systems in place, we can dramatically reduce their frequency and intensity of problem behaviors, while creating a classroom that feels safe, structured and positive for both the students and the adults in it.

Speaker 1:

Today, I want to share seven practical strategies with you that you can start using right away to prevent behaviors before they even happen. These are strategies that set your students up for success and help you spend more time teaching and less time managing. The first is to set clear, explicit expectations. This goes deeper than just posting your rules on the wall. Setting expectations means teaching behavior like you would teach academics. That includes modeling it, practicing it, reinforcing it and reteaching it when necessary. In a special education classroom, expectations should be broken down into clear, concrete steps that students can understand and practice. Use lots of visuals, provide examples and non-examples and give immediate feedback. You can also use social narratives or video modeling to teach and review classroom behaviors. These work great for students with autism spectrum disorder or language processing challenges.

Speaker 1:

The second is to use predictable routines. Routines are your best friend when it comes to preventing problem behaviors. Kids thrive on what's expected and what's next. When routines are predictable, students will feel safer and safe. Students behave better. A predictable routine isn't just having a daily schedule although that is a great start. It's also having a routine for how to enter the classroom, what to do when they finish work early, how do they transition from reading to math to writing? Where do they put their finished work? Again, use visual schedules, transition cues, timers and consistent language to help students move through the day with confidence and remember. Unexpected changes are triggers for many students with autism, anxiety, trauma histories or developmental delays. If the schedule changes and you know that it's going to change ahead of time, prepare them ahead of time and give them visual reminders when possible.

Speaker 1:

The third strategy is to build relationships before rules. This one is so important. Behavior improves when connection improves. Students, especially those with behavioral challenges, need to know that they are seen, heard and valued beyond their behavior. Spend intentional time getting to know your students. Greet them by name every day, learn about their interests and build those interests into lessons whenever possible and then celebrate their successes, even if they're small. A student who feels connected to you is more likely to comply with directions, respond to redirection and seek help appropriately. Strong relationships also help prevent power struggles, because the student trusts that you have their best interest in mind. When students feel seen, valued and respected, they're more likely to respond positively to redirection and less likely to resist teacher guidance.

Speaker 1:

The fourth strategy is to offer meaningful choices. We all like to feel like we have a say in what's happening to us, and students are no different. Offering choices throughout the day helps prevent behaviors that stem from feeling powerless or cornered. So some examples of simple meaningful choices might be do you want to sit at the table or on the carpet? Do you want to read with a partner or by yourself? Do you want to solve the first three problems or the last three problems first? Would you like to use a pencil or a marker for this activity? Do you want to listen to the directions first or watch me show you? Would you like to line up at the front of the line or at the end of the line? Do you want to start with reading or math today? Would you like to take your turn first or second? Do you want me to sit beside you or across from you while you work? Would you like to check your work by yourself or with a partner? Even small choices can help students feel more in control, and when they feel in control, they are less likely to seek it through negative behaviors. For non-speaking or minimally speaking students, offer choices using visuals, picture symbols or even pointing. The opportunity to choose should be accessible to every student.

Speaker 1:

The fifth strategy is to incorporate movement and sensory breaks. Behavior often spikes when students are under-stimulated, over-stimulated or dysregulated, and that can happen fast. Prevent this by building in movement and sensory regulation proactively and not just reactively. So this might look like a sensory path between centers, chair push-ups or wall sets between tasks, a visual calm-down menu in a quiet corner, a quick walk down the hall, fidget tools or weighted lap pads during instruction, or it could even be a short snack or a hydration break to address hunger or thirst before they turn into behavior issues. You don't need to wait for a meltdown to offer a break. Teach students to recognize when they need one and give them structured ways to take it, and then use your IEP data here If sensory or regulation needs are a part of a student's present levels. Be proactive in making sure supports are embedded throughout the day, not just during crisis moments.

Speaker 1:

The sixth strategy is to reinforce the behaviors you want to see. We tend to correct what's wrong more than we acknowledge what's right, and that can unintentionally feed negative behavior. Instead, flip the script by catching students being successful and giving specific behavior-based praise. This means going beyond saying good job. Instead, say you started your work right away. That shows responsibility and I'm so proud of you for that. Or you raised your hand even when you were excited to answer. That's respectful. Or try thanks for sharing your pencil. That's how we show kindness in this class. The more you reinforce the behavior you want, the more you will see it. Praise is free, instant and incredibly effective. Keep a behavior shout-out board or give praise postcards to go home. The more positive communication, the better. And then the seventh strategy is to align the adults who work in your room.

Speaker 1:

Consistency is everything, and it's not just for the students. If your paraprofessionals, related service providers or gen ed teachers respond to behavior in drastically different ways, your students are going to get mixed messages. So at the beginning of every year and then at different times throughout the year. It's important to train your Gen Ed staff and related service providers on how to respond to behaviors consistently. This includes reviewing classroom expectations and behavior plans together, modeling how to use specific strategies, such as redirection, offering choices or planned ignoring, and behavior plans together. Modeling how to use specific strategies, such as redirection, offering choices or planned ignoring. Clarifying what language to use when addressing behaviors, for example, safe hands. And providing written quick reference guides, visuals or cue cards the staff can keep handy, and then, with your paraprofessionals, hold a quick daily huddle with your team. What behaviors are we watching for today? What language or prompts are we all using? Who's in charge of redirection or reinforcements? When every adult in the building speaks the same behavioral language, students receive a unified message that consistency builds security, it reduces testing of boundaries and it accelerates positive behavior change. Also, when every adult in the room knows the plan and sticks to it, students feel safe, supported and clear on the expectations.

Speaker 1:

Give your paras cheat sheets or strategy cards with key phrases and response strategies. Keep them accessible on a ring, a clipboard or a lanyard, or you can even turn them into posters and hang them around the room. So let's recap those seven strategies. First, set clear, explicit expectations. Two use predictable routines. Three build relationships before rules. Four offer meaningful choices. Five incorporate movement and sensory breaks and food breaks if needed. Six reinforce the behaviors you want to see. And seven align all the adults. Now again, you can't prevent every behavior, but with the right systems and supports you can prevent a lot of them, and that means fewer interruptions, fewer power struggles and more time doing what you love, which is teaching. Behavior isn't just about student choices, it's also about adult systems, and the more proactive we are, the more peace that we can create.

Speaker 1:

If you are already on my email list, keep an eye on your inbox. You will be receiving a free copy of these strategies, plus a few extra bonus ones in the form of behavior management cards. They are printable, easy to clip on a ring or print as posters to hang up in your room, and they are the perfect reminders for you and your team. If you are not on my list yet, don't worry, you can grab your free set too by joining at spedprepacademycom slash podcast. That's wwwspedprepacademycom slash podcast. It's a simple way to get your hands on a whole lot of freebies and resources at a discount. Next week we are hearing from Sam Parmalee, who is passionate about helping teachers understand brain-based regulation and behavior. We are going to explore why students behave the way they do and how understanding the brain can completely shift the way we respond in the classroom. You won't want to miss it. See you next week.