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The "Why" Behind Classroom Behaviors, PreK-5 - Book Cover Look Inside

The "Why" Behind Classroom Behaviors, PreK-5

Integrative Strategies for Learning, Regulation, and Relationships

By: Jamie E. Chaves, Ashley Taylor

Through a reflective lens, this book equips teachers and support staff to help all students thrive by reframing behaviors for competence, confidence, and successful outcomes.

Product Details
  • Grade Level: PreK-12
  • ISBN: 9781071816103
  • Published By: Corwin
  • Year: 2020
  • Page Count: 312
  • Publication date: September 30, 2020

Price: $39.95

Price: $39.95
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Reframing behaviors for competence, confidence, and successful outcomes

With dysregulation and neurodevelopmental diagnoses on the rise, classrooms are more diverse than ever. Despite efforts to support each student’s needs and sensitivities, educators are often left frustrated and unsupported when strategies for managing all kinds of behaviors, from anxiety to acting out, prove ineffective, short-lived, or even detrimental to the students’ and teachers’ happiness and progress.

Through a reflective lens, this book equips teachers and support staff to help all students thrive by identifying and fostering each teacher’s and child’s individual differences and unique strengths. Written in an accessible, conversational style, this book will help educators:

-  Build confidence in identifying and addressing behaviors in order to support student growth and brain development
-  Learn about an interdisciplinary approach that combines education, occupational therapy, and psychology to better understand and navigate brain-based regulation, relationships, and behaviors in the classroom 
-  Use relevant research, illustrations, and strategies for reflective and experiential moments
-  Discover strategies to facilitate co-regulation, establish positive classroom relationships, address sensory needs,                          communicate with parents, and practice self-care

This reflective, insightful book provides workable strategies to help all students, as well as those who care for them, feel more competent, confident, and successful.



Jamie E. Chaves photo

Jamie E. Chaves

Dr. Jamie Chaves, OTD, OTR/L, SWC, is a pediatric occupational therapist with over 8 years of experience working with children who have sensory processing differences and learning differences. She received bachelor’s degrees in health science and Psychology from Bradley University, and a doctorate of Occupational Therapy from Washington University School of Medicine in St. Louis. Dr. Chaves is the division leader for the occupational therapy department at The Center for Connection in Pasadena, CA—a multidisciplinary clinic that provides an array of services rooted in the IPNB framework. She recognizes the importance of a play-based, relationship-based approach to therapy that is rooted in regulation. She does contract work with various private schools in Pasadena, CA, particularly delivering teacher in-services and parent education on a variety of topics including promoting positive handwriting, sensory integration strategies in the classroom, how diet and sleep influence learning and regulation, and the impact of screen time on development and learning. Dr. Chaves lives in Pasadena, CA with her husband and 2 young children.

Ashley Taylor photo

Ashley Taylor

Dr. Ashley Taylor is a licensed clinical pediatric psychologist with a practice in Pasadena, California. She is endorsed in California as an infant-family and early childhood mental health specialist. She received bachelor’s degrees in psychology and Spanish from the University of Vermont in Burlington, VT, and attended the Wright Institute in Berkeley California for her graduate training. She has worked in Vermont, Massachusetts, and California supporting children, families and educators for over 15 years. She specializes in providing comprehensive pediatric evaluations assessing for developmental delays, autism, trauma, ADHD and learning disabilities. She also provides parent-child dyadic mental health therapy as well as educator and parent trainings and workshops. She has provided evaluations and mental health services for the pediatric population across multiple settings including intensive day treatment programs, medical settings, schools, community mental health and private practice. She believes in the power of building healthy relationships to build healthy brains! Dr. Taylor is also the mom to two fun and active boys who are always ready for the next big adventure!

Table of Contents

Table of Contents




About the Authors

Chapter 1: Searching for the “Why?”

     A Brief Introduction to Interpersonal Neurobiology

     Applying a Brain-Based, Relational Lens to the Educational Setting

Chapter 2: Regulation as the Foundation for Learning

     What Is “Regulation”?

     Reframing the Developmental Expectations of Regulation

     Developmental Milestones in Regulation

     Promoting Regulation in the Classroom

Chapter 3: The Teacher-Student Dyad and Classroom Community

     Understanding the Teacher-Student Dyad and Regulation-Response Cycle

     The Power of Mirror Neurons

     Harnessing the Positive Power of Mirror Neurons

     Rupture and Repair

     Facilitating the Continued Development of a Teacher-Student Dyad

Chapter 4: Foundations of Sensory Processing for Regulated Learning

     Foundations of Sensory Processing in the Classroom

     Teacher-Student Dyad and Sensory Processing

     Sensory Systems and Their Impact on Learning

     Facilitating Sensory Integration for More Engaged Learning

Chapter 5: Building a Sensory Smart Classroom

     Sensory Preferences and Sensory Processing Disorder—What’s the Difference?

     Recognizing Different School-Based Sensory Needs

Chapter 6: Developing an Awareness of Individual Differences and Promoting Integration

     Recognizing Individual Differences

     Moving Toward Integrated Learning

     Teaching Students to Search for the Why

     Language-Based Learning Disabilities

     Nonverbal Learning Challenges

     Giftedness and 2E

     Other Common Diagnoses That Impact Learning

     Common Misconceptions Regarding Learning Disabilities

     The Power of Early Intervention

     Supporting Integration of Students With Individual Differences

Chapter 7: Handwriting That Promotes Integrated Learning

     Developmental and Sensorimotor Facets of Handwriting

     Writing as an Integrated Brain Activity

     Regulation and Handwriting

     Facilitating Improved Handwriting

Chapter 8: Considerations for Specialty Teachers

     A Note about Relationships and Regulation in Specialty Classes

     Sensorimotor Factors in Specialty Classes

     Learning Differences Unique to Specialty Classes

     Boosting Regulation and Participation in Specialty Classes

Chapter 9: Redefining Behavior Plans

     A Note About Behavior Plans

     Structure, Appropriate Boundaries, and Clear Expectations

     Natural Versus Punitive Consequences

     The Power and Peril of Praise

     The Lifespan of a Meltdown and In-The-Moment Strategies

     Putting It All Together: A Newly Defined Behavior Plan

Chapter 10: Supporting Students Who Need Additional Help

     Understanding Supports Within Your School

     Accessing External Supports

     Establishing a Teacher-Parent Dyad

     Preparing for a Parent Meeting