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The "Why" Behind Classroom Behaviors, PreK-5

Integrative Strategies for Learning, Regulation, and Relationships
By: Jamie Chaves, Ashley Taylor

Foreword by Tina Payne Bryson

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.

Full description

Product Details
  • Grade Level: PreK-12
  • ISBN: 9781071816103
  • Published By: Corwin
  • Year: 2020
  • Page Count: 312
  • Publication date: September 21, 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 Chaves photo

Jamie 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





Price: $39.95
Volume Discounts applied in Shopping Cart

For Instructors

Request Review Copy

When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.

Related Resources

  • Access to companion resources is available with the purchase of this book.