Round Table Logo
Classroom Accommodations

Common accommodations used for elementary students with behavioral needs

When an elementary student struggles with behavior, it can interfere with their ability to learn and also disrupt the learning of others

Common accommodations

When an elementary student struggles with behavior, it can interfere with their ability to learn and also disrupt the learning of others. An Individualized Education Plan (IEP) can provide essential support for these students, focusing on positive, proactive strategies rather than just punishment. A Behavior Intervention Plan (BIP) is often a key component of an IEP for students with significant behavioral challenges.

Here’s a breakdown of common IEP accommodations for elementary students with behavioral needs.

Environmental and sensory accommodations

Small, strategic changes to a student’s surroundings can significantly impact their ability to self-regulate and stay on-task.

  • Preferential seating: Placing a student away from high-traffic areas like doors or windows can help minimize distractions. Seating them near the teacher or a positive peer role model can also be beneficial.
  • Reduced visual and auditory distractions: Limiting clutter and wall decorations or allowing the use of noise-canceling headphones can reduce sensory overload for easily distracted students.
  • Designated quiet space: A “calm down corner” or “safe space” allows a student to voluntarily remove themselves from a stressful situation to de-escalate.
  • Fidget tools: Providing quiet fidgets, like stress balls or small manipulatives, can help a student self-regulate and channel excess energy in a non-disruptive way.

Instructional accommodations

How information is presented and how a student is expected to respond can be adapted to prevent behavioral issues related to frustration or confusion.

  • Chunking tasks: Breaking down large assignments into smaller, more manageable steps can prevent a student from feeling overwhelmed.
  • Visual supports: A visual schedule can help a student prepare for transitions and understand the daily routine. “First-Then” visuals can clarify expectations and motivations for a task.
  • Clear directions: Giving simple, clear, and concise directions—both verbally and in writing—can prevent behavioral outbursts stemming from misunderstood expectations.
  • Pre-teaching and priming: Introducing new material or changes in the student’s schedule in advance helps some students manage anxiety and adapt more smoothly.

Social-emotional accommodations

These accommodations help a student build the skills they need to navigate social situations and manage strong emotions.

  • Social stories: Short, personalized stories that describe a specific social situation can help a student understand social cues and appropriate behaviors.
  • Check-ins: Having a scheduled, brief check-in with a trusted adult helps build rapport and allows the student to express their feelings or concerns proactively.
  • Positive reinforcement system: This involves using a reward system, such as a token board or point sheet, to reinforce positive behavior consistently. Rewards should be meaningful to the student.
  • Behavioral contracts: A written agreement between the student and teacher can outline behavioral goals and the rewards for meeting them.

Accommodations for self-regulation

For students who need help controlling their actions and impulses, these strategies provide practical, in-the-moment support.

  • Breaks: Providing frequent, scheduled movement or sensory breaks can prevent a student from reaching a point of overstimulation.
  • Self-monitoring checklists: A checklist allows a student to track their own behavior, increasing their self-awareness and accountability.
  • Coping skills tools: Providing and teaching the use of specific strategies like deep breathing exercises or a “calm down kit” gives students concrete ways to manage emotions.
  • Signal for breaks: Giving a student a discreet signal, like a “break card” or hand signal, allows them to communicate their need for a break without drawing attention to themselves.

Why these accommodations matter

Implementing these accommodations isn’t about giving a student an advantage over others, it is about recognizing that behavioral needs are often tied to an underlying disability, such as an emotional disorder, ADHD, or autism. A well-structured IEP with positive behavioral accommodations provides the necessary framework for a student to learn replacement skills, build resilience, and to successfully participate in their education.

Need some support working with your child's IEP team?

I am here to help parents understand the special education world. I will help give you a louder voice in IEP meetings – I can provide the knowledge and backing in your advocacy efforts.

Give me a call, I offer a free initial consultation.

919-510-3180
Request A Free Initial Consultation

Share this:

Like this:

Like Loading...

Home

About

Services

Blog

FAQ

Consultation