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The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students
Based on a collaboration dating back nearly a decade, the authors—a behavioral analyst and a child psychiatrist—reveal their systematic approach for deciphering causes and patterns of difficult behaviors and how to match them with proven strategies for getting students back on track to learn. More
The Behavior Code includes user-friendly worksheets and other helpful resources.
The Behavior Code includes user-friendly worksheets and other helpful resources.
256 pages, Paperback
First published April 1, 2012
145 people are currently reading
1095 people want to read
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Displaying 1 - 30 of 54 reviews
June 17, 2012
I discovered this new book from Jessica Minahan and Nancy Rappaport after reading a couple of Minahan's articles online. Published in April, 2012 by Harvard Education Press, The Behavior Code is a clearly written, well organized guide to understanding and working successfully with K-6 students with challenging behaviors.
As a K-4 teacher librarian I found it very helpful, especially the chapter on teaching children with anxiety. The authors explain why anxious children may have inconsistent behavior patterns with outbursts that come "out of the blue." Children with anxiety often struggle with transitions, which are a built-in feature of my library classes: from classroom (or lunchroom) to library, from sitting listening to a story to moving around picking out books, from enjoying books to leaving the library...my 40 minute classes contain a minimum of three major transitions. I'm going to use many of the practical suggestions in this chapter to try to help ease these transitions for my anxious students. The book also contains useful chapters on working with students with oppositional, withdrawn, and sexualized behaviors.
I also appreciated The Behavior Code's "Essential Concepts for Understanding Behavior," which include the concept that "misbehavior is a symptom of an underlying cause." The authors suggest that teachers demphasize descriptions like "manipulative, bratty, spoiled, controlling, or obnoxious," and instead view problematic behavior as "a symptom of an underdeveloped skill" in self-regulation, social interaction, etc.
I highly recommend The Behavior Code for K-6 teacher librarians (and other K-6 teachers) who are struggling to help their most challenging students succeed.
cross posted on theconnectedlibrarian.wordpress.com
As a K-4 teacher librarian I found it very helpful, especially the chapter on teaching children with anxiety. The authors explain why anxious children may have inconsistent behavior patterns with outbursts that come "out of the blue." Children with anxiety often struggle with transitions, which are a built-in feature of my library classes: from classroom (or lunchroom) to library, from sitting listening to a story to moving around picking out books, from enjoying books to leaving the library...my 40 minute classes contain a minimum of three major transitions. I'm going to use many of the practical suggestions in this chapter to try to help ease these transitions for my anxious students. The book also contains useful chapters on working with students with oppositional, withdrawn, and sexualized behaviors.
I also appreciated The Behavior Code's "Essential Concepts for Understanding Behavior," which include the concept that "misbehavior is a symptom of an underlying cause." The authors suggest that teachers demphasize descriptions like "manipulative, bratty, spoiled, controlling, or obnoxious," and instead view problematic behavior as "a symptom of an underdeveloped skill" in self-regulation, social interaction, etc.
I highly recommend The Behavior Code for K-6 teacher librarians (and other K-6 teachers) who are struggling to help their most challenging students succeed.
cross posted on theconnectedlibrarian.wordpress.com
December 8, 2017
Read this for a CPI class in my MA program. For a textbook, it was decently priced and a real easy and quick read. However, as an MA student and a teacher for a few years this was redundant and simple. There really wasn't too much relevant information or thought-provoking points. Decent for new teachers but more experienced teachers will mostly skim this one.
January 27, 2015
Common Sense.
February 26, 2025
There are some good nuggets of information in here that help educators see why kids act the way they do, but it often feels too clinical in it's approach and spends most of the book focused on kids who are elementary aged. As a secondary teacher, some of the "whys" still make sense, but the implementation in 30 student classrooms would not be feasible. Overall, still a worthwhile read.
June 23, 2024
Full of important strategies and, more importantly, ways to implement those strategies. I liked how it was broken up into sections based on the type of behavior displayed. Unfortunately not especially pertinent to the educational work I do, but contained enough tidbits to be worth the listen.
August 11, 2018
Hands down the best book I've come across to deal with my challenging students. Some of the student profiles were painfully accurate.
August 5, 2021
This book could be incredibly useful for teachers and professionals in ABA to more effectively create behavior plans and teach kids with challenging behaviors. Much of the behavioral information is basic ABA which is simple to implement and wouldn’t take much time. I especially found useful the chapter on anxiety and ODD which are things not covered in ABA trainings. I will absolutely be using some of these techniques on future behavior plans
January 26, 2023
It was really helpful in my line of work. I will definitely come back to it for guidance!
July 30, 2025
Very very good read for my teacher folk. Students with difficult behavior are more and more common. Each teacher, but more importantly para educator, can develop a much better understanding of what our students go through.
December 22, 2017
This book gives a lot of good information about students' behaviors and strategies for working with students in the classroom setting.
Introduction: Behavior is communication. One frustration is that one disruptive student can derail a lesson for the whole classroom, negatively affecting the learning of all students.
Chapter 1: The function of the behavior should dictate the response to the behavior. The only behavior teachers can control is their own. (love this).
Terms: Propioceptive input is "sensory feedback received through muscles and joints about the body's position in space."- crashing behaviors page 21 Vestibular sense "involves the input received through the inner ear that helps with balance." - spinning in chair, twirling etc.
Chapter 2: Interesting that the authors choose to say, "...start by asking her to do only ten minutes of work, reinforcer her..." page 29. I was taught that saying you will "reinforce her" is not the proper use of the word/concept of reinforcement...that instead we should say "give her a reinforcer" A semantic difference perhaps.
Replacement behaviors need to : fulfill the same function, be as easy or easier in achieving the outcome the student is doing a behavior for, be something the student is capable of.
ABC Data taking date/time, setting, antecedent, behavior consequence. - Big thing I take from this is being succinct. One sentence per column. (or less)
accommodations - do not change or lower standards
vs
modifications - do change or lower expectations
I am thinking that developing a relationship with a student is much like pairing oneself with reinforcement, they run to you rather than running away from you.
Chapter 3
Anxiety can interfere with learning.
Inflexibility can be a sign of anxiety.
Sometimes as simple as do you need a break? pg 51
Anxiety Reducing breaks can be very useful, and teaching the replacement behavior of asking for a break either using words or by pointing to a break card/picture. Set schedule for breaks can help in setting a pace for the day, and getting through chunks at a time.
times of little structure can be most difficult for someone w/anxiety
having tasks for students to complete during down times can be very useful. - ie: classroom jobs
reducing/removing demands is not a good solution
Timers to help manage time, either getting through something you'd rather not be doing (a quiet, visual clock - not ticking!) can help seeing you're almost there (like I do looking at my watch while waiting for time to pass at an appointment.
Previewing - showing the upcoming work/tasks for the day and even sometimes doing one problem together can help the student know what to expect when the work comes up later.
Chapter 4: For oppositional students, giving the demand without eye contact and moving away quickly can reduce the likelihood of them arguing with you. Also, writing a request on a note is less likely to produce arguing. "Giving a student extended time to comply ('Put your folder on my desk before lunch') is more effective than an immediate demand, ('Put your folder on my desk now.') page 111
Building relationships is key! (I call this non contingent reinforcement or even pairing oneself with reinforcement.)
Chapter 5: Depression is real and serious. From this chapter I am taking the idea that if a child exhibits signs of serious depression, it's time to let another professional know, so they can get the help they need.
Narration of positive interactions is something I've seen modelled often, and I'm getting better at it myself. Giving a student leadership roles, and tasks to help out can help.
Chapter 6: 3 causes are very helpful to know "1- interpersonal skills deficits, 2-impulsiveness 3-trauma" page185
Chapter 7: Questions and answers tips for talking to other students in the classroom include being honest but remaining confidential..."We are all born different...He/she is working on a better way to tell us he/she is frustrated." page 195
Introduction: Behavior is communication. One frustration is that one disruptive student can derail a lesson for the whole classroom, negatively affecting the learning of all students.
Chapter 1: The function of the behavior should dictate the response to the behavior. The only behavior teachers can control is their own. (love this).
Terms: Propioceptive input is "sensory feedback received through muscles and joints about the body's position in space."- crashing behaviors page 21 Vestibular sense "involves the input received through the inner ear that helps with balance." - spinning in chair, twirling etc.
Chapter 2: Interesting that the authors choose to say, "...start by asking her to do only ten minutes of work, reinforcer her..." page 29. I was taught that saying you will "reinforce her" is not the proper use of the word/concept of reinforcement...that instead we should say "give her a reinforcer" A semantic difference perhaps.
Replacement behaviors need to : fulfill the same function, be as easy or easier in achieving the outcome the student is doing a behavior for, be something the student is capable of.
ABC Data taking date/time, setting, antecedent, behavior consequence. - Big thing I take from this is being succinct. One sentence per column. (or less)
accommodations - do not change or lower standards
vs
modifications - do change or lower expectations
I am thinking that developing a relationship with a student is much like pairing oneself with reinforcement, they run to you rather than running away from you.
Chapter 3
Anxiety can interfere with learning.
Inflexibility can be a sign of anxiety.
Sometimes as simple as do you need a break? pg 51
Anxiety Reducing breaks can be very useful, and teaching the replacement behavior of asking for a break either using words or by pointing to a break card/picture. Set schedule for breaks can help in setting a pace for the day, and getting through chunks at a time.
times of little structure can be most difficult for someone w/anxiety
having tasks for students to complete during down times can be very useful. - ie: classroom jobs
reducing/removing demands is not a good solution
Timers to help manage time, either getting through something you'd rather not be doing (a quiet, visual clock - not ticking!) can help seeing you're almost there (like I do looking at my watch while waiting for time to pass at an appointment.
Previewing - showing the upcoming work/tasks for the day and even sometimes doing one problem together can help the student know what to expect when the work comes up later.
Chapter 4: For oppositional students, giving the demand without eye contact and moving away quickly can reduce the likelihood of them arguing with you. Also, writing a request on a note is less likely to produce arguing. "Giving a student extended time to comply ('Put your folder on my desk before lunch') is more effective than an immediate demand, ('Put your folder on my desk now.') page 111
Building relationships is key! (I call this non contingent reinforcement or even pairing oneself with reinforcement.)
Chapter 5: Depression is real and serious. From this chapter I am taking the idea that if a child exhibits signs of serious depression, it's time to let another professional know, so they can get the help they need.
Narration of positive interactions is something I've seen modelled often, and I'm getting better at it myself. Giving a student leadership roles, and tasks to help out can help.
Chapter 6: 3 causes are very helpful to know "1- interpersonal skills deficits, 2-impulsiveness 3-trauma" page185
Chapter 7: Questions and answers tips for talking to other students in the classroom include being honest but remaining confidential..."We are all born different...He/she is working on a better way to tell us he/she is frustrated." page 195
March 21, 2014
To all my special educator/school psychologist/social worker friends: read this book! Really great, practical tips and interventions.
November 12, 2015
Good information regarding these difficulties, but often requires outside help that may not be accessed for various reasons.
August 9, 2017
This book was actually better than most of the books we read in my ABA program. Easy reading with actual tools to help.
July 7, 2024
The Behavior Code is a must read for all elementary school teachers, and a worth-while read for secondary teachers. The authors apply their years of clinical and educational experience to the question, "What can a teacher do to deal with students who exhibit the most difficult and extreme behaviors." They address students who struggle with four problems: anxiety, depression, oppositional behaviors, and sexualized behaviors. The Behavior Code begins with a basic strategy - using an ABC chart to track extreme behaviors. The letters stand for Antecedents, Behavior, and Consequences. The authors argue that behavior is communication and is intended to meet a need or want. Teachers need to understand what the student is communicating through the behavior, and what she wants to get by doing it. By using the ABC chart to record incidents, teachers will better see a pattern of what causes the problem behavior, and what the student it trying to achieve.
Once the teacher has a better understanding of the behavior, a FAIR plan can be created. A FAIR plan is a Functional hypothesis (cause of the behavior), Accommodations (eliminating triggers), Interaction strategies (building positive relationships), and Response strategies (actions to take when the behavior happens). Once the FAIR plan has been put in place, teachers and counselors can help the student learn skills and strategies they lack. For instance, a student might be taught to recognize anxiety or negative thought patterns and strategies to manage them.
The rest of the book is devoted to the four categories of problem behaviors, with a chapter for each. The authors use case studies and examples to explain how to apply the ABC chart, the FAIR plan, and the teaching of skills for each type of behavior. A final chapter answers FAQs, and appendices provide helpful resources. The book is specific, relevant, realistic, and optimistic. I highly recommend it.
Once the teacher has a better understanding of the behavior, a FAIR plan can be created. A FAIR plan is a Functional hypothesis (cause of the behavior), Accommodations (eliminating triggers), Interaction strategies (building positive relationships), and Response strategies (actions to take when the behavior happens). Once the FAIR plan has been put in place, teachers and counselors can help the student learn skills and strategies they lack. For instance, a student might be taught to recognize anxiety or negative thought patterns and strategies to manage them.
The rest of the book is devoted to the four categories of problem behaviors, with a chapter for each. The authors use case studies and examples to explain how to apply the ABC chart, the FAIR plan, and the teaching of skills for each type of behavior. A final chapter answers FAQs, and appendices provide helpful resources. The book is specific, relevant, realistic, and optimistic. I highly recommend it.
March 22, 2023
A good introduction in thinking about behavior. However, I think the book needs an update or extra chapters about teaching and behavior during and after the pandemic. I don’t think the book can receive a higher score until that can be made. Also, discussing the plan the author created and a bit too many mentions about consulting. I would also love it if in a following edit more behaviors that weren’t so extreme were listed. I’ve had students that have thrown tables, assaulted teachers, physically harmed one another. I’ve taught in the inner city and also the suburbs. However, those are behaviors easy to write about because you remember them. But if that occurs with ten students out of my one hundred and thirty roster, then I think I should also have more tools for those one hundred and twenty kids. I feel that passive aggressive behaviors, social aggression (from student to student, student to teacher, even teacher to teacher), avoidance that is silent, learned helplessness, fear of failure, fear of making mistakes feels more of what people experience. This new generation of kids are afraid to fail, have high levels of perfectionism, choose not to do anything unless they can finish it all (better to just get a zero rather than not finish it), or have learned helplessness (I can’t do it and I don’t know why so why should I even try?).
This entire review has been hidden because of spoilers.
March 25, 2018
This is a great manual on how teachers, counselors, and parents can work with challenging behaviors in the school setting. It is written for school-based professionals and definitely takes that in consideration in how it is written, organized, and through the resources and strategies suggested. Anyone who reads this book can learn a few new things and make a few changes to make their days more predictable and less stressful when working with students with challenging behaviors.
January 31, 2019
Effective and practical interventions.
Sometimes it's good, especially when working with students that progressively and intently make our lives harder, to realize that what I just wrote is not true, and it's not their intent but lagging skills and disability.
Breath, look at the student and situation objectively - start from scratch building a relationship and repeat as necessary throughout the year.
Absolutely love this book and recommend it to any teacher.
Sometimes it's good, especially when working with students that progressively and intently make our lives harder, to realize that what I just wrote is not true, and it's not their intent but lagging skills and disability.
Breath, look at the student and situation objectively - start from scratch building a relationship and repeat as necessary throughout the year.
Absolutely love this book and recommend it to any teacher.
May 9, 2019
This book has shed some insight on the behaviours of some challenging children that I was working with. My key takeaways are learning about negative attention and the importance of tracking the ABCs. I do not have the opportunity to apply what I have learned yet but now I have an access to these strategies which would definitely be useful in future. The only thing missing were more case studies and examples which I think is covered in the Companion book. I cannot wait to read it.
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September 20, 2021I am not a teacher or teachers assistant, but a parent of kids whose behaviors drive me crazy. This book gives lots of great insights as to why a child behaves the way they do and methods on addressing and changing the behavior and the care givers response. I listened to the audio version of this and the narrator was a little hard for me to listen to. There were times when it sounded like a computer's voice.
July 17, 2019
I teach in a separate facility for kids with severe emotional disturbance and other mental health needs. My amazing principal was raving about this book, so I put it on my summer reading list. Smart, practical and easy to use, this book keeps the needs of kids and teachers at it’s core and delivers great content.
February 27, 2020
This book targets elementary teachers. Yes there is a lot of common sense here: kids behavior is a firm of communications, look for patterns of behavior both in relationship to what comes before and after. Take care of yourself and don't take it personally. There are also some strategies within: reframing, naming, and more. A good common sense manual.
March 13, 2022
Valuable for paraeducators! While it is repetitive on certain points, that helps reinforce the knowledge. Supplies concrete practical strategies for handling certain behaviors. I found this guide very helpful and I am glad I bought it after attending a presentation by the author for County Institute day.
October 15, 2024
3 rounded to 3.5. I think this is a great book for early career teachers not familiar with the process of functional behavioral analyses or writing behavior plans. However, I found the chapters quite redundant. The case studies were useful and could be good places to springboard discussion for training. There was nothing strikingly bad about the text, but also nothing strikingly unique about it.
December 30, 2024
I started this book over the summer and found it really helpful for understanding and developing plans for extreme behavioral challenges.
However, my class this year didn't require these skills, so I dropped it. I'll pick it up again when I feel it's pertinent to the particular student needs in my class.
However, my class this year didn't require these skills, so I dropped it. I'll pick it up again when I feel it's pertinent to the particular student needs in my class.
February 26, 2018
Very useful read. Many practical tips that are realistic to implement in a classroom. I’ve already used a lot of the strategies presented here successfully with students and know that this will be something I reference repeatedly in years to come.
March 8, 2019
This book does not provide any new information for the seasoned educator. It regurgitates a lot of what I’ve already read during my career. We were given this book to read as a department and I struggled to finish it.
May 1, 2019
Read this for my work book group, really wish I had known it was more elementary focused before we choose it for middle school. There were some good chapters and some that didn't really apply to my grade/classroom situation.
November 3, 2019
Extremely informative book regarding the students for whom regular school patterns are difficult. It outlines why these students behave the way that they do, what skilled teachers can do about it, and offers many materials for managing the process.
March 28, 2020
A must read for all educators struggling with the most challenging students in the classroom. This book gives actionable strategies with students with anxiety, oppositional behavior, and more. This was well worth my time!
February 5, 2022
I have a lot of behavior training so this was mostly review for me, but i still had some "ah ha" moments with the examples etc. I think this would be a great assigned reading for teacher training programs.
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