Behavior. Actually
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Old Hickory, Tennessee, United States
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ABA Yourself: Using Behavioral Strategies to Prevent Burnout, Staff training
The purpose of this presentation is to talk about something we don’t always name out loud in helping professions, burnout. This session is called ABA Yourself because you are going to do exactly what we do for students: Look at behavior, environment, reinforcement, and systems… and apply it to ourselves. Not from a toxic positivity lens.Not from a ‘just self-care harder’ lens.But from a behavioral science lens.” Professional Development Bundle. Includes: Slideshow presentationPresenter Script4
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Roundtable Presentation: Rethinking Non-Compliance. Staff training, ABA
I will die on this hill, y'all. Why This Training Matters Non-compliance is one of the most common, and most misunderstood, behavior concerns in schools. When we label behavior as “defiant” or “refusal,” we often miss what’s really happening: • Skill deficits • Emotional dysregulation • Task avoidance due to difficulty • Anxiety or overwhelm • Need for autonomy This professional development helps staff shift from asking “Why won’t they just do it?” to asking “What skill is missing right now?” W
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My School Choices: Expected vs. Unexpected behaviors (Social Story)
How to use this social story:Read the story when the student is calm, not during or immediately after an incident.Review the story consistently (e.g., daily or before high-risk times such as recess or PE).Pair the story with modeling and practice of expected behaviors (hands to self, giving space, asking for help).Use the same language from the story when providing reminders to promote consistency.Reinforce appropriate use of personal space with specific, positive feedback.This social story is m
K - 2nd
Social Emotional Learning
Social Story, Personal Space at School, SEL, Safe hands
How to use this social story:Read the story when the student is calm, not during or immediately after an incident.Review the story consistently (e.g., daily or before high-risk times such as transitions or unstructured activities).Pair the story with modeling and practice of expected behaviors (hands to self, giving space, asking for help).Use the same language from the story when providing reminders to promote consistency.Reinforce appropriate use of personal space with specific, positive feedb
PreK - 2nd
Classroom Community, Social Emotional Learning
Good Sportsmanship (Social Story), SEL
How to use this social story:Read the story when the student is calm, not during or immediately after an incident.Review the story consistently (e.g., daily or before high-risk times such as recess or PE).Pair the story with modeling and practice of expected behaviors (hands to self, giving space, asking for help).Use the same language from the story when providing reminders to promote consistency.Reinforce appropriate use of personal space with specific, positive feedback.This social story is m
PreK - 2nd
Social Emotional Learning
SEL Impact Scenarios (how my behavior impacts others)
How to Use This slideshow of Impact Scenarios is designed to pair with any SEL lesson on empathy, perspective-taking, or responsible decision-making. After teaching the skill, project one scenario at a time and guide students through discussion: • What happened? • How did each person feel? • What impact did the behavior have? • What could be done differently? Use for whole group, small groups, morning meetings, counseling lessons, or behavior reteaching. Why It Matters Students don’t alway
PreK - 3rd
Social Emotional Learning
SEL Scenarios (expected vs. unexpected behaviors)
This Guided Practice: Cool or Not Cool? resource walks students through real-life school scenarios and helps them identify whether a behavior is “cool” (expected, kind, safe) or “not cool” (unexpected, unsafe, or hurtful). Each example includes a clear explanation to build understanding, not just compliance. Perfect for elementary classrooms, counseling lessons, SEL blocks, small groups, behavior intervention support, or social skills instruction. Why it matters:Young students often know when s
K - 2nd
Social Emotional Learning
What is my body telling me? SEL Scenarios
The “What Is My Body Telling Me?” scenarios are designed to strengthen emotional awareness by helping students connect situations to internal experiences — thoughts, feelings, and body sensations. When paired intentionally with a Social-Emotional Learning (SEL) lesson, this activity moves beyond discussion and becomes skill-building. Includes: Slideshow ScenariosHow to Use
PreK - 3rd
Social Emotional Learning
Personal Space at School (Social Story), SEL, boundaries
Why this social story is helpful: This social story is designed to explicitly teach expectations around personal space and private areas in a clear, neutral, and non-shaming way. Some students benefit from direct instruction about body boundaries, especially when social expectations are not intuitive. Providing this information proactively helps reduce unsafe or inappropriate touching and supports student understanding of school-specific expectations. How to use this social story: Read the story
K - 2nd
Social Emotional Learning
Fix-It Ticket, SEL, student reflection
Fix-it ticket for social emotional learning. Great for reflecting on student's behavior. Reinforce effort and accuracy: “Nice job identifying the impact.”“You thought of a great next-time choice.”Error Correction: If the student…Blames others → Redirect to “What part did you control?”Gets stuck on emotions → Redirect to “What happened because of the action?”
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Social Emotional Learning
Emotional Triggers (what makes me feel...), SEL lesson worksheet
Why This Resource Matters Students can’t regulate emotions they don’t understand. This reflection worksheet helps students identify their emotional triggers by exploring prompts such as: • What makes me feel happy • What makes me feel sad • What makes me feel frustrated • What makes me feel worried • What makes me feel calm By naming what sparks different emotions, students begin building self-awareness, the foundation of emotional regulation. How to Use This worksheet works well for: ✔ SEL less
K - 3rd
Social Emotional Learning
Avoiding Power Struggles (PD), Staff training, ABA, Cooperation over Compliance
Why Buy This? Power struggles steal instructional time, damage relationships, and drain adult energy. This training gives your staff practical, ready-to-use strategies to prevent escalation before it starts. Instead of vague advice, you’ll get: Clear explanations of why power struggles happenSimple language swaps that reduce conflictChoice-based strategies that maintain authorityDe-escalation guidance for high-stress momentsTools to improve staff consistencyThis isn’t about lowering expectations
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While I wait visual, student visual supports, choice board
The While I Wait visual helps by showing what a student can do while waiting, instead of focusing on what they cannot do. Having clear, appropriate options reduces uncertainty and gives students a way to stay regulated, engaged, and successful until it is their turn or help is available.
PreK - 2nd
Not Subject Specific
Token Board--Car Themed, ABA reinforcement strategies
This resource includes a ready-to-print token board and tokens with a car theme. Simple, effective, and easy to implement, whether you’re in general education, special education, or a behavior support setting. If you’re looking for a structured way to increase motivation and reinforce positive behavior, this tool is ready to use tomorrow. Includes:Token board and tokens (to be printed and laminated)How to use and why it matters resource page
PreK - 1st
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How do I take objective data? (handout/poster)
Data collection is not about paperwork or “catching” mistakes. iIt’s about understanding what a student needs in order to be successful. Accurate data helps teams: Identify patterns in behavior (when it happens, where, and why)Determine whether current strategies are helpingMake informed changes to supports when something isn’t workingCommunicate clearly and objectively with team members and familiesUse this handout as a visual reminder to all staff who collect data or pair with a data collectio
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Importance of Data Collection (handout/poster)
Data collection is not about paperwork, it’s about clarity. When staff collect consistent, accurate data, we can: ✔ Identify patterns and triggers ✔ Measure whether interventions are working ✔ Make informed instructional decisions ✔ Adjust supports quickly and effectively ✔ Protect students and staff with objective documentation Without data, decisions become based on memory, emotion, or isolated incidents. With data, decisions become purposeful and student-centered. This handout/poster clearly
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Showing 1-16 of 16 results
About the store
Additional biographical information
Behavior, Actually creates practical, classroom-ready behavior supports designed for real schools and real humans.
All resources are created by a practicing Board Certified Behavior Analyst (BCBA) working in school settings and are grounded in applied behavior analysis, trauma-informed practices, and a deep respect for both students and educators.
You’ll find:
Teacher-friendly behavior plans and data tools
Visual supports that actually get used
De-escalation and regulation strategies that reduce power struggles
Staff supports that acknowledge how hard this work can be
These resources are built to fit into busy classrooms (not idealized ones) and to support meaningful behavior change without relying on punishment or compliance-based systems.
Because behavior doesn’t happen in a vacuum.
Behavior, actually, is about context, connection, and what works.
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