Behavior. Actually
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Old Hickory, Tennessee, United States
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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
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
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
Not Subject Specific
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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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