Behind every behaviour
there is a need.
The student who shouts, who throws the chair, who never stops — is telling you something. Understanding what is behind each behaviour changes everything.
5-10%
del alumnado presenta problemas de conducta que interfieren con su aprendizaje.
DSM-5 · Kazdin, 2010
80%
de los alumnos con trastornos de conducta tiene detrás un trastorno no diagnosticado: TDAH, TEA, trauma o ansiedad.
Greene, R.W., 2014
3x
más probable que abandone sin titulación si no recibe apoyo a tiempo.
Revisión bibliográfica UNIZAR, 2018
We can help.
ABC log
Antecedent-Behaviour-Consequence
Behaviour traffic light
Green, yellow, red
Behaviour contract
Goals and rewards
Token economy
Star board
Emotion log
Zones of Regulation
Self-instructions
Stop, think, act
Calm corner
Breathing and regulation
Positive reinforcement
Printable cards
My sibling has...
Age-adapted explanation
Visual rules
Positive with pictograms
Choose a category.
Functional behaviour assessment
Before you act, understand. What is this behaviour saying?
Positive intervention
Las intervenciones punitivas no funcionan a largo plazo. Estas sí.
Emotional regulation
Un alumno que no puede regular sus emociones no puede aprender.
Support for families
Raising a child with a behavioural disorder can be exhausting and isolating.
More resources (4)
News
In their own words.
🇺🇸 Estados Unidos
“Children do well when they can. If they can’t, we need to work out why.”
Ross Greene
Psicólogo clínico. Creador del modelo CPS. Autor de El niño explosivo. Su enfoque ha transformado cómo los centros de todo el mundo abordan la conducta.
🇺🇸 Estados Unidos
“A child behaving badly is a child in distress. The question is not how do I stop it. It is how do I help.”
Daniel Siegel
Neuroscientist and psychiatrist. Author of The Whole-Brain Child. His research explains why emotional connection underpins any work on behaviour.
🇪🇸 España
“Connection before correction. Connect with the student first. Teach second.”
María Jesús Álvarez
Spanish educationalist and school counsellor, specialising in emotional regulation in the classroom. Her relational approach has taken root in many Spanish schools.
Bibliography
- Cooper, J. O., Heron, T. E. & Heward, W. L. (2020). Applied Behaviour Analysis (3ª ed.). Pearson.
- Greene, R. W. (2014). Lost at School: modelo de Soluciones Colaborativas y Proactivas (CPS). Scribner.
- Sugai, G. & Simonsen, B. (2008). Positive Behavioural Interventions and Supports (PBIS): marco de apoyo conductual positivo.
- Kazdin, A. E. (1982). The token economy: economía de fichas. Journal of Applied Behaviour Analysis.
- Homme, L. (1969). How to Use Contingency Contracting in the Classroom: contratos de conducta. Research Press.
- Kuypers, L. (2011). The Zones of Regulation: un marco para la autorregulación. Think Social Publishing.
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