Even though you have a behaviourally supportive classroom in place, you may still have a student who exhibits challenging behaviors and needs more individual behavioural support.  

The first step is to try to figure out the function of the behaviour.  While we tend to talk about the behaviour by its form (e.g., biting, hitting), we need to focus on its function (i.e., why it is occurring) to improve it.  

The function of the behaviour is more important than the form of the behaviour because it tells us how to address it.  Many times parents will ask me what to do about biting or spitting, but the question is not about what to do with those specific behaviours, but instead what to do with why these behaviours are happening. 

In taking a proactive approach, we want to determine what is happening in the environment that keeps the behaviour occurring and hopefully what starts it off.  If we know these pieces of information...