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The article offers strategies for teachers to react to and discipline students' sexually inappropriate behavior, adapted from the book "The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students," by Jessica Minahan and Nancy Rappaport. INSETS: Causes of sexualized behavior;Accommodations and modifications.

The article discusses the issue of student discipline, focusing on strategies that principals can employ to support preventive interventions for anxiety-related and oppositional behaviors. Strategies cited include emphasizing prevention and management of common environmental triggers, building positive relationships with students with challenging behavior and building a strong alliance with parents. Functions underlying behavior and the value of critical support from principals are also cited.

The article discusses the ways in which teachers can incorporate treatment for anxiety within behavioral intervention plans for students with Asperger syndrome. The article looks at the impact of anxiety on children's academic achievement and symptoms to identify signs of anxiety. Topics include the role of students' desire for escape and avoidance in behavioral problems, anxiety management provisions teachers can use during school recesses, as well as self-regulation techniques students with Asperger syndrome can use.

The article discusses strategies for teachers to effectively manage disruptive students in the classroom, focusing on how to control behavior of students who are oppositional, withdrawn, or anxious. The authors look at the ways in which teacher-student communication and relationships can either reinforce or correct unwanted disruptive behavior in students. Topics include classroom management and instructional strategies aimed at producing a positive class environment, the teaching of self-regulation to students, as well as the authors' FAIR plan which stands for understanding the function of disruptive behavior, ways to accommodate it, and interactive strategies to control it with proper responses.

The author argues against the use of stimulants and medication to improve the academic achievement and cognitive abilities of students. She states that while medicating students with ADHD (attention deficit hyperactivity disorder) is sometimes necessary, medicating students as a method of educational reform is unacceptable. In addition, she advocates for training teachers to better address behavior issues in students and provide interventions when necessary.