As a teacher in a special education classroom, we are constantly studying students behavior tracking the triggers of those behaviors and the desired outcomes students have for those behaviors.
A theme in special education classrooms (and classrooms in general) is an inability to self regulate from a dysregulated state. Children often find reinforcement in less than ideal coping mechanisms that we desire to replace.
A strategy that I am trying this year is incorporating a social-emotional curriculum called the "Zones of Regulation." The zones of regulation are a tool that gives children the working vocabulary needed to identify their emotions verbally, and from there, identify their needs based on those emotions. The hope is that these two things can be coupled to reconfigure the things children reach for when in moments of stress.
For example, a student who is feeling excited because of an upcoming field trip is struggling to remain in her seat or control verbal outbursts may be able to tell the teacher that she is in the "red zone" and needs a soothing music break to get back to the "green zone." The student would is then prepared, with her own agency, a safe and desirable self-soothing mechanism while also receiving positive praise from the adults around him for using his learned strategies.

Here is a short video explaining the Zones of Regulatioon