In this article, the author collects, analyzes and categorizes effective teaching strategies implemented by four young teachers who intervene for the first year with pupils with behavior disorders in specialized institutions. Through the presented practices, the purpose of this study is to objectify the professional gestures that keep the pupils at work during a sufficient time to learn, in order to offer transferable paths of educational actions, in regular classrooms or within specialized programs. In conclusion, the contribution focuses on the challenges of the adaptation process and the possibility of a progressive reduction of the proposed scaffolding.