1. Based on what you read in the text and viewed in the modules, what do you believe are some effective strategies for dealing with students with behavioral issues? Please be specific to information from the modules and the text. Show me what you have learned!
Absolutely! In the Iris Center module titled “Addressing Disruptive and Noncompliant Behaviors (Part 1): Understanding the Acting-Out Cycle” there are very specific examples of effective strategies.
These include:
Having a well thought-out comprehensive behavior management plan, and well- designed lesson plans, which addresses the various learning styles of the students in the class and gets all the students engaged in the learning activity.
“Use effective teaching behaviors”
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Since we can’t know everything that happens out of class, we need to be able to quickly identify that a student may have been “triggered” by something before, after, or during class, so that the “acting out cycle” can be interrupted early while the behavior is “less-serious.”
In the text book: At the school level, a properly executed “positive behavioral interventions and supports (PBIS) program should be implemented using the “PBIS Pyramid model” addressing Primary (for all students: “prevention, effective for 80 – 90% of students”), Secondary “focused on At-risk students (to “reduce problem behaviors for 5 – 10% of students”), and Tertiary Interventions (“for students with high-risk behaviors for 1 – 5% of students”).
In medicine and physical health, there is a saying that “prevention is always better than the cure.” I’m convinced the same holds true regarding mental and emotional
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Consider a student who yells out answers to the teacher’s questions without raising her hand. A teacher who decided to put this behavior on extinction would refrain from responding to the student’s comments. In an extinction burst, the initial ignoring is followed by an increase in the rate of talking out as the student tries even harder to get the teacher’s attention. The talking-out behavior may even escalate to yelling or other extreme behaviors.
• Is susceptible to spontaneous recovery, instances in which previously extinguished behavior reappears unexpectedly”
“Extinction should be paired with positive interventions and not to be used with difficult or dangerous behaviors.”
Personally, I do not see using extinction in a classroom unless there is a VERY compelling reason. And, if I were to consider using it, I would collaborate with other teachers, and the leadership of the school, before investing a lot of time in developing this strategy.
3. What did you learn from these modules that you did not know
As stated in Guideline 3.05 of the BACB Guidelines for Responsible Conduct, behavior analysts should conduct a risk-benefit analysis on the procedures to be implemented to reach the objectives. For instance, we should consider the probabilities of the treatment to be successful, along with the time and distress that will take to eliminate the problem behavior (e.g. extinction burst), and all the effects that the procedure could cause to all other individuals involved (e.g. teacher, family members, and
Your teacher finishes her lesson and assigns some class work. You were able to get your class work done right away, so you helped out your classmate until your teacher starts preparing the class for a test, you feel good about the test because you had studied for it last night. Again, the classroom is quiet, but this time when other students are getting done with their test and the noise level increases, you don’t hear it, your able to block it out and finish your test. At the end of the day when you pack up to leave, you take the extra time to put everything in its place within your backpack; you have finished another day of school where your behavior card remained on
Tommy’s teacher provided the time and what happened. From fifteen behavior, accidents there were nine verbal and six physical these accidents occur between two minutes to eighteen minutes. These behaviors happen with six times in math, three in check out, one in social studies, two at lunch, one in spelling, one in a small group, and one individually. The ABC provides that the highest of Tommy’s behaviors occur when she is transitioning the class to a new activity or giving new directions. Some of the consequences the teacher provides to Tommy are giving Tommy a choice, redirection, discussion of behavior, personal space was given, verbal reprimand, change activity, remove from class, and time out. Sometimes Tommy stops his behavior and others it continues even of the
Wallace is student who had problems sitting during class and tends to stand up and walk around distracting the teacher and other students in the classroom. The strategy used by the teacher to address the target behavior by Wallace was to use positive reinforcement intervention for Wallace’s in-seat behavior while disregarding his out-of-seat behavior which is known as extinction. The technique Mr. Weber used included both a positive and negative reinforcement, resulting in differential reinforcement of incompatible behavior. After understanding that Wallace’s behavior was attention seeking, Mr. Weber chose to give attention to the target behavior which was staying in his seat, rather than
Kathleen Lane introduces the acting-out cycle, and that this cycle has been proposed by Geoff Colvin and Hill Walker; their illustration shows in steps how problem behaviors occur. Colvin and Walker wanted to show that problem behaviors really do tend to start in a chain reaction. One way to stop the behavior from escalating is to catch the behavior at its starting stages and to be able to notice that stage. If this is manageable, then students tend to be in a better situation to listen and calm back down. In the video, she provides great information what a teacher can do differently if they notice a student who is struggling. Giving the student a short break in order to be able to cool off seems strategically productive. The Acting-Out-Cycle is a seven part emotional rollercoaster. The following emotions are
The first key concepts I learned about was using research-based, scientifically validated interventions to the extent available. I learned that PBIS is designed to meet the specific needs for each individual school. Teachers and administrative staff collaborate and discuss the problem areas in their schools. Then they design a plan to help prevent these problems. This is the great thing about PBIS is it is a preventative behavioral program. It’s purpose is to teach and practice before there is a problem. The team uses data to determine where the specific problem areas are. Then preventative rules for these specific areas are designed. So instead of having a general guidelines for the whole school. There would be a set of rules for parts of the school. For example there would be separate set of rules for the classroom, hallway, bathroom, cafeteria, and buses. Then the rules are broken up even further by safety rules, responsibility rules, and respect rules. When the entire school is following the rules and expectations it helps bring consistency to the teachers and staff. There is a consistency when it comes to praise and punishment. Children will know what to expect from all teachers and staff when it comes to following
Therapist had individual work on self-control techniques such as counting to twenty when angry and thinking before reacting when becoming upset or extremely annoyed. Individual stated that the student hit him, and he hit her back. Individual also stated that he will try to solve the conflict and let an adult know if it is serious before fighting.
It takes a while to change any behavior. Part of the plan should be effective consequence strategies. Planned consequences reinforce the acquisition and use of alternative skills and reduce the effectiveness of problem behavior should it continue to occur. Having planned consequences should help teach the student that his/her use of alternative skills is a better way to bring about the desired result. Because it does take a while for a behavior intervention plan to change a student 's behavior, it is important that the IEP team decide what will happen when the problem behavior still occurs. If it is a manageable behavior, it is important to come up with responses that discourage the problem behavior and do not provide the function or desired result of the behavior. In some cases the behavior may be extreme. The IEP team should develop a crisis plan to address those situations. First the group needs to define what is a crisis. Then they should describe the intervention procedures to be put into place including who will be involved. They must identify the resources needed to implement the plan and agree on the procedures for documenting the use of the crisis
Schools are in great need of systems, processes, and personnel who are able to support the needs of students with problem behavior. Research indicates, however, that (while I am a big, fat cheater) information has not been made available to teachers and other professionals in a format that allows these strategies to become common practice. Many teachers choose isolated behavioral strategies that are not applied immediately after the problem behavior has occurred.
Noncompliance has several negative impacts on an individual. Firstly, noncompliance to requests or instructions can hinder a child from learning. This is especially so for children who engages in noncompliance behaviours maintained by escape. A child’s learning will be affected if he is often out of the class, taking away opportunities for him to learn new skills. Thus, compliance with teacher instructions in classroom settings is critical for effective learning (Martens & Kelly, 1993). In addition, noncompliance affects social skills development as the child may learn to engage in inappropriate behaviours to gain attention or escape from demand. These inappropriate behaviours may in turn affect positive social interactions with his peers and teachers. Secondly, noncompliance also limits access to potential job opportunities, especially for growing individuals with learning and developmental disabilities. Ability to comply to instructions and requests from supervisor is a necessary skill required of an employee. In addition, noncompliance are often made worse when individuals engage in aggression or self-injurious behaviours to escape from demands. Noncompliance, coupled with inappropriate behaviours, ...
Classroom management is one of the most essential skills to becoming an effective classroom teacher. Teachers who possess the ability to manage their classroom are able to create an environment where learning is the focus (Burden & Cooper, 2004). Although teachers may be well prepared and skilled with classroom management, at some point in time they will encounter a student or students whose behavior hovers authority and the functioning of the class. There is no simple way to deal with these difficult situations, but there are strategies to help. The first step is to identify the purpose of the behavior. A Functional Behavior Assessment (FBA), is a systematic set of strategies that are used to determine the underlying function or purpose of a behavior so that an effective intervention plan can be developed (NPDC, 2014).
Dreikurs’ model relies on the idea that “a misbehaving child is only a discouraged child trying to find his place” (Jones & Jones, 2013, p. 33). When a student is feeling inadequate, they will filter through some or all of the four attention-getting behaviors. These disruptive behaviors are: attention getting, power, revenge, and displays of inadequacy. Dreikurs believed that when a child fails to feel as though he or she belongs, they will “act out” in various ways in order to gain acceptable. Sometimes these behaviors work, and other times, students are left feeling more frustrated. For example, a student who may fall behind in class may use inappropriate jokes or commentary to solicit respect from classmates. The student may then try exhibiting power over the administrator in the classroom further trying to increase their status in the social climate. If the student does not receive the attention they seek, they may try to seek revenge on the teacher or even other students in the classroom. In many cases, the disgruntled student gives up entirely and will revert to using phrases such as, “I don’t care anyway,” or “I meant to do that.” Instead of being instructed on how to cope effectively with their emotions, students default into primitive fight or flight strategies. Because of a student’s inability to feel socially equa...
One reason is that problems and stresses at home are impact students and they to act out in class; divorcing parents influence students behavior and they can act out in class as a way to deal with their fear and frustration ( Harris, 2016). Another reason is that students who are impact by their peers are also have issues in the classroom ( Harris, 2016). That last reason is that students with learning disabilities can be disruptive in class; many of them are on medication that helps them focus. And sometimes they forget their medicine and act out in class on those days ( Harris,
As stated earlier, I believe Classroom Management is the key to how learning can take place and students can feel safe participating. I hope to create an environment that is conducive to learning and involves all my students. I believe the most important part of classroom management is not the behavior problems but creating a good rapport with the students, encouraging them to succeed and setting high expectations for them. As well as using an engaging a curriculum, I believe you can create this environment and it will limit the behavior problems in your classroom from the
Would you be surprised to learn that in today’s classroom children sometimes aren’t learning due to behavioral issues? Teachers are attempting to teach classes in which students can be disruptive, disrespectful and defiant. Classrooms are often overcrowded which adds to the frustration of the situation. Teachers are often tempted to take the easy way out, using antiquated strategies that will usually not help the child to learn. In fact, some types of punishments can actually cause the child to become even more rebellious. The child can experience a sense of worthlessness after being punished again and again.