Challenging Behaviors

Module 1: 

Behaviors in children are something parents, guardians, teachers, and administration often struggle with on a daily basis. But why? What if we didn't have to struggle with unwanted behaviors every day? I am not saying we can get rid of all "bad" behaviors in a day or even a week or month. It takes time, a lot of documentation and data, persistence, and so much more. Back when we were growing up, we were disciplined or punished, but research has shown that this is not beneficial and can cause more harm than good. Today, schools have something called a RtI team, and that stands for Response to Intervention. There are 3 tiers in the RtI process, tier 1, "primary," tier 2, "secondary," and tier 3, "tertiary." In Tier 1, all students receive academic and behavior support. About 80% of students succeed in receiving tier 1 prevention and are taught school-wide through teaching expected behaviors and evidence-based curriculums. For students who need additional support, they receive tier 2 and tier 3 intervention, which is typically 15% and 5% of students (Ziomek & Goodman, 2016). The RtI process can also help with academics, but for this post, we will focus on behaviors.  

Tier 1 may look like teaching expected behaviors and rules in the first few weeks of school. You may practice lining up, getting lunch, raising your hand, and other simple routines (Ziomek & Goodman, 2016). 

Tier 1 (right before Tier 2) is for students who may not be consistently behaving (or learning) proficiency. The teacher and/or team collects data, determines the current status, and what is causing difficulty for the student. Then, the teacher or other identified staff decides whether or not he/she can complete the functional assessment and determine why the student is causing concern (Ziomek & Goodman, 2016).

Tier 2, the teacher will move ahead with the instructional adaptation and/or decides if more data and assistance is needed. After this, the team will develop either a 504 accommodation or an assistive support plan (Ziomek & Goodman, 2016).

Tier 3, based on a lack of response to intervention, the team will meet again and look over all of the collected data and then make a referral to be evaluated to see if the student is eligible for a disability. If confirmed, services can be provided through an IEP. If the student does not qualify for an IEP, the case is returned to the RtI team for continued planning and intervention (Ziomek & Goodman, 2016).

Ziomek-Daigle, J., Goodman-Scott, E., Cavin, J., & Donohue, P. (2016). Integrating a Multi-Tiered System of Supports With Comprehensive School Counseling Programs. Professional Counselor, 6(3), 320–332. https://doi.org/10.15241/jzd.6.3.220

Module 2:

Sometimes it may seem easy to give in or give up on a child's' challenging behavior. But, that could not be farther from the truth. The quicker you find out WHY a child is showing unwanted behavior, the easier it is to try to change that behavior into one that is more desired. A student may exhibit challenging behavior in school for a number of reasons. They may have disrupted social bonds, are underachieving, have had a negative school expiernce or stressful life event, or even just trying to obtain something tangible (toys) or intangible (attention). Depending on the reason as to why they are struggling in the behavior area, there are questions that can be asked. Challenging behavior can be defined as conduct that may jeopardize the physical safety to the student or others, may cause or causes significant property damage and/or severely interferes with social acceptance, sense of personal well-being, and educational performance (New Zealand Ministry of Education, 1998, p. 13 as cited in Browne, 2013).

Disrupted Social Bonds:

1. Does the student only exhibit this behavior when asked to work with another student or group of students? 2. Can the student anticipate a project or assignment that requires a group or partner work? 3. Has this student had this problem in previous grades?

Underachievement:

1.  Is the child avoiding tasks? 2. Is the student behind in school, not turning in homework? 3. How long has the student been behind in school? 4. When do these behaviors most often occur and how often?  

Negative School Experiences:

1: Does this student have a strained relationship with adults? 2: Who worked with him previously? 3: How can I get more information on his educational/past history? 4: How does he get along with other students and those around him?

Stressful Life Events:

1. Has a big life event happened? 2: Is the child randomly acting out or did it start at a certain day/time? 3: Has the child’s mood drastically changed? These are a few questions that can help answer whether the child is showing a challenging behavior due to a stressful life event.

To Obtain something Tangible/Intangible: Does the student stop the behavior when the desired tangible/intangible item is received? 2: Are they not receiving the tangible/intangible item at home? 3: Do they act out regardless if the tangible/intangible item is given?

Reference:

BROWNE, K. (2013). Challenging Behaviour in Secondary School Students: Classroom Strategies for Increasing Positive Behaviour. New Zealand Journal of Teachers’     Work, 10(1), 125–146.

Module 3:

Behavior Intervention Plans allow students who struggle with certain behaviors, whether it be from a biological, physiological, genetic, biochemical, or other medical condition get the intervention they need to access their education. There could be a number of reasons why a student is showing inappropriate behavior. While making these behavior plans, it is important to take into account these health conditions, because it could be the WHY behind the behavior or at least part of the why. Regardless of why they are participating in these inappropriate behaviors, as educators, we must develop a comprehensive plan that allows our students to be successful inside and outside of the school setting. A behavior plan first lists the behavior that is causing the problems. Then, it describes why it is happening, and finally, it puts in place strategies and interventions (Morin, 2020). 

Morin, A. (2020, April 17). Behavior Intervention Plans: What You Need to Know. Retrieved August 26, 2020, from https://www.understood.org/en/learning-thinking-differences/treatments-approaches/educational-strategies/behavior-intervention-plans-what-you-need-to-know

Module 4: 

          The use and role of peers is one way a teacher can help students with challenging behaviors reach their behavior goals.  There is a ton of research that says peers have a big and meaningful influence on behaviors (Berndt & Keefe, 1995). There are different ways teachers can implement the use of peers within the classroom. They can use peers to model and demonstrate socially appropriate behavior. They can also use something called "Peer Initiation Training" which is where a teacher trains a peer to demonstrate the desired behavior and lastly, the use of group contingencies (Utley, et. al. 1997). However, if a teacher implements the role of peers incorrectly, that could have an impact on the student who already has a pre-existing challenging behavior. It is important that the teacher chooses the correct peers that will demonstrate positive behavior, the correct grouping contingencies, and still allow the student to continue working on his/or independent skills and decision making. 

Utley, C.A., Mortweet, S.L., Greenwood, C.R. (1997). Peer-mediated instruction and interventions. Focus on Exceptional Children, 29, January 1997, 1-23. 

Berndt, T., & Keefe, K. (1995). Friends' Influence on Adolescents' Adjustment to School. Child Development, 66(5), 1312-1329. doi:10.2307/1131649