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Iris Addressing Disruptive and Noncompliant Behaviors Part 1 1

Some key reasons students may continue misbehaving even with a good classroom management plan include life stressors, being at risk for issues like poverty or language barriers, or certain disabilities. Intervening early in misbehavior can interrupt the cycle when issues are minor, but it can be hard to identify early signs. To understand triggers for a model student who sometimes misbehaves, a teacher could observe for patterns, talk to past teachers or look at the student's IEP. For a student avoiding writing due to difficulty, addressing the writing issues could improve both behavior and academics. When misbehavior begins, intervening gently and shifting instruction if needed can help, while later intervention should still prompt respectfully and reinforce any engagement or

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1K views

Iris Addressing Disruptive and Noncompliant Behaviors Part 1 1

Some key reasons students may continue misbehaving even with a good classroom management plan include life stressors, being at risk for issues like poverty or language barriers, or certain disabilities. Intervening early in misbehavior can interrupt the cycle when issues are minor, but it can be hard to identify early signs. To understand triggers for a model student who sometimes misbehaves, a teacher could observe for patterns, talk to past teachers or look at the student's IEP. For a student avoiding writing due to difficulty, addressing the writing issues could improve both behavior and academics. When misbehavior begins, intervening gently and shifting instruction if needed can help, while later intervention should still prompt respectfully and reinforce any engagement or

Uploaded by

api-412890450
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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IRIS: Addressing Disruptive and Noncompliant Behaviors

(Part 1)
Richard Adam

1. List three reasons why some students continue to cause problems


even when there is a good classroom management plan in place?

A.temporary life stressors such as parents divorcing

B.student at risk (poverty, linguistically diverse)

C.certain disabilities (learning disabilities, emotional or behavioral


disorders)

2. Discuss at least one benefit and one challenge of intervening early


in the acting-out cycle to prevent problem behaviors from escalating.

Intervening early interrupts the acting out cycle when behavior problems
are less serious and students are more amenable to intervention efforts.

A challenge of intervening early is identifying the early signs of the acting


out cycle. Many times the teacher notices problems in advanced stages like
the peak phase.

3. Think back to the Challenge at the beginning of this Module. Ms.


Rollison is having trouble with Patrick, who is a model student on
some days and is rude and disruptive and refuses to work on others.
Unfortunately, she probably does not have enough information to
figure out what Patrick’s triggers are. Although not discussed
explicitly in the Module, can you think of three methods by which Ms.
Rollison could determine his triggers?

A. Observation with data collection


B. Talk to parents or previous teachers to seek a pattern
C. Look at the child’s IEP

4. Ms. Rollison is also having trouble with Tameka, who refuses to do


any written work. In this case, Ms. Rollison does have enough
information to figure out what Tameka’s trigger is. What is it?

Tameka’s trigger is related to writing. Tameka understands that there is a


problem. She says writing is too hard and her writing is messy. She avoids
writing by doing things she is better at or enjoys (reading and drawing) or
visits with friends. Tameka’s writing difficulty must be addressed to improve
her academic abilities and to positively improve behavior..

5. Once either Patrick or Tameka enters the Agitation Phase, what


would you recommend that Ms. Rollison do? If she doesn’t recognize
the Agitation Phase, what would you recommend differently for the
Acceleration Phase?

It is important to intervene early in the Agitation Phase when the


intervention strategy will be successful. The same strategy employed late in
the Agitation Phase may actually escalate behavior into the Acceleration
Phase. One strategy is to address the child, “It seems like your struggling,”
or “How can I help you?” Then ask child if he would like to work in the back
of the classroom or in a special area, or ask the child if they would like to
work with a partner.

Another strategy is to shift instruction. For example pair up the students to


finish the activity. Shifting is very important if several children are affected.

To intervene in the Acceleration Phase the teacher should prompt, redirect


or make a request and allow the student time to respond. Tell the student “I
know you are upset now but I need you to do the problems.” Ask them to
do 2 problems and let them know you will check them shortly. Do not use
sarcasm. If the student engages the teacher should immediately reinforce
the engaged behavior.
If the student partially complies, e.g. hands in sloppy work, the teacher
should reinforce the partial compliance and request additional limited
engagement. For example, the teacher can ask the student to redo a part
of the sloppy or incomplete assignment.

6. What is the primary reason that teachers are often reluctant to


engage in debriefing during the Recovery Phase? Why is it important
to debrief in spite of this reluctance?

Teachers can be reluctant to debrief because it will cause them to deal with
the emotions and expectations of the class. The teacher must also
acknowledge that they made a mistake and process their own feelings,
emotions, responsibility and guilt about the situation. The teacher may also
believe that debriefing may trigger another episode.

If there is no debriefing the student may believe that they have gotten away
with the bad behavior without any consequence. This can reinforce the
aberrant behavior. Debriefing also provides an opportunity to analyze why
the episode occurred. Then a plan which be implemented to prevent a
repeat episode.

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