Managing Challenging Students

Change your lens

Change your lens

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From "Bad behaviour modification"
to "problem solving" cause of behaviour

behaviour = fever = symptom

problem solve together with child

Challenging = Lacking skills to be successful
(expectations exceed skills)

Functional Behavioural Assessment
(underlying cause)^

1. Define the behaviour concretely

1. Define the behaviour concretely

2. Identify causes
(biological, social, affective, environmental)

need multiple sources (maybe contextual, specific teacher)

indirect questioning

to stakeholders

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In what settings do you observe the behavior?Are there any settings where the behavior does not occur?Who is present when the behavior occurs?What activities or interactions take place just prior to the behavior?What usually happens immediately after the behavior?Can you think of a more acceptable behavior that might replace this behavior?

to student themselves

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What were you thinking just before you threw the textbook?How did the assignment make you feel?Can you tell me how Mr. Smith expects you to contribute to class lectures?When you have a “temper tantrum” in class, what usually happens afterward?

direct observation

ABC analysis (antecendent, behaviour, consequence)

ABC analysis
(antecendent, behaviour, consequence)

What's the payoff? (escapes, avoids, gets)

Is there a skill deficit?^

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Does the student understand the behavioural expectation for the situation?Does the student realize that he or she is engaging in unacceptable behaviour, or has that behaviour simply become a "habit"?Is it within the student's power to control the behaviour, or does he or she need support?Does the student have the skills necessary to perform expected, new behaviours?

problem solving

flexibility

frustration tolerance

Is there a performance deficit?
(can but not always)

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Is it possible that the student is uncertain about the appropriateness of the behaviour (e.g. is it appropriate to clap loudly and yell during sporting events, yet these behaviours are often inappropriate when playing academic games in the classroom)?Does the student find any value in engaging in appropriate behaviours?Is the behaviour problem associated with certain social or environmental conditions?Is the student attempting to avoid a "low-interest" or demanding task?What current rules, routines or expectations does the student consider irrelevant?

3. Hypothesis statement

manipulate environment,
observe again to confirm

4. Intervention plan

plan ways to avoid trigger,
modify learning enviro

teach student to recognize signs, triggers

feelings cards

feelings cards

plan replacement behaviour^

more appropriate ways to get attention

teach relaxation skills

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animal posture

deep breathing

counting down

teach problem solving skills

plan behavioural contracts, token economy

fade out extrinsic rewards over time

peers, para-professionals (counsellor)

5. Monitor

Interventions

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Goal

supports growth

fosters self-esteem

Visualize proper behaviours

Behaviour Learning Ladder

Behaviour Learning Ladder

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Visualize positive behaviour expectations and feedback.Start at the bottom each day.Ladder stepsI am being a great role modelI am going above and beyond expectationsI am making responsible choicesI am ready to learnI can make better choices independentlyI can improve my behaviourI need to reflect on my attitude and behaviourConstructive Feedback: "“William, I know you can get this work done, I want you to finish the first four questions before lunch, if you do this, I’ll move you back up the ladder.”

Proper behaviour poster

Proper behaviour poster

rewards desirable behaviour

1. Give choice

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Offer the student up to three options and ask them to choose only one.Let them know how much time they have to make a decision and wait for their response.Finally, reinforce the option they chose so that they’re fully aware of the pros and cons of their choice.

2. Preview (provide predictability)

3. Adjust task difficulty

4. Provide student choice

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Individualized goals for student.Break down work into smaller partsStick to writing content over dictating.Allow the student to move at their own pace throughout the curriculum in relevant areas like writing term papers.Give immediate feedback for exams.Assign student tutors where necessary for the more challenging concepts.

5. Review model peers

Popular interventions that don't work:
- don't solve problems
- don't teach skills

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Time OutHolding students in at recessDetention, suspensions, expulsionsCorporal punishmentRestraintsSeclusionStickers

Disruptive, oppositional, special needs/disability (physical, intellectual, learning)

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Behavioural challenges:#1 reason for time taken from teaching#1 stressor for teachers#1 cause of teacher dropout#1 cause of referrals for mental health

ADHD

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instructions:
clear, brief, visualized

consequences:
more immediate,
more frequent (feedback),
higher magnitude

Reinforcement:
"Positives before negatives"
reinforcers that backup in-class tokens must change more often

Anticipate:
- environment of high energy
- prompt student to recall rules of conduct

Where possible,
modify environment and differentiate task