Behavior Supports in the Classroom Disruptive Behavior Evidence

Behavior Supports in the Classroom

Disruptive Behavior Evidence: Off-task talking, out-of-seat, competitive activities Culprits: Classroom management, curriculum, teaching strategies Deficits in skills Attention seeking (given more attention for disruptive behavior than appropriate behavior)

Solutions Understand the function Often it is attention seeking—so give them attention for appropriate behavior. . . often! School-wide and classroom interventions Well-written, and enforced, class rules (clear expectations) Well-planned systematic response (consistency) Self-discipline and self-management

Noncompliant Behavior (e. g. Oppositional Defiant Disorder—ODD) Evidence Passive noncompliance, direct defiance, simple refusal, and constant negotiation. Culprits Attention as correction-only/power-struggles Indiscriminant attention (lack of clear expectations, consistency and follow-through) Preference of being seen as ‘bad’ rather than ‘dumb’ Promotes escape-type behaviors

Solutions Say what you mean, mean what you say (consistency and follow-through) Reinforce compliant behavior Research suggests that the most effective intervention for non-compliance is providing positive consequences for appropriate behavior as well as reprimands for non-compliant behavior. So extinction is not effective! Since escape is a primary suspect—suspension in not effective either.

Impulsivity Evidence Erratic and poorly controlled behavior Acts without all information, often calls out in class, difficulty organizing materials Difficulty reflecting on inappropriate actions (including academic work) May also have disruptive and noncompliant behaviors Culprits Attention-seeking Self-gratification (including hitting to stop someone from bothering them) Biology

Solutions Teach skills Waiting behaviors Self-control and relaxation Deliver smaller, shorter tasks Check for accuracy often Provide more feedback Do not rely on medication!

Attention (e. g. ADHD) Evidence Difficulty starting and finishing tasks Distractibility Not paying attention vs. paying attention to everything! Decision-making Can also occur with hyperactivity and impulsivity Culprits Boredom Skill deficits Self gratification Escape and/or attention seeking

Solutions Teaching skills Motivating curriculum Appropriate pacing Teach skills that demonstrate attention (‘sit and listen’). Smaller, shorter tasks with more feedback Understand the function. If it is skill deficits—teach the skills! Reinforcement systems work well for this behavior-particularly preferred activities (kinesthetic) Self-monitoring at timed intervals

Hyperactivity Evidence Often associated with inattention and impulsivity—but is not exclusive to it! Immature behavior Disruptiveness/aggressiveness Seems unable to connect with peers—may look to adults for friendships Culprits Self-gratification Attention seeking Biological and environmental Family schedules and interactions

Solutions Consistency Deliver reinforcement and consequences Social skills training Cognitive behavior management Teach academic skills where there are deficit areas

Aggressiveness Evidence Hostile: Intent to harm Instrumental: Intent to gain something Physical or verbal Culprits Power, control, affiliation Skill deficits Escape, attention-seeking, and/or selfgratification The behavior has been trained or is being modeled by someone The media

Solutions Understand the pattern of aggression Over-aroused (excitability), impulsive (blow-ups), affective (rageful), predatory (vengeful), and instrumental (intimidation) Understand the stages (p. 442) so intervention can take place before dangerous behavior Social skills training Proactive vs. reactive Empathy (e. g. role-playing) Peer acceptance

Tantrums Evidence Aggressive, non-compliant behavior Acting out behaviors (crying, screaming, jumping up and down) Common in young children Culprits The behavior gets them what they want! Mostly connected to parents and other caregivers (including teachers) giving in. Attention seeking

Solutions Extinction is highly effective with this behavior. Say what you mean, mean what you say! Routines Transition warnings

Stereotypy Evidence Self-stimulation (e. g. ‘flapping’) Self-inflicted injury (e. g. SIB) Repetitive behaviors (e. g. OCD) Culprits Deficits in communication skills (speech and language) Attention-seeking /escape

Solutions Increase ability to communicate Social skills training Sign language Decrease gains from behavior (e. g. attention, tangibles, escape, etc) This does not necessarily mean extinction! Very responsive to behavior management-based interventions

Depression Evidence Low energy or fatigue Concentration /decision-making issues Sleeping /eating issues Social skills issues Sadness and/or aggression Culprits Biological or environmental Short- or long-term

Solution Know when to seek additional information and refer to professionals! Combination of professions Medication, behavioral, and psychological Skills training Social skills Cognitive behavior management

Something to Think About Utah has highest rate of mental illness and depression in the US In Utah, 14% of adults and adolescents reported experiencing severe psychological distress, and 10% said they’d had a major depressive episode in the past year. Bad mental health days come three times a month for those living in Utah. The states found to have the highest suicide rates had fewer resources for mental health care, and barriers such as cost made it harder for people in those states to access what resources were available. Researchers also found that the more highly educated a state’s population is, the lower its rate of depression.

Depression and ADHD 18% of children diagnosed with ADHD suffer from depression as teens 10 times higher rate than peers 5 times more likely to consider suicide (not attempt it) Those with combined types evident between ages 4 -6 were at greatest risk for depression and suicidal thoughts Includes depression, ODD, conduct disorder Although boys have higher rates of diagnosed ADHD, girls have the greater risk for depression Having a mother with depression increases the risk *The study appears in the October 2010 issue of the Archives of General Psychiatry

Functional Behavior Assessment And Behavior Intervention Plans

Rationale Behaviors never occur in isolation! Historically ‘Problems occur in people’ Lead to trying to change the person Present-Day ‘Problem-behavior occur in contexts’ Leads to trying to change the context

Steps for Conducting a FUBA from the U. S. Department of Education 1. Define the behavior 2. Gather information 3. Hypothesize the function 4. Develop a plan 5. Monitor behavior

Step 1: Define the Behavior Concrete definition Observable Measurable Objective Conditions under which it occurs

Step 2: Gather Information Interviews Questionnaires Record Reviews Direct Observations

Step 3: Hypothesize the Function Use data Question: When are the behaviors most/least likely to occur (a. k. a. setting events)? Think of ways the behavior is serving the student

Step 4: Develop a plan (BIP) Determine the appropriate behavior that would serve the same function Arrange the environment to prompt desired behavior Develop plans for reward and consequence systems

Step 5: Monitor behavior Verify hypothesis Validate intervention If successful, the assessment is complete If unsuccessful, return to step 2 (gather information)