Disruptive Behavior in School

1. Disruptive Behavior in School CIE A-Level- Educational Psychology

2. CIESyllabus Components • Topic 1: Types, explanations, and effects of disruptive behavior • Types: Conduct, immaturity, bullying, & ADHD • Explanations and effects of one (or more) of the above (general) • Topic 2: Cause and effects of one disruptive behavior • Choose from conduct, immaturity, and bullying (NOT ADHD) • Topic 3: Preventive and Corrective Strategies • Preventive Strategies • Effective Classroom Management (Kounin, 1990) • Effective Discipline (Cotton, 1990) • Corrective Strategies • Behavior Modification (Presland, 1990) • Self-Instructional Training (Meichenbaum, 1971)

3. Types, Explanations, & Effects: Defining Disruptive Behavior • There is not one single definition… • Fontana (1995) notes that it is any “behavior that proves unacceptable to the teacher” • Cooper (1996) notes that it is when a child is uncooperative and prevents themselves and other children in class from working... and manages to grab a teacher’s attention and prevent the teacher from giving the other children attention • “Disruptive behavior is defined as any behaviors that hamper the ability of instructors to teach or students to learn” (VA Tech website) • Typically is teacher-specific or may be school-wide • Often the ‘disruptive behaviors’ change over time & vary by culture • Thus problems of quantifying & validity across education • For example…

4. Disruptive Behavior circa 1848 (U.S. high school)

5. Disruptive Behavior in today’s colleges • Use of cell phones/tablets etc. in the classroom • Eating in class • Bringing children to class • Monopolizing classroom discussions • Failing to respect the rights of other students to express their viewpoints • Talking when the instructor or others are speaking • Constant questions or interruptions which interfere with the instructor’s presentation • Overt inattentiveness (e.g., sleeping or reading the paper in class) • Creating excessive noise • Entering the class late or leaving early • Poor personal hygiene (e.g., noticeably offensive body odor) • Refusal to comply with faculty direction More extreme examples of disruptive behavior include, but are not limited to: • Use of profanity or pejorative language • Intoxication • Verbal abuse of instructor or other students (e.g., taunting, badgering, • intimidation) • Harassment of instructor or other students • Threats to harm oneself or others • Physical violence

6. Types, Explanations, & Effects: Types of Disruptive Behaviors • CIEhighlights 4 main types of disruptive behaviors: • Conduct • Immaturity • Bullying (verbal & physical aggression) • ADHD • CIE notes that you need to be able to: • describe each of the disruptive behaviors (including ADHD) • explain the causes and effects of the disruptive behaviors (excluding ADHD, which is covered in special education unit)

7. Types, Explanations, & Effects: Conduct as a disruptive behavior • Conduct disruptive behaviors- are ones that involve students acting against the classroom rules and expectations and/or societal norms • Distracting the teacher and/or others • Attention-seeking behavior • Calling out in class • Being out of their seat • Inappropriate use of electronics in today’s classrooms

8. Types, Explanations, & Effects: Immaturity as a disruptive behavior • Often overlaps with conduct disruptions • Immaturity is the most widely subjective disruptive behavior as there are various definitions and causes • May be due to the student not reaching the appropriate maturity level to display the desired classroom behaviors • The child may lack the attention span to concentrate on the teacher for long periods, or the capability to understand instructions given • The student may be academically capable, but more easily bored with the class • The student may be academically lower than other students and may become frustrated

9. Types, Explanations, & Effects: Bullying as a disruptive behavior • Bullying is a specific type of conduct disorder • Defined as “Bullying is unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. Bullying includes actions such as making threats, spreading rumors, attacking someone physically or verbally, and excluding someone from a group on purpose.” (www.stopbullying.gov) • Can be verbal, physical, emotional, and now digital (cyberbullying)

10. Types, Explanations, & Effects: ADHD as a disruptive behavior • ADHD- Attention Deficit Hyperactivity Disorder • ADHD has two parts- an attention deficit strand and a hyperactivity strand. • Attention deficit strand can be illustrated by behaviors such as inattentiveness in class or being very easily distracted or taken off task(squirrel…) • Hyperactivity strand could include over-activity and/or impulsivity • ADHD can be diagnosed with enough symptoms from one of the two strands, or a combination of symptoms from both strands • Need minimum 8 characteristics for at least 6 months • Restlessness, easily distracted, blurts out answers, difficulty following directions, difficulty staying on task, goes from one activity to another without finishing, difficult in playing quietly, excessive talking, interrupts others, loses things, procrastination, may take physical risks without considering consequences

11. Types, Explanations, & Effects: Poor Teaching as a Cause of Disruptive Behaviors • Poor Teaching may be the root of the problem as: • Classroom management style may not exist, be effective, or is too stringent for the student makeup http://www.youtube.com/watch?v=JxPBDWjp1qM • Teachers may provide attention to the student when ultimately that is what s/he wants or may worsen the situation with their reactions • The lessons may be either too easy or too difficult leading to boredom and/or frustration by students • Students are often given too much ‘free time’ or insufficient guidelines/directions http://www.youtube.com/watch?v=KfYolxKB_5k • Fontana (1995) suggests that teachers 1st need to ask themselves why they consider behavior to be disruptive • Is calling out with a better answer disruptive? • Is humor a threat to their authority?

12. Types, Explanations, & Effects: Poor Parenting as a Cause of Disruptive Behaviors • Often results from a lack of rules and/or discipline at home • Parents may in fact encourage/reinforce misbehavior in school • Parents may contradict the rules/procedures and even the topics being taught, thus worsening the situation • May be due to various parental influences (bullying example): • Attachment style- Rigby (2013) noted that avoidant and ambivalent attachment style children are more likely to be bullies in school • Parenting style- Rigby (2013) noted a strong link between authoritarian parenting and bullying behavior whereas Laeheem (2013) noted this and the addition of the child being exposed to parental violence at home • Socio-economic status- Jansen et al (2012) noted that students from lower SES were more likely to be bullies • Teaching environment- Laeheem (2013) noted that authoritarian teaching style led to more bullying as well

13. Types, Explanations, & Effects: Poor Parenting as a Cause of Disruptive Behaviors • Loeber & Stouthamer-Loeber (1986) study • Concluded that the main influence of disruptive behavior was the neglect, lack of involvement, & poor relationship b/w child and parent(s) • Typically worsened by inconsistent, harsh discipline • Teachers can worsen the situation by often responding in similar way • Hoeve (2009) meta-analysis revealed that (a) negative aspects of support including rejection, hostility and neglect, and (b) psychological control had the strongest links to delinquency (often in conjunction with disruptive behavior in school)

14. Types, Explanations, & Effects: Theoretical Perspectives • Behaviorists- operant conditioning basis • Often negative behaviors have been reinforced at home or in the class and other behaviors have been learned through social learning • Cognitive- changing the way we think • Concept is that if the way we think is changed, behavior can be changed (negative  positive outlook) but that this is often not the case • Humanistic- unconditional positive regard • We should be judging the behavior rather than the student, yet this is seldom used as we tend to rely on behavioristic punishments

15. Types, Explanations, & Effects: Possible Effects of Disruptive Behavior • May lead to negatives for the classroom learning and environment as a whole • Missed opportunities for learning • Slowing of pacing required to complete tasks & curricular goals • May lead to social learning of disruptive behaviors by other students • Negative reactions from teacher may lead to overall negative attitude and lack of effort from the class • Garner & Hill (1995) list some of the possible effects as: • Prevents children’s participation in educational activities • Isolates them from their peers • Affects other students' learning • Reduces opportunities for involvement in ordinary community activities • Excessive demands upon teachers, staff, and resources • Places the child or others in physical danger

16. CIE Syllabus Components • Topic 2: Cause and effects of one disruptive behavior • Choose from conduct, immaturity, and bullying (NOT ADHD) • (Bullying is focused on here, yet you can discuss conduct or immaturity on your own as well)

17. Cause & effects of one disruptive behavior: Bullying • Potential “causes” of bullying • Attachment Style • Bullies tend to have insecure attachment styles (Rigby, 2013) as they have not formed an emotionally stable bond at home • Parenting Style • Authoritarian parenting is positively correlated (Rigby, 2013) • Parental violence seen as largest predictor (Laeheem, 2013) • Socio-economic status • Children from disadvantaged families with low SES are more likely to be bullies (Jansen et al., 2012) • Teaching environment • Authoritarian classroom management a factor (Laeheem, 2013)

18. Cause & effects of one disruptive behavior: Bullying • Researched Effects of Bullying: • Ttofi & Farrington (2012)- longitudinal study • about 1/3 of bullies partake in criminal behavior after leaving school • Those who are bullied are 2× as likely to become depressed • Sesar et al (2012)- sample of 250 college students who had been previously bullied showed higher rates of stress, sleeping problems, and depression

19. CIE Syllabus Components • Topic 3: Preventive and Corrective Strategies • Preventive Strategies • Effective Classroom Management (Kounin, 1990) • Effective Discipline (Cotton, 1990) • Corrective Strategies • Behavior Modification (Presland, 1990) • Self-Instructional Training (Meichenbaum, 1971)

20. Preventive and Corrective Strategies • Preventive Strategies- classroom management and whole-school expectations that are used to try to stop disruptive behavior before it occurs • Kounin (1970) effective classroom management • Cotton (1990) effective preventive discipline http://www.youtube.com/watch?v=_SbkHgx6YIo (Lean on Me- dismissed speech) • Corrective Strategies- strategies that are employed after the behavior has occurred, with the aim of preventing it from happening again • Presland (1990) behavior modification techniques • Meichenbaum (1971) Self-instructional training (SIT)

21. Effective Preventive Discipline- Classroom Level- Kounin (1970)’s Effective Classroom Management • “Withitness”- teacher’s awareness of the classroom and the communication of this awareness (verbally or nonverbally) • identify problems right way & correct the situation • recognizing students’ understanding, distractions, etc. • “Overlapping”- multitasking several things at once • “Smoothness & Momentum”- starting class right away and avoiding ‘down time’, also moving from one topic to another smoothly and/or handling disruptions in stride • “Group-alerting”- using random questioning of students to make them accountable for learning by realizing that they could be next (keeping them on their toes) • “Stimulating seatwork”- make lessons & classwork interesting to avoid boredom and/or frustration • “Ripple effect”- teacher corrects misbehavior of student while positively influencing the behavior of others • http://www.youtube.com/watch?v=J1ixzBBvHCw

22. Preventive Strategies at the School Level • Concerned with establishing rules, procedures, & routines • To inform students of what is appropriate & what is not • To inform students of consequences of inappropriate behaviors • Most research has focused on comparing schools with low levels of incidents and ones with high levels of incidences • Schools that are successful at preventive strategies focus on clear expectations for all stakeholders involved and are based on humanistic ideas of respect for & in the best interest of students • What are the preventive strategies established here? Are they effective?

23. Effective Preventive Discipline- School Level- Cotton (1990) • Based on findings of a world-wide meta-analysis that most schools with successful preventive strategies shared the following features: • Commitment - staff must believe in the system & in encouraging good behavior • High expectations - staff makes it clear that they expect good behavior • Clear rules - staff & students must both understand what is and is not acceptable, and the consequences of good and bad behavior • Warm school climate - staff take an interest in students as individuals, offering broader support for their well-being • Visible, supportive principal - often seen in hallways and classrooms, one who knows the students in the school • Delegation of responsibility- teachers are responsible for their classes and their behavior/consequences policy (and not overruled by admin) • Close ties with local communities - parents have close involvement with the school and are knowledgeable about what is going on

24. Corrective Strategies of Disruptive Behavior • Ways of dealing with disruptive behavior after it has occurred • Lefrancois (1997) asserts that consequences should be: • (a) in the best interest of the student(s)’ self-esteem & humanity • (b) applied in the best interests of the entire group • Most likely accomplished through a behavioristic or cognitive outlook • Research has shown that: • It is best to speak the student in private rather than in front of the class as often disruptive students crave that attention • Students are more likely to respond positively to the teacher’s actions if they understand that they are being reprimanded for their actions, rather than who they are • Using a cognitive approach is preferable to a behavioral one • Enables the student to change his/her thinking and then behavior to reduce future incidents

25. Behavioral Corrective Strategies- Behavior Modification Techniques • Presland (1990)- Behavior Modification Techniques • Based on principles of operant conditioning & behavior shaping • Goal is to change/eliminate disruptive behavior & replace with more appropriate, desired behavior • Steps: (1) define the problem (2) measure the problem (3) determine antecedents & consequences (4) decide whether & how to change antecedents & consequences (5) plan/implement the intervention (6) follow up • 1978 study demonstrated that this strategy was successful for 22/23 teachers who used this with their students (ranging from 3-13years) • Incidents of disruptive behavior diminished from a 2.4 baseline to 0.4 after two weeks

26. Behavioral Corrective Strategies- Behavior Modification Techniques The aim is to replace disruptive behavior with more appropriate behavior, by following a series of steps: • 1- Defining the problem - deciding exactly which behaviors need to be changed • 2- Measuring the problem - e.g. counting the number of occurrences in a lesson • 3- Determining antecedents and consequences - e.g. find out what triggers or reinforces the behavior. • 4. Deciding whether and how to change antecedents - do you really need to do all this, or would a simple change of the situation, e.g. moving them to a new seat, actually solve the problem. • 5. Planning and implementing the intervention - deciding what, and how, to selectively reinforce the behavior in order to change it. The reinforcement can also use other behaviorist ideas such as token economies • 6. Following up - evaluating with the student whether the program has been successful or not (and devising a new plan as needed)

27. Cognitive Corrective Strategies • Based on principles of behavior modification & aligns them with cognitive strategies to change not just behavior, but how students think about what they are doing • Attempts to address not only the maladaptive behavior, but also the maladaptive cognitions that lead to the behavior in the first place • Based on aspects of both information processing and constructivism • The goal is to have students: • understand the need for a productive learning environment • accept the responsibility of creating a productive learning environment • Can help students be intrinsically motivated to do as they believe that their responsibility is to help establish and maintain the classroom environment • Students are more likely to obey the rules when they understand the reasons for them and understand that they can influence their own learning and their surroundings

28. Cognitive Corrective Behavior- SIT • Meichenbaum (1971)- Self-instructional training (SIT) • Focuses on developing one’s understanding of what needs to be done to succeed at a task and to simultaneously pay attention to what they are doing, to take their time, and to think about the next move they need to make (metacognition about behavior) • Goal is to have disruptive students instead work quietly on a task by “talking through instructions to self” with “success at a task” while reducing the disruptive behavior • SIT is less worried with the exact consequences of the behavior than about how the student thinks about the behavior • SIT was created to aid learning with hyperactive and impulsive behaviors

29. Cognitive Corrective Behavior- SIT • Consists of five steps: • 1. Cognitive modeling - Teacher talks aloud while modeling the task/behavior • 2. Co-working – student this time talks aloud while performing the task/behavior (where the teacher may guide the student in order to be successful) • 3. Imitation - The student repeats the task & vocalizes without teacher guidance • 4. Sub-vocal performance (w/lip movement) – repeats task/behavior while saying instructions ‘in their head’ • 5. Sub-vocal performance (w/out lip movement)- As before, but w/o lip movement • 1971 study- N=15 remedial students (8F:7M, 7-9yrs), 3 groups of 5 (2 controls & 1 experimental), results shows that the experimental group significantly increased their impulse control ability, performance on an IQ test, and puzzle solving tests