Managing Problem Behaviors

Laura Dauffenbach Laura Meier Joe Denker Managing Problem Behaviors

Problem Behavior Defined • Setting (if a behavior is happening in all settings, then it is a individual problem and not a result of a student-classroom mismatch, ie. Anorexia, Depression) • School • Home • Work • Duration • Temporary • Chronic • Determines severity of problem behavior • Intensity (Intense Behaviors) • Disruptive • Causes Physical or Psychological Harm • Puts students in jeopardy

Emotional Problems • Undetected emotional problems • 50% of students with documented emotional disabilities drop out of school (US Dept. of Ed. 2001) • Most are unnoticed and untreated… or misidentified as having a learning disability

Emotional Problems • Types of Emotional Disturbance • Internalized • depression • suicidal thoughts • Externalized • temper tantrums • physical aggression • Federal Definition of Emotional Disturbance • (IDEA) Individuals with Disabilities Act: determines proactive supports for youths/students who might be at risk… • Implementation of proactive supports

Emotional Problems Issues with Emotional Disturbance: • Inability to learn • noncompliance, disinterest and avoidance are symptoms exhibited by students who have emotional baggage • gear curriculum towards students’ interests • Inability to Maintain Satisfactory Relationships • foster positive peer relationships by building classroom community…cooperative learning, peer tutoring etc. • Inappropriate Behavior or Feelings • A reason always exists… • Pervasive Mood of Unhappiness or Depression • Early identification and treatment…refer to school counselor • Tendency to Develop Physical Symptoms or Fears • Headaches, abdominal pain etc. Refer to physician

PBSPositive Behavioral Support • Proactive disciplinary methods • Alternative to threats, punishments, and aversive reaction • Comprehensive systems for analyzing and changing students’ behavior • Basic Needs • Social Skills • Environmental Support

FBAFunctional Behavior Assessment • Process of collecting data • determine what function the behavior may be serving for a child • get/seek something desired • escape/avoid something painful or undesired • seeking control • determine why the behavior is occurring • Complete a functional behavior assessment form

FBA Assessment Form • times when the behavior does/does not occur (just prior to lunch, during a particular subject) • specific location of the behavior (classroom, playground) • conditions when the behavior does/does not occur (in small groups, during unstructured time) • individuals present when the behavior is most/least likely to occur (certain students, substitute) • events or conditions that typically occur before the behavior (assigned to a certain reading group) • events or conditions that typically occur after the behavior (student is sent out of the room) • common setting events (during bad weather, during testing)

FBA Positives • Proactive approach, teaching behavior rather than punishing • Focuses on prevention • Provides a method for assessing behavior • Provides consistent methods for implementing behavioral interventions that address the function of the behavior

BMPBehavior Management Plan • Recommended for students who exhibits chronic classroom management problems • Outlines a specific course or action • changes that will be made in classrooms or other environments to reduce or eliminate problem behaviors • strategies to replace problem behaviors with appropriate behaviors that serve the same function for the child • supports for the child to use the appropriate behaviors • set a date for re-evaluating the plan

Isolating Passive Aggressive Aggressive ADHD Non-Verbal Learning Disabilities

Aggressive • Behavior is not logical or acceptable • Creates counter-aggressive staff feelings • Leads to Special Education referrals • Conduct Disorder • Oppositional Defiant Disorder

Aggressive • Managing behaviors • Teach students self management • FBA to determine triggers • Positive feedback/Ignore • Analyze group dynamics • Use logical consequences • Teach social skills • Exclusion procedures • Avoid power struggles • Minimal clear rules • Model appropriate behavior • BMP • Consistency

Passive Aggressive • “Sugarcoated Hostility” • “I can’t hear you” • “I can’t find it” • “See what you made me do” • “It’s not my problem” • Intended to frustrate and irritate

Passive Aggressive • Managing Behaviors • Learn characteristics • Acknowledge anger • Use “I” messages • Benign Confrontation • Promote student self reflection • Logical consequences • List of top 3 behaviors and FBA • Student expression opportunities

ADHD • Neurobiological disorder affecting inhibitions and focus attention • 3-5% of students display ADHD • Guidelines • Before 7 years old • Multiple Settings • Not another disorder • Past 6 months • Impairment exists • Over Diagnosed

ADHD • Managing Behavior • Cognitive-Behavioral Modification • Social Skills Training • Contingency Management • Structured Activity • Self Management • Environmental Accommodations

Isolating • “Outsider” students • Separation from supportive peer relationships • Double Delinquency Rate • Results from Physical or Sexual Abuse

Isolating • Talk Daily • Interest Inventories • Display “Islands of Competence” • Assign Partners • Teach Assertiveness • Provide Designated Role • Encourage Extracirriculars

Non-Verbal Learning Disabilities • Difficulty interpreting body language and other subtle features of conversation • Asperger’s Syndrome • High IQ and deficient social skills

Non-Verbal Learning Disabilities • Managing Behaviors • Help with Social Skills • Cause and Effect lessons • Teach Non-Verbal Cues • Cross Age Peer Tutoring • Build Confidence

Managing Problem Behaviors