Extra Material Content: Special, Rare Situations

The Difficult ChildContractsToken reinforcement

The Difficult ClassToken Economies, P.A.T., Bonus Time

EDUC 4454 – Class 7

Special, Rare & Unique Situations

These are situations you will encounter, but they are rare. Please consider the following information when you have followed what you already know, have reflected on your strategies and yourself, and have concluded that it is one of those ‘if all else fails’ situations.

Situations we will talk about: 1. The exceptionally difficult child 2. The exceptionally difficult class

3. The forgotten behavioural concerns

The difficult child These children, once identified, are classified often by the severity of the

condition. Mild - can be dealt with in the regular

classroom Moderate - with support these students can remain

in the regular school setting Severe - usually placed in special classes or

special Profound schools

Often come to professional attention in middle-childhood or the teen years. Behavioural concerns are most common in the middle grades then in the

primary grades and also declines from junior high school to the last years of high school

Children from lower socio-economic levels are more likely to be seen as difficult A higher proportion of those considered with a behaviour disorder are from

minority groups

Boys outnumber girls 2:1 in every classification from mild to profound In more serious disorders, boys have been estimated to outnumber girls 12:1 First-born males more likely to be classified Boys are 8 or 9 times more likely to be placed in a special education class

Why?Why?

The difficult child

There is a whole continuum of behaviour disorders

There is a lack of agreement as to what qualifies as a behavioural issue

Different boards and organizations have different definitions

Why is it so difficult to define?

• Inadequate definition of mental health – because human emotions can vary, a precise definition of normalcy is hard to derive

• Deviant and unusual behaviours can be part of the repertoire of ‘normal’, healthy children. At the same time, disturbed children can behave quite ‘normally’.

• Differences in behaviours and triggers make it hard to define

• Different professional perspectives – each have their own theories

• Varying reactions to different behaviours

• Social and Cultural expectations

• Co-morbidity

The difficult child To help them, the first step is to determine what is wrong. This is difficult to do. No single test can pinpoint symptoms or causes

•Aggressive: Conduct Disorder – acute, chronic aggression (intention to harm or injure another human being)

•Can develop deviant or anti-social behaviour problems

•Can violate social norms, rights of others, refuse to comply with requests, school rules, conventional limits on behaviour

•Behaviour is resistant to change through the usual forms of discipline – they have been in trouble so often that they are inured to scolding and punishment

•They do not have inner controls; behaviour is impulsive, distractible, hyperactive, disruptive; a variety of behaviours: hitting, biting, kicking, non-compliance, dependency, crying, whining;

•short attention spans;

•have difficulty showing understanding of right and wrong; lack social skills;

•personality traits which make others dislike or reject them;

•non age-appropriate behaviours (e.g., a 12 year old having a temper tantrum)

“Children are more likely to be aggressive if they have opportunities to practice aggression, especially if no unpleasant consequences follow.” (Winzer, 1990, p.432)

Therefore – Students with conduct disorders respond “well” to:

consistency and follow-through

explicit redirection

You Have a Choice statements

Contracts

– expect testing by student to verify consistency & follow through, to test your word

In your classroom they need structure and routine; also benefit from lessons which adhere to the affective domain (are interesting and motivating, inspire them and thus persuade them to stay on

task)

Strategies for the dealing with chronic difficult behaviours

2 key long-term problem-solving strategies: (Principles of Classroom Management – Chapter 9)

1. Relationship Building – 4 steps Step 1: wondering why Step 2: developing sense of empathy Step 3: being alert for cues re positive behaviour

aspects Step 4: monitor own behaviour & repsonses to student

Strategies for the dealing with chronic difficult behaviours

2 . Breaking the Cycle of Discouragement - student’s basic needs unfullfilled; i.e. low self-esteem,

not belonging or feeling important - & behaviours still need to be dealt with but teacher

must find ways to fullfill needs & break cycle - do this through management techniques try &

engaging in behaviours to meet student’s basic needs for self-esteem (significance, competence, power, virtue)

- use effective private conferencing; be aware of receiving/sending skills – p.218,219

Strategies for the dealing with chronic difficult behaviours

3 Specific Management Techniques for dealing with 2 major categories of chronic behaviour problems – those who potentially can improve quickly & those who cause the most disruption:

1. Self-Monitoring (student-directed)– clearly indicate behaviours to be tracked; must be easy to use system; better for elementary

2. Anecdotal Record Keeping (collaborative) – any grade level but

particularly intermediate/senior; teacher records negative/postive behaviours over time period; corrective measure taken; analysis done with student in private conferences

3. Behaviour Contracting (teacher-directed) – operant conditioning i.e. a reinforced behaviour will likely be repeated; written agreement in which student commits to certain behaviours & earning of reward; aims to encourages student’s self-discipline & commitment

Behaviour Contracts & Plans

A behaviour contract is set up as a formal agreement between the teacher & the student with mutually agreed upon conditions – there may be parent invovle

It can be part of a behaviour plan or can stand alone A behaviour plan is a plan of action for dealing with

more severe behaviour children; it usually is arrived at after much discussion and consultation with staff/adminisration/resource/spec ed & support service personnel such as guidance counsellors and/or behaviour consultants/pschologists/doctors and of course parents/guardians

Bump 7: Formal Contracts

used with students who are persistently defiant

a statement of behaviours that will not be condoned and the consequences that will follow should the student choose to engage in those behaviours

the role of the teacher changes from controller to implementer of the terms of the contract

it allows the teacher to focus on the positive aspects of the student’s behaviour

usually involves other stakeholders

it is a written document that is signed by all stakeholders

Bump 8: In-School Suspension

an alternative to out-of-school suspensions

students are removed from their classroom and have no contact with their peers for the designated time

students may be expected to work during their in-school suspension

Bump 9: Out-of-School Suspensions

Mandatory Suspension: a pupil may be suspended from his or her school and from engaging in all school–related activities if the pupil commits any of the following infractions while he or she is at school or is engaged in a school–related activity:

1. Uttering a threat to inflict serious bodily harm on another person.

2. Possessing alcohol or illegal drugs.

3. Being under the influence of alcohol.

4. Swearing at a teacher or at another person in a position of authority.

5. Committing an act of vandalism that causes extensive damage to school property at the pupil’s school or to property located on the premises of the pupil’s school.

6. Engaging in another activity that, under a policy of the board, is one for which a suspension is mandatory.

Discretionary suspension

A pupil may be suspended if he or she engages in an activity that, under a policy of the board, is an activity for which suspension is discretionary.

Suspensions are documented and filed in the OSR. Teachers may suspend a student for 1 day. Principals may suspend a student for up to 20 days.

Bump 10: Expulsions

Mandatory Expulsion:

a pupil must be expelled if the pupil commits any of the following infractions while he or she is at school or is engaged in a school–related activity:

1. Possessing a weapon, including possessing a firearm.

2. Using a weapon to cause or to threaten bodily harm to another person.

3. Committing physical assault on another person that causes bodily harm requiring treatment by a medical practitioner.

4. Committing sexual assault.

5. Trafficking in weapons or in illegal drugs.

6. Committing robbery.

7. Giving alcohol to a minor.

8. Engaging in another activity that, under a policy of the board, is one for which expulsion is mandatory.

The principal suspends the student until there is an expulsion hearing.

The school board expels the student.

The board must provide a program for expelled students.

Options for the difficult class

Attention to affective needs Token Economy Bonus Time

- a pleasurable activity is dependant on the completion of a less enjoyable task – time to participate in reinforcing activities is contingent on the occurrence of acceptable behaviour

P.A.T. time Social Skills Training

Terminology

Section “20” Class Behaviour Modification (look up Skinner) Conduct Disorder - see earlier slide Obsessive Compulsive Disorder ADHD & ADD - can only be diagnosed by a

physician Medication discussion

Video: Win Students Over: Not Win Over Them

Part E: Active Student Involvement

Part F: Addressing Misbehaviour