My Professional Development Inquiry:

Understanding Students with Behavioural Issues

March 29, 2012 Tamara Wikkerink

My inquiry question

How can I include a student with behavior issues in class activities while preventing disruptive or negative behaviour? How do

I assess that student?

What Causes Disruptive Behaviour?

Environmental Factors

Problems at home Fighting parents, divorce, parental/ guardian

abuse and/or neglect, death in the family, parental/guardian alcohol and substance abuse, etc.

Family/guardian instability Problems at school or in the classroom Bullying, antisocial, different interests, Learning disabilities Poor teacher-student relationships Disinterest in subject material and

curriculum content

Biological Factors

Physical health problems Physical limitations, fitness limitations,

physical appearancePrenatal developmentMental health problems

ADHD (attention deficit hyperactivity disorder), ADD (attention deficit disorder), anxiety disorders, eating disorders, autism, schizophrenia, depression, bipolar disorder, etc.

What do disruptive behaviours look like?

Temper tantrums Outbursts in class Defiant behavior Difficulty staying focused and on task Interrupts the learning of their classmates as

well as their own Verbal or physical anger Lying Name calling, etc.

Scenario

A grade 4/5 Social Studies class that does a lot of partner work, some group work, but rarely individual.

Unfortunately on a daily basis there are frequent disruptions due to negative behaviours and related issues.

What would you do?

How can I manage the disruptive behavior in this grade 4/5 Social Studies class?

Easy to say “no partner work”, but that would impede on meaningful learning

Prevention: Ask yourself “how are the class dynamics

that day? “

In Social Studies class continued . . .

• If I notice that the class or those students are having an off day I will do one of two things: work solo and/or move the student. move Social Studies to the next day, but

it’s not a long term solution.

Prevention Strategies

Point earning system. The Least Coercive Road Strategies from Randolph M. Boardman’s article

“Behavior Modification: Preventing problematic behaviors: it starts with staff training”.

The ACCEPTS Toolkit

“a process to help create conditions for students to be honest with themselves and to evaluate the impact of their actions on others” (Gossen 17).

Has “four parts and eight tools [which] gives educators common language to help students move toward self-discipline” (Gossen 17).

The Least Coercive Road

The Least Coercive Road (Gossen 17)

1. Opening up the Territory (Freedom)a. Does it really

matter?b. Yes, if . . .

2. Social Contract (Belonging)a. Person I want to

beb. Class beliefs

3. Limits (Personal Power)a. My job Your Jobb. Bottom Lines

4. Restitution (Creativity & Fun)a. Self-Restitutionb. Restitution

Triangle

Randolph M. Boardman says

1. Be empathetic2. Clarify messages3. Respect personal space4. Be aware of your body position5. Ignore “challenge” questions6. Permit verbal venting when possible7. Set and enforce reasonable limits8. Keep nonverbal cues nonthreatening9. Avoid overreacting10.Use physical techniques only as a last resort

(43-44).

Steps:1. Select a student2. Build a skill packet3. Coach the student to use the skills4. Evaluate

The ACCEPTS Toolkit

Assessment Strategies

Assessment is very important. Assessment is key in the consideration

and implementation of an IEP because it helps us understand what is bothering the student and how it can be overcome.

Conferences (student-teacher, student-student)

Self- and peer-assessments Karen Murphy suggested that I create a

self-assessment for students to fill out so that I can know how they were feeling and what their specific needs are for that day.

Speak with my supervisor, sponsor teachers, and I may need to obtain parental permission.

Assessment Strategies continued . . .

Resources

Boardman, Randolph M. "Behavior Modification: Preventing Problematic Behaviors: It Starts with Staff

Training.“ American School & University Mar. 2010: 42- 44. Web. 1 Mar. 2012.

Gossen, Diane. "Student Behavior." International Journal of Reality Therapy 17th ser. XXVII.1 (2007): 17-20. Print.

http://www.mhawestchester.org/html/disruptive_behavior_disorder.html

Resources continued . . .

www.newwhittington.derbyshire.sch.uk/parents_disruptive.htmhttp://www.psychology.com/resources/child_behavior.phphttp://www.ldonline.org/article/6180#functionalKoch, Steven P. "Preventing Student Meltdowns."

Hammill Institute on Disabilities (2010): 111-17. Web. 1 Mar. 2012.