Oppositional Behavior
one or all of the following functions
common antecedents to oppositional behavior
escape
tangible
attention
unstructured activities (e.g., recess and lunch) and transitions
interactions with an adult who has a authoritative style or a history of conflict
peer interactions, especially without adult facilitation
situations in which a student is asked to wait, is given a demand, or is told no
emphasis for teachers
prevent oppositional behavior
build relationships with the student
students with oppositional behavior potential difficulties
all-or-nothing thinking
difficulty with authority
cognitive inflexibility
social problems with peers
most students with oppositional behavior have warning signs
keep a list of them
act fast when they demonstrate them
safety plan
planned responses
when to involve parents, police, and transportation for an evaluation
staff training
demands are very hard for students so consider breaks throughout the day