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Disruptive and Non-Compliant Behaviors Part 1 - Coggle Diagram

- - - - student behavior is characterized as goal-directed, compliant, cooperative, and academically engaged. Students are responsive to teacher praise and are receptive to working with their peers. Overall, students are behaving in accordance with the guidelines specified in the classroom management plan.
    - - student misbehavior can be triggered by a concern that is left unaddressed. Such concerns can take place either within or beyond the school day.
        
        School-Based Triggers
        
        A negative interaction with a teacher
        
        An argument with a peer
        
        A change in the daily schedule (e.g., an assembly)
        
        High rate of failure on an academic task
        
        Confusion about an assignment
        
        Non-School-Based Triggers
        
        Hunger
        
        Lack of sleep
        
        Medical problems
        
        Stressful home situations
    - - Some students demonstrate agitation by increasing behaviors such as darting their eyes or tapping their hands, moving in and out of groups, and starting and stopping activities.
      - In contrast, other students decrease movement by disengaging from groups, staring off into space, or lowering their involvement in instructional activities.
      - It is imperative that teachers identify and interrupt the acting-out cycle during, or preferably before, the Agitation Phase. If the cycle is not stopped, student behavior will likely increase to more severe forms of behavior such as verbal and physical aggression.
    - - student behavior becomes more focused in an effort to engage the teacher.
        
        Specifically, students use a variety of behaviors (e.g., questioning, arguing, refusing to work, committing minor property destruction) to engage the teacher and interfere with instruction. Sometimes students will complete the required assignments but will produce poor-quality work or will complete only a portion of the assignment. Although the Acceleration Phase is in the middle of the acting-out behavior cycle, indicating that the behavioral concern has been building for some time, this is often when teachers first recognize that a problem is occurring.
    - - behavior is clearly out of control. At this point, prevention of the problem behavior is not possible, and the teacher is forced to deal with it. Students may physically assault others, hurt themselves, cry hysterically, or destroy property–any of which might lead to devastating outcomes.
      - the Peak Phase tends to be a short one. However, the aftermath of this critical event, or “behavioral earthquake,” is often quite serious. For obvious reasons, it is best to prevent behaviors from escalating to this point.
    - - Many students will withdraw, deny any responsibility or involvement, attempt to blame others, and even try to reconcile with those they harmed or offended. Although students will most likely not want to discuss the incident, they are often responsive to directions.
    - - students are generally subdued and may still prefer to avoid talking about the incident. Teachers often incorrectly think that they will re-trigger the misbehavior if they try to debrief the student. Not only is this erroneous but also not talking about the situation with the student can unintentionally reinforce the behavior. To a student, the absence of a debriefing may signify that he or she got away with the misbehavior. Because of this, Debriefing is a necessary part of Recovery.text