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Addressing Disruptive and Non-compliant Behaviors - Coggle Diagram
Addressing Disruptive and Non-compliant Behaviors
Phases of Behavior
Phase 1- Calm: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.
If attention is not given to maintain calm behavior, student with behavioral concerns may move into phase 2-triggers
Phase 2- Triggers: student misbehavior can be triggered by a concern that is left unaddressed.
Phase 3- Agitation: often long, behavior is unfocused.
Phase 4- Acceleration: student behavior becomes more focused in an effort to engage the teacher to interfere instruction. This is often when teachers first recognize the problem.
Phase 5- Peak: behavior is out of control. After the peak incident has passed, prepare to reintegrate the student into the classroom.
Phase 6- De escalation: student may be confused, disoriented, and far less agitated. Many students will withdraw, deny any responsibility or involvement, attempt to blame others, and even try to reconcile with those they harmed or offended.
Phase 7- Recovery: during this time, the teacher needs to debrief with the student. If this does not occur, the student will think they got away with their behavior.
Supports for teachers with students that have behavioral problems:
District behavior support teams
District behavior specialists
School counselors
Family members
Principals
School nurses
Community resources
Other teachers
Intervention Strategies:
High Probability Requests
Choice Making
Gives students control of their learning
Differential Reinforcement
Decrease instances of problem by: Giving a student reinforcement when a behavior (e.g., laughter or joking) occurs in the presence of one stimulus (with peers during free time)
and/or
Not reinforcing the behavior in the presence of another stimulus (e.g., when the teacher is providing instruction)
When differential reinforcement is used consistently, student behaviors that are reinforced will increase, and student behaviors that are not reinforced will decrease or be eliminated entirely.
Differential reinforcement of other behavior (DRO)
an effective method through which to eliminate behaviors that might be troublesome in the classroom. Essentially, DRO reinforces the absence or the non-occurrence of the problem behavior. To do this, a teacher using DRO delivers reinforcement to any behavior except the behavior he or she is trying to eliminate. Reinforces the non-occurrence of the undesired behavior.
Steps:
Identify the behavior you would like to eliminate.
Define this behavior using precise language. For example, “Out of seat refers to being completely out of your seat.”
Using a timer, select an interval for how often you will check on this unwanted behavior.
Keep in mind that behaviors that occur more frequently will need a shorter schedule (
e.g., five minutes for shouting out) than will behaviors that occur less frequently (e.g., 10 minutes for out-of-seat).
When the timer goes off, determine whether the behavior occurred during the time period
and respond accordingly. If the behavior did not occur, give the student reinforcement(e.g., verbal praise, stickers). If the behavior did occur, let the student know that you are resetting the timer for another try.
As the problem behavior decreases, increase the interval. For example, change your “out of seat” checks from 10 minutes to 15 minutes.
Differential reinforcement of low rates of behavior (DRL)
Works to reduce the occurrence of an appropriate behavior that happens constantly, for example going to the bathroom 4 times in a class period.
Steps:
Identify the behavior to be decreased.
Determine the rate (e.g., frequency, duration) of the behavior (collect baseline data).
Identify the desired rate for the behavior to occur.
Determine the first behavioral goal at which reinforcement for lowered frequency will occur. Continue to decrease this behavioral goal throughout the DRL procedure.
Reinforce the student for meeting the behavioral goal.
Continue to set expectations for lower rates of behavior, reinforcing the student for meeting each subsequent level.
Differential reinforcement of incompatible behaviors (DRI)
replace negative behaviors with positive behaviors
Steps:
Identify a problem behavior that is occurring at a fairly frequent rate and collect baseline data if necessary.
Brainstorm alternative (incompatible) behaviors that would keep the student from engaging in the problem behavior.
Determine and deliver reinforcement when the student is engaging in the alternate/ incompatible behavior.
Deliver appropriate consequence if the student engages in negative behavior.