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Addressing Disruptive and Noncompliant Behaviors - Coggle Diagram
Addressing Disruptive and Noncompliant Behaviors
Introduction
A comprehensive behavior management plan for the classroom is an essential first step for any teacher.
A good plan can prevent a great many misbehaviors from occurring.
However, even the best of plans may not be enough to prevent problem behaviors from students who:
Are experiencing temporary stressors in their lives (e.g., divorce, death in the family)
Can be considered at-risk (e.g., high poverty background, linguistically diverse)
Have certain disabilities (e.g., emotional or behavioral disorders, learning disabilities)
Overview of the Acting-Out Cycle
Claim, Trigger, Agitation, Acceleration, Peak, De-Escalation, Recovery
One strategy for preventing serious problem behaviors from occurring is to intervene early in the acting-out cycle.
The goal is to interrupt the acting-out cycle by intervening when behavior problems are less serious and when students are more amenable to intervention efforts.
If teachers can prevent problem behaviors from gaining momentum, they can prevent more serious forms of acting-out behaviors from occurring.
Peak
During the Peak Phase, 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.
Because the behavior at this point is often loud and explosive and then abruptly ends, the Peak Phase tends to be a short one.
The aftermath of this critical event, or “behavioral earthquake,” is often quite serious.
Acceleration
During the Acceleration Phase, student behavior becomes more focused in an effort to engage the teacher
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.
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.