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Challenging Behaviors in ECE Students - Coggle Diagram
Challenging Behaviors
in
ECE Students
Violent Aggression
Pavlov
Whenever they being displaying violent aggression you can blow on the whistle and give the consequences. For example if they are going to hit a student, blowing the whistle and stopping the action and placing them down a traffic light (green, orange and red). Moving them from green to orange immediately. They will associate the whistle with consequences and even during a new behavior will understand that it is not acceptable behavior.
If you see they are on the verge of violent aggression simply blowing the whistle may be enough to prevent the behavior or to stop it in time.
Watson
Watson really focused on observable behavior. In this instance for violent aggression episodes we can first limit the situation by physically blocking the student from fulfilling his tendencies toward another student as safety is key. Then either apply a positive punishment such as making the child write apology letters and scolding the child for his actions or negative punishment and removing stickers or accolades. In this situation there is an immediate response to their behavior which will decrease the probability of a future response.
Verbally Disruptive
Vygotsky
According to Vygotsky's theory, we need to use a child's peers to help them curb this behavior. We could divide the class into teams. The students are not only responsible for their own behavior, but for helping their team's behavior as well. This brings on social responsibility. This can be even more effective if you put the student that can be disruptive on a team with someone they look up to in the class, such as the top student or a popular student.
Thorndike
When the child is being verbally disruptive, we can take away the object they are using to make noise. Once they stop making the noise, we can give the object back. If they are making the noise with their own bodies/voices, then we can punish them with taking away stickers, any sort of negative punishment. Once they stop the behavior we then reinforce the good behavior.
Oppression Towards Rules
Pavlov
An example is with cleaning up. You can play a song to initiate cleaning up and when it ends the classroom has to be tidied. If it isn't there is a set consequence. They will be classically conditioned to clean when they hear that song.
Vygotsky
Vygotsky focused on peer to peer social interactions. Sometimes if the children don't appreciate the rules they will still want to be accepted by their peers and crave healthy social interactions. Assigning role models to monitor for rule following for example pushing in our chairs or using inside voices helps assure that if they break or fail to follow a rule there will be a societal consequence such as that student will be upset with them for interfering with their job or not paying attention. The students will be more likely to follow the rules because they have good role models who they want to maintain relationships with.
Non-violent Aggression
Skinner
Aggression does not tend to match well with verbal reprimands or aggression from the teacher. One way to help curb this behavior is to give the students non-verbal cues like hand signals to show them you are starting a behavior and need to calm down. This can be holding up a hand for stop and slowly moving the hand down to mean calm down. These need to be practiced before hand to help the child understand that they mean. Just as we give hand signals for the student to stop, we can also give hand signals to positively reinforce when they have calmed down, such as a thumbs up.
Watson
Non-violent aggression can be in the frustration towards the topic or just school in general. We can try creating habits that teach the child how to calm down. I.E. when a student is feeling angry or frustrated. They can take slow breaths in and out while counting. Or we can teach the student a chant they can say to themselves when they are feeling upset. This will help calm the student down and when we see the student using the chant or breathing slowly we'll be alerted that they are feeling frustrated, so we can take further steps to find the source of their frustrations.
Verbal Aggression
Skinner
Using Skinner's Operant Conditioning as it applies to the classroom, we should use positive reinforcement to help the child change the behavior. This could be showing him how other students get rewarded for saying kind words. We could have the students review how we should speak to our teachers and other students. Once we have showed the students the behavior we expect. When the students start exhibiting this behavior, we can reward them with candy, stickers, or positive praise. Once the child sees others getting the positive reinforcement, that child may follow and the teacher can follow up with positive reinforcement after that.
Piaget
We can apply Piaget's schema and assimilation to help curb a child's verbal aggression. You can try to draw upon a child's previous knowledge to get them to understand why this behavior is unwanted. You can try to teach empathy by asking how the child feels when people verbally lash out at him/her. Once they recognize how this behavior makes them feel, hopefully they can make new connections and realize that their words make others feel that way, too.
Physically Disruptive
Thorndike
Thorndike proposed that actions require immediate consequences whether it be positive or negative to bring about an effect. For example, those behaviors that most closely had a reward would be repeated. In this particular situation, the child may be under stimulated or seeking attention. Use your signal or statement to stop the behavior. As soon as the behavior has stopped and the child is no longer physically disruptive introduce a stimulus or reward. According to Thorndike the child will try to repeat this more positive behavior that was closely followed by a reward.
Vygotsky
Vygotsky focused on peer to peer learning and the zone of proximity. We could assign pairs of students and assign mentors to be able to guide them through an activity but also to serve as a good role model. For example: A more typically aggressive student paired with a relaxed and calm role model in emotional regulation would be a good match. The more physically abrasive and disruptive student can observe and model what the other student does when they don't get what they want or they become upset. They can learn alternative reactions to explosive physical disruptions.