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Challenging Behaviors, This behaviour connects to theorist Jean Piaget.…

- - - - Autism can be small part of this.
        
        In some cases, students are on the spectrum. They do not know how to express frustration or themselves. So they resort to biting
        
        Chu (2020) says you can help by giving them gum, snacks, blowing bubbles, and praising changes in the way they handle things.
        
        This is not only for children with Autism. It happens for many reasons with different age groups (NAEYC, 2022). We can always watch and observe or give them something to help them. For teething, one can chew toys or towels you put in the freezer, and so much more, to help.
        
        How to Help Children that Bite https://www.youtube.com/watch?v=D28HzvyMosI
        
        Citation: Chu, C. (2020, May 22). Tip: How to stop your child with autism from biting. ChuBuddy, LLC. Retrieved March 20, 2022, from https://chubuddy.com/blogs/news/how-to-prevent-your-child-with-autism-from-biting
        
        Citation: Cherry, K. (2022, February 14). Why behaviorism is one of psychology's most fascinating branches. Verywell Mind. Retrieved March 20, 2022, from https://www.verywellmind.com/behavioral-psychology-4157183
        
        Citation: NAEYC. (2022). Understanding and responding to children who bite. NAEYC. Retrieved March 20, 2022, from https://www.naeyc.org/our-work/families/understanding-and-responding-children-who-bite
        
        Chu (2020) also talks about providing outlet-like tools. This reminds me of B.F. Skinner. It reminds me of Radical Behaviorism which helps people understand the environment and the reinforcement that comes with it (Cherry, 2022). With this you can understand what triggers it, and what you can put in place to ensure no harm comes to those involved.
        
        We can observe the behavior and see what triggers the behavior. With this, we can see what we can do. We can give snacks, gums, or objects that will not damage their teeth.
        
        With this, we are giving them an outlet. We condition them to change and keep pushing forward for change. We give them a neutral object that will help them cope and use to get out those emotions or habits.
  - - - Citation: Lehman, J. (2021, March 11). Aggressive child behavior - fighting in school and at home. Empowering Parents. Retrieved March 21, 2022, from https://www.empoweringparents.com/article/aggressive-child-behavior-part-i-fighting-in-school-and-at-home/
      - I think Lehman (2021) explains it perfectly with this, "I think all of these kids who fight for these reasons have one thing in common: they simply have not developed their social problem-solving skills—whether it’s an ability to communicate, accept boundaries, meet responsibilities, or get along with others—in a way that gives them adequate control over their angry and frustrated impulses."
        
        Some of the most important things we can do as a teacher or as parents is to correct that behavior early on. Do not let it continue, but also ask "what are they trying to accomplish (Lehman, 2021)."
        
        B.F. Skinner's approach would be to have reinforcements. This can be positive or negative. For a student that physically lashes out, we can give them praise when they walk away and calm down.
        
        When you give them praise, remind them that they are doing the right thing, by calming down and walking away from a situation that makes them angry. This will help them realize that the best method is learning to walk away and ignore the situation.
        
        Lehman (2021) points out 7 steps you can take to help these students. Lehman (2021) says you can help by listening.
        
        The reason behind this can be for many different reasons. A trigger for them can be something going on at home, not just at school. It can be something going on outside of school or in school. It really depends on the situation.
        
        How to Deal with Aggressive Behavior
        https://www.youtube.com/watch?v=XZlHjNRVO2M
  - - - NASP (2021) says to take immediate steps to ensure the safety of the school. NASP (2021) recommends contacting the right officials like school administrator, mental health guide, crisis management team, or local law enforcement.
        
        PSEA (2018) points out the importance of knowing the students history on threats. How often has this happened, when, and how much time stands in between.
        
        We need to be able to convey to the student the seriousness of their threats. We need to be aware what we can do and how we can do it.
        
        B.F. Skinner believes in Radical Behaviorism, again where rewards and punishment play a role in how to correct the students' behavior. He fully believes humans do not have free will. He believes they are conditioned to do something, rather than make choices themselves (Cherry, 2022).
        
        We can try to condition students to understand, that if a certain word is spoken certain actions will take place, and it can be quite severe.
      - Citations: NASP. (2021). Threat assessment at school. National Association of School Psychologists (NASP). Retrieved March 22, 2022, from https://www.nasponline.org/resources-and-publications/resources-and-podcasts/school-safety-and-crisis/systems-level-prevention/threat-assessment-at-school#:~:text=It%20is%20important%20act%20quickly,or%20local%20law%20enforcement%20immediately.
        
        Citation: PSEA. (2018, February). Dealing with threats or violent behaviors from students ... PSEA. Retrieved March 21, 2022, from https://www.psea.org/globalassets/for-members/professional-practice/special--gifted-education/files/dealing-with-threats-or-violent-behaviors-from-students-with-ieps.pdf
      - How Schools Should Respond to Violent Threats https://www.youtube.com/watch?v=rRi_eiHe1sw
- - - - Before such a thing occurs, talk to the class about the dangers involved.
        
        Have the class brainstorm their own reasons as to why they would not want to do this, and how it is not to their benefit.
        
        Lock the classroom door once students are present, or cover it with a child safety cover.
        
        Use redirection. For example, when you witness the student about to leave the class, ask the student to retrieve something for you, or to do some task in the classroom immediately.
        
        Regularly place student far from the exit so you have time to intervene.Teacher should be placed half way between the student and the exit.
        
        Obstruct students exit route with objects, furniture, etc.
        
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    - - If the teacher has no assistant, the teacher should choose a student they have the most confidence in and ask them to immediately inform the principal that a student has run out of the classroom.
        
        Send a text to appointed staff who will quickly respond to such cases, finding the student before they can leave the school.
        
        Have hallway monitors who will automatically observe a student who is not in class who should be.
    - - Feliciano, Laura. (November 20, 2017). “We’ve Got a Runner…”: Best Practice Strategies for Preventing and Reducing Elopement Behavior. Retrieved March 21, 2022 from https://scsdbehaviormatters.weebly.com/blog/weve-got-a-runner-best-practice-strategies-for-preventing-and-reducing-elopement-behavior
  - - - Positive Reinforcement: Think of ways to keep that student awake. Find out what interests/intrigues them and implement that into your lessons. Perhaps it takes a little more for them to be engaged.
        
        Using sound effects, or conditioned loud classroom responses, periodically will prevent anyone from falling asleep, and will quickly wake them up in the case that anyone does.
        
        Start off with songs that include physical interaction as this not only expends excess energy, but energizes those with a lack of energy. If the entire class seems to be dosing off, or getting restless, a short song like this can be implemented when required.
        
        Ensure you are not giving them too much homework which may be keeping them up late.
  - - - Cell Phones, Homework, Drawing, etc.
        
        Condition students to clear their desk of all non-essentials at the beginning of every class.
        
        If they are caught drawing, compliment them on their art while reminding them that this is not the time.
        
        Condition students to reenforce rules by praising (positive reinforcement) those who do so before the teacher needs to themselves.
      - Talking with Peers
        
        Prevention: In advance, have students brainstorm as to why this should not occur aside from specifically allotted times. When rules are agreed upon with student input, a positive reinforcement is in place whereby the students themselves are more likely to comply and correct others, since they are then enforcing their own rules.
        
        Use of conditioned responses will serve as a positive reinforcement, such as repetitive interactions such as, "Class! Class! Class!" and "Teacher! Teacher! Teacher!'. This helps to avoid people falling asleep as well as to indirectly interrupt any irrelevant talking and regain the attention of all students. This is also an example of a redirection strategy.
        
        Teacher can assume that if they are talking it must hold relevance, and express this by inquiring. One could say, "Share your insights on this topic with the class, so everyone can benefit." They will either admit it did not have relevance, or think about how it might have relevance and offer a response that may hold weight as contributory material.
        
        Use Redirection Strategies
        
        Gonzales, Jennifer. (October 8, 2017). When Students Won’t Stop Talking. Retrieved March 21, 2022 from https://www.cultofpedagogy.com/student-talking/
        
        This negative reinforcer discourages students from talking with one another in that they do neither want to admit they were not paying attention nor want to have to think of something to contribute should the teacher call upon them to do so.
        
        If done correctly, this is fun for students and the teacher, so it is not only a positive reinforcer akin to Skinner, but prevents the teacher from being annoyed by disruptions.
      - Personal Problems
        
        Provide general coping strategies. Condition students through exercises to have the ability to silence their minds and focus in on one issue at a time. Meditation can be useful. One may be tempted to immediately find out what is bothering the student and help them directly with that issue, but, more important, and less invasive, than that is to provide them with the ability to control their mind, and not allow their mind to control them.
        
        When appropriate, and student initiated, you can provide direct solutions and coping strategies to whatever particular issue they are currently facing.
        
        A truly student oriented teacher will focus first and foremost on the psychological, emotional, and spiritual well being of their students, not only because it is ethical, but practical. How well one does academically has a whole lot to do with how one is doing on every other level. If someone is dealing with a great emotional trauma, and contemplating suicide, it is asinine and futile to encourage them to do well academically. Help them find a reason to live, and they will have found a reason to do well academically.
        
        Thorne, Glenda; Thomas, Alice; Lawson, Candy. (Date Unknown). Strategies for Managing Attention. Retrieved March 21, 2022 from https://www.readingrockets.org/article/15-strategies-managing-attention-problems
        
        Constructivist approaches and beliefs are commonly polar opposite to behaviorism, but one can have a constructivist approach while at the same time implementing what is valid in behavioral approaches. A dash of Skinner in a Montessori classroom does not make it less student centered when implemented in the right way.
        
        This is a method from which students may acquire self-regulation through the skill of self-conditioning.
      - Dixon, Wallace E, Jr; Salley, Brenda J; Clements, Andrea D. (Date Unknown). Retrieved March 21, 2022 from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1780252/
    - - Find out the reason. Perhaps you can tailor lessons to fit this students interests more.
        
        Build rapport One is more interested even in the most boring subjects when they have rapport with the person talking to them about it. When we have interest in the speaker, we have more interest in what the speaker says.
        
        Prevention: Have the class brainstorm reasons that one should be interested in subjects that may not be interesting in themselves. For example, one may have little initial interest in psychology, but become motivated to learn when finding that they will have a job set up for them in their family business, or the skills to prevent others from manipulating them. Personally, I do not like math, and think much of the math taught in school is unnecessary for the majority, but yet I realize that the only time one is not learning anything useful, or somehow beneficial, is when one is not learning. All learning keeps the mental faculties sharp.
        
        https://www.youtube.com/watch?v=jbNpDq7ZUDY
    - - https://www.youtube.com/watch?v=SsapgGJOAwM
        
        Verbal
        
        Teacher gives the student instructions for a task to do immediately to interrupt the challenging behavior and distract student's attention with a more positive action.
        
        Physical
        
        Instruction for the distracting task is combined with touching the student. The physical contact serves to get the students attention more than just a vocal instruction would.
        
        Cue
        
        Distracting task instruction is combined with a visual cue, such as an object, photo, or a gesture.
        
        Attention
        
        Teacher redirects attention of the problematic student to the student who is performing best, hinting that this is the example to follow if one wants to be praised. (Positive reenforcement)
        
        Nelsen, Jane. (Date Unknown). Distract and Redirect. Retrieved March 21, 2022 from Dixon, Wallace E, Jr; Salley, Brenda J; Clements, Andrea D. (Date Unknown). Retrieved March 21, 2022 from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1780252/
        
        "Researchers like Jean Piaget discovered long ago that toddlers lack the ability to understand cause and effect."
    - - https://www.youtube.com/watch?v=ne6o-uPJarA
- - - - An impulsive action whereby a student or child speaks over their friend, peer or adult that is talking.
        
        Solutions
        
        Use non-verbal cues to notify the learner of the unwanted interruption.
        
        Visual reminders. Leave a note on the student's desk or a classroom visual aid to remind student of appropriate social skills.
        
        Ignore the interruption.
        
        Repeat quick phrases such as "hold that thought" or "please wait a minute"
        
        Speak privately and set expectations on how to participate appropriately in class.
        
        Sands, B. (2018). 5 Tips on Handling Students Who Won't Stop Interrupting Study.com. Retrieved March 22, 2022 from https://study.com/blog/5-tips-on-handling-students-who-won-t-stop-interrupting.html
        
        Stop the blurting https://www.youtube.com/watch?v=U7aAxKWhWi0
        
        Facilitate a lot of collaborative learning experiences where students learn how talk to peers and take turns in talking.
        
        Causes
        
        Boredom in the classroom
        
        Struggle to wait their turn (impulsive reaction)
        
        Do not recognize social graces
        
        Morin, A. (2021). Strategies for Teaching Kids Not to Interrupt. Very Well Family. Retrieved March 22, 2022 from https://www.verywellfamily.com/discipline-strategies-that-teach-kids-not-to-interrupt-1094898
    - - Students of a young age are still developing their language skills, as well as social graces that come with it. As frustrating as it can be for a teacher and peers, modelling respectful classroom communication and active listening will gradually develop learners awareness on what is appropriate and acceptable while others are talking.
      - Unknown. (n.d). Child Development Theories: Lev Vygotsky. First Discoverers. Retrieved March 22, 2022 from https://www.firstdiscoverers.co.uk/lev-vygotsky-child-development-theories/
  - - - An unplanned outburst of anger and frustration from children in our class.
        
        Solutions
        
        Talk about emotions in the classroom. Give feelings a name.
        
        Set rules, routines and expectations.
        
        Give prompts and warnings before / during transitions or changes.
        
        Skills building focus on skills that may trigger a tantrum.
        
        Provide meaningful tasks.
        
        Teach appropriate coping skills.
        
        Give choices and reinforcement.
        
        Watson, T.S., Watson, T. & Gebhardt, S. (2010). Temper Tantrums: Guidelines for Parents and Teachers. National Association of School Psychologists. Retrieved March 21, 2022 from
        https://www.nasponline.org/Documents/Resources%20and%20Publications/Handouts/Families%20and%20Educators/Temper_Tantrums_Guidelines_for_Parents_and_Edcuators.pdf
        
        Handling Temper Tantrums - Conscious Discipline Skills https://www.youtube.com/watch?v=UwuIvk0Hg9U
        
        Causes
        
        Various reasons cause temper tantrums.
        
        Physiological Factors
        
        Hunger
        Thirst
        Exaustion
        
        Emotional Factors
        
        Frustration.
        Attention Seeking.
        Wanting Something (toy, treat, etc).
        
        Unknown. (2021). Temper Tantrums. Cleveland Clinic. Retrieved March 21, 2022 from https://my.clevelandclinic.org/health/articles/14406-temper-tantrums
  - - - Defiant behavior often includes deliberate refusal of obeying rules and routines, refusal to follow a given instruction, or challenging authority. There are many other facets to defiance; however, these are the main factors experienced in our classrooms.
        
        Often linked with other disorders such as ADHD, learning disabilities, mood disorders, and even anxiety.
        
        Causes
        
        There is no specific cause of defiance; however, it is believed that it is often caused by a combination of biological, genetical, and environmental factors.
        
        Unknown. (n.d). Oppositional Defiant Disorder. Cleveland Clinic. Retrieved March 23, 2022 from https://my.clevelandclinic.org/health/diseases/9905-oppositional-defiant-disorder
        
        Solutions
        
        Teacher needs to remain calm and persistent.
        
        Reinforce Positive behavior.
        
        Investigate any other factors contributing to this behavior / trigger.
        
        Create a safe space for students to calm down and "reset".
        
        Give student choices.
        
        Build connections and relationships with students (and their parents).
        
        Avoid a power struggles.
        
        Gosner, S. (2021). 6 Ways to Help Students with ODD. Edutopia. Retrieved March 23, 2022 from https://www.edutopia.org/article/6-ways-help-students-odd
        
        Some extra solutions https://www.youtube.com/watch?v=YUZjOHqjDrQ
    - - While members of society, including family members and teachers, model and guide children to behave in what is deemed as
        respectful or appropriate, as children develop they begin to want to deviate from certain behaviors and become their own individual person. They often are still learning and gauging how to master self control, which may lead to defiance by not following instructions, refusing to follow through with a task, or question all authority, to name just a few. They are driven by their needs, wants and impulses, rather than by logic or reasoning which is developmentally appropriate.
      - McLeod, S. (2020). Vygotsky's Sociocultural Theory of Cognitive Development. Simply Psychology, Retrieved March 23, 2022 from https://www.simplypsychology.org/vygotsky.html
  - - - A type of behavior where students will unsafely lean back or rock back and forth on their chairs.
        
        Causes
        
        Possible attention disorders such as ADHD or ADD
        
        Sensory overload / over stimulated
        
        Trying to disassociate from a distraction to them
        
        Self-soothing
        
        Attention seeking from the teacher
        
        Uncomfortable in their chair
        
        Boredom
        
        Other disorders such as anxiety, or even austism
        
        Carver, J.M. (2007). Rocking Behaviour in Children. Ask the Psychologist. Retrieved March 24, 2022 from https://askthepsych.com/atp/2007/08/31/rocking-child/
        
        Solutions
        
        Flexible Seating.
        
        Establish an expectation or "no rocking" policy.
        
        Brain Breaks and Body stretches.
        
        Address the issue immediately when it occurs (also for safety reasons).
        
        Ask students and classmates to remind "rockers" of their behavior.
        
        Praise and positively reinforce "non tipping" behavior.
        
        Shore, K. (n.d). Chair Tipping. Education World. Retrieved March 24, 2022 from https://www.educationworld.com/a_curr/shore/shore020.shtml
        
        Positives of Flexible seating https://www.youtube.com/watch?v=vaFiNprGAtE
    - - Children rocking on a chair may be caused by a variety of reasons, such as over stimulation, ADHD, or a learning disability. However, as Piaget states, learners use adaptation to develop schemas through the environment. Rocking on the chair may possibly be an active way of how a student is making sense of the learning experience in the classroom.
        
        This behavior is often a cause for safety alarm; however, adjusting the classroom layout may assist in helping students with this issue.
      - Unknown. (n.d). Cognitive Development. Children Today: Dealing ADD and ADHD. Retrieved March 24, 2022 from https://sites.google.com/site/edpr14drwadd/artifact-3