Managing Student Defiance Essay

Emotional and Behavior Disturbance, could present itself in the classroom in many different ways, because, the term “EBD” is often referred to as an umbrella term, no two children who exhibits behaviors of EBD are going to act the same. For instance, students who have the mental disorder Anxiety many exhibit internalized behavior, this would include low-self-esteem, a tendency to self-harm, withdrawn and sad. However, a student with Opposition Defiant Disorder may exhibit external behaviors, they may intentionally irritate classmates and staff, they could also suffer from hyperactivity, impulsiveness, aggression,

The majority of children/young people do not present challenging behavior, and they attend a range of educational settings in environments which are conducive to learning appropriate behaviors. It is essential to ensure that behavior which does not meet school/setting’s expectations, is responded to through management strategies that do not rely upon any form of physical or abusive

It is important for a teacher to challenge disruptive behaviour immediately and consistently. I feel by trying to make lessons enjoyable and providing work that helps students to achieve minimizes disruptive behaviour. The use of good communication by the teacher can also be a useful tool. This includes the use of the voice, phrasing, eye contact and body language. For example, using an assertive tone when making a request or physically positioning yourself near disruptive students.

Many teachers are faced with the difficult task of managing their student’s behavior. Even if we

This article offers strategies for teachers to use to help their most challenging students with behavioral issues. One of the authors is a child psychiatrist who works with at-risk children and the other is a behavior analyst and special educator. Their approach is based on the premise that educators can only control certain elements in the classroom and their own behavior when it comes to students with challenging behavior. The created the acronym FAIR:”F is for understanding the function of the behavior, A is for accommodations, I is for interaction strategies, and R is for responses” (2). The function of behavior can include escaping from something, obtaining a tangible thing, engaging in sensory activities, and getting attention. These functions are the benefits the student gets from the behavior. The escape motivated behavior happens when a student tries to avoid a “task, demand, situation, or person” (3). The tangible behavior occurs when the student wants to get objects like money or feed or something else they want. Sensory behavior happens when a student tries to get the attention of an adult or classmate. This can occur when the student is “bellergent, screaming, or continually interrupting the teacher” (3). Negative attention can reinforce attention-seeking behavior because it is better than nothing and the student may prefer it because it is more predictable than positive attention. Taking ABC

Jayden King Jr. is a seven-year-old boy who was diagnosed as emotionally disturbed in 2014. Jayden requires a 1:1 crisis paraprofessional because he exhibits an inappropriate and disruptive behavior on a daily basis. Based on the Antecedent-Behavioral-Consequence Chart, there were several noted incidences where Jayden has had tantrums, was non-compliant, wandering and physically abusive. When redirected, Jayden will make loud vocalizations, kicking, screaming and throwing himself on the floor. The behavior that will be targeted for remediation is his defiant behavior. Defiance is defined as the refusal to obey and follow a directive of someone of authority or opposing force. The apparent triggers that affect Jayden’s

Pupil B has learnt oppositional and defiant behaviours towards adults who try and enforce school structures. The effect is that during this behaviour B is not expected to engage. On these occasions, behaviour often results in screaming, throwing furniture or running and hiding. The latter is also learnt behaviour from his background. When upset, B will conceal himself in very small places where he will engage in self-harming.

Keeping troublesome/disruptive behaviour dormant is not the ideal solution and although it has its short-term benefits, it may adversely affect the rapport between teacher and learners – not a good start. Abatement, enhancing or changing disruptive behaviour requires certain skills and so it is hoped that by addressing the pre-requisite, specifying an appropriate methodology, identification, and selection of appropriate techniques a logical flow to this section is established.

Boylan, Vaillancourt, Boyle, and Szatmari (2007) said of the generally widespread disorders, oppositional defiant disorder (ODD) is among the most common in childhood. Oppositional behaviors have a tendency to weaken as children grow-up, these behaviors are demonstrated by the majority of children at an early age sometimes progressing into the predictable fits of temper and violent behaviors (Mireault, Rooney, Kouwenhoven, and Hannan, 2008). The Diagnostic and Statistical Manuel of Mental Disorders (DSM) defines ODD as a model of childhood manners that are harsh, critical, hurtful and uncooperative for at least six months and these manners are serious enough that the conduct messes up the child’s performance on a regular basis. The DSM-III launched ODD as an isolated analysis (as cited in APA, 1980).

The diagnosis of Oppositional Defiant Disorder mainly comes as a result of observing certain characteristics of individuals’ behaviors. For instance, children who demonstrate disrespect towards authorities in their surroundings are usually diagnosed with the disorder. It is an exceptionally prevalent psychiatric disorder that has detrimental repercussions for slightly over three per cent of children and adolescents (Walter Matthys, 2012). According to the article, individuals suffering from Oppositional Defiant Disorder are mainly oppositional, antisocial and aggressive (Walter Matthys, 2012).

Behavioral contracting in the classroom can improve a students success in school; with the behavioral contract students are not punished for their bad behavior, but are rewarded for the good behavior. The contract lays out the expected behavior, the behavior that the child should not do, the reward for improving their behavior, and the consequences for failing to improve. This contract should be talked over with the student’s parents; having their support in the process is key. If they are not also implementing the contract then the plan could fall through.

Children with Oppositional Defiant Disorder (ODD) can be very unpredictable and difficult to care for. A child with ODD displays ongoing hostility, defiance, and uncooperative behavior toward authority figures (American Academy of Children and Adolescent Psychology, 2011). This makes everyday life extremely difficult for both the child and the caregivers. Understanding how to reduce behaviors of hostility, defiance, and uncooperativeness in children with ODD will reduce the number of defiant episodes the child experiences. The reduction of defiant episodes will greatly benefit both the child and the caregivers in day to day life by increasing the child’s willingness to cooperate and obey authority figures.

Danforth states how a behavior management flow chart (BMFC) is put into place with six steps to help parents with oppositional defiant disorder and attention deficit hyperactivity disorder. The chart was put in place to help parents reach the goal of developing parenting skills that would change their interaction with their child to decrease disruptive child behavior, defiance, aggressive disruptive behavior, and prosocial compliance. This skill was done after an analysis of interactions between the parents and their child. The parent’s had difficulty breaking the pattern of using negative reinforcement that contributes to oppositional defiant disorder. The six steps on the chart included command (instructions), waiting silently (no verbal interaction while waiting for the child to follow the directions), decision (child complying or non-complying), praise (positive reinforcement) or reprimand (verbally state the non-compliance with eye contact short to the point including a time out warning but nonverbal until compliance). Hineline describes the ABC’s contingency term as “A” for when the parent will tell the child to put a fun thing away (coercion), “B” for when the child whines (defiant behavior), and “C” for when the parent does not make the child put the fun thing away. This evidence shows that a child’s arousals of strong feelings of dislike towards the parent verbal interactions, repeated commands, and allowing the child to get their way because the parent used the wrong force or threats (negative reinforcement). The goal is to help parents avoid using coercive practice and use the

Classroom management and classroom discipline share a correlation with one another yet; they are uniquely different issues and should remain a separate focus of the teacher. (Cantor, 2006) Behavior and misbehavior also share a connection but represent different degrees of infraction. (Charles, 2008) This essay focuses on the differences and similarities of these topics and their relation to the classroom.

Lee Canter’s assertive discipline model is likely most often used in classrooms where the teacher operates under a legitimate authority base. While studies show that students learn best in classrooms where teachers display efferent or expert authority bases, I believe that there is some definite value in using a legitimate authority base when it comes to class discipline and management. The assertive discipline model encourages teachers to be proactive and anticipate that students will break the rules (Canter, ) Another main focus of Canter’s model is using assertive command, which means the teacher does not retreat to a nonassertive passive stance or to a hostile response when students misbehave, but rather repeats the rule to the student over and over before making a corrective action. I believe that using assertive command in the classroom allows students the chance to correct their actions and think