`` Cracking The Behavior Code `` By Nancy Rappaport And Jessica Minahan

CS III b: Times have changed. I can remember when coporal punishment was an acceptable means of re-direction and discipline. Today, with more education, educators and providers have better ways of communicating and developing stronger characters in children. A completely different means of fostering growth and discipline have evolved. Proven lesson methods through psychologists have opened doors for marked and proven progress. Understanding my students backgrounds through home visits, parent meeting, and one-to-one time with my children help me and my fellow educators develop a "whole" view of a childs image and make-up. Re-direction, strong fun-tasks, and constant guidance is the initial start to helping children with challenged

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

The author, a professor of special education, is an expert in the areas of behavior disorders, the assessment and treatment of behavioral disorders and interventions for behavioral disorders. This article provides an objective and useful discussion regarding the relationship between Behavior Intervention Plans and the issues that must be address by school staff when developing and monitoring them. The author also provides readers with specific areas which must be address when developing Behavior Intervention Plans. The information provided may be useful for teachers and school staff.

While Reading the book, Lost at School, written by Ross W. Greene, one can appreciate the clear focus and overall direction for teaching different students with maladaptive behaviors. For teachers, those children present the greatest obstacle in education. A student’s mental health problems allude to the challenges in teaching. It’s hard enough to keep a large group of adolescents on task in the first place, let alone when there may be one or more children with maladaptive behaviors in a single class, who have a hard time regulating their focus levels like the typical student. The number of disruptive students has seemingly increased through the years. Now studies show that, “About 10 percent of the school population—9 to 13 million children—struggle with mental health problems. In a typical classroom of 20, chances are good that one or two students are dealing with serious psychosocial stressors relating to poverty, domestic violence, abuse and neglect, trauma, or a psychiatric disorder. These children represent the most challenging students in our classrooms today.” (Rappaport and Minahan) To combat those alarming statistics, Ross Greene’s informational book talks about how to improve a child’s behavior, while embracing the patience it takes to effectively communicate with such children.

There are many strategies to address behavior deficits in the classroom, and each behavior requires specific and individualized attention. The two case studies (Grand Canyon University, 2016) detailing the behavior issues of Doug and Ellie are prime examples of situations in which behavior intervention is necessary. This paper will discuss the particular behaviors involved and outline explicit plans for increasing positive behavior exhibited from each child.

Educators need to be knowledgeable of a wide range of evidence-based assessments in order to develop an understanding of the condition(s) impacting the child’s success in schools. Understanding the different types and severity of conditions will help guide appropriate intervention, and ongoing assessment is important to determine treatment efficacy. The focus within this paper will look at behavioral inhibition, conduct disorders, and strategies for treatment.

Research has shown that when extra privileges are given in the response cost system, it did not interfere with regular privileges, such as recess (Witt & Elliott, 1982). Overall, the response cost procedures are effective and decrease rule violations and increase academic success (Elliott, Trueting, & Robertson, 1998). Response cost procedures reduced inappropriate expressions and nonstop attention seeking behaviors (Elliott, Trueting, & Robertson, 1998), and are effective in reducing aggressive behaviors in preschoolers and elementary school aged children (Reynolds & Kelley, 1997). The use of a token reinforcement procedure also overcomes the symptomology of hyperactivity and increases academic achievement in students with hyperactivity difficulties (Ayllon, Layman, & Kandel, 1975). Response cost procedures have been shown to increase on-task behaviors and reduce inappropriate behaviors in children with ADHD (Jurbergs, Palcic, & Kelley, 2007). In addition, teachers found that the use of response cost procedures are simple to manage, effective, and appropriate for eradicating problematic classroom behaviors (Reynolds & Kelley, 1997), and are less disruptive than time out procedures because the child is not removed from the classroom activity (Reynolds & Kelley, 1997). However, response costs and positive reinforcement when combined produce more instantaneous changes than did mixed contingencies, and when combined there was an increase in the students’ on-task behaviors (Elliott, Trueting, & Robertson, 1998). When solely combining punishment with response cost, it can produce unwanted side effects in both applied and clinical settings (Witt & Elliott, 1982). The bulk of the research supports the use of reward and cost procedures (Elliott, Trueting, & Robertson, 1998). Positive reinforcement interventions are more acceptable and perceived as the

Marcus is an 8-year-old boy currently enrolled in a self-contained classroom for children with emotional and behavioral disorders at High Tide Elementary School. Marcus recently relocated to the area from Colorado after being separated from his parents and is currently residing with his grandparents. He has been diagnosed with traumatic brain disorder due to a head injury as an infant. Currently, when presented with difficult tasks he engages in elopement from the classroom at a rate of 6 times per hour; during unstructured time he engages in hitting his peers at a rate of 5 times per 15-minute interval; and during structured class instruction he engages in out of seat behavior 7 times per 30-minute session. No previous interventions were reported as the behaviors only recently appeared with his relocation. He is currently undergoing psychological and neurological assessment by request of his grandparents; however, results have not been determined and are unavailable at this time. Marcus is performing 2 grades below his current 2nd grade placement level in both math and reading; he is frequently seen playing alone on the playground and lacks social interactions commonly seen in his age group. Through reducing his engagement in his current level of inhibitory behaviors he will increase his ability to build and maintain friendships.

Working with children with challenging behaviors, it can be stressful and drain for teachers. It requires skills and understanding challenging behavior to deal effectively with difficult behavior. When dealing with difficult behavior is not like solving a math problem, “One problem, on solution”, but it may need strategies and resources that meet needs of difficult students. I remember thinking back then that being fair was treating everyone the same. I was raised in different culture that children were showing respect and listening to authority adults. My beliefs and values influenced on the expectations of the children. I learned that challenging behaviors are often determined by our beliefs, values, and cultures. Some of the behaviors of

Students with challenging behaviors cannot be managed through typical approaches. Children need support, love and encouragement and lots of positive reinforcement. This film also showed me that as educators we can work together to help our students achieve their dreams.

Prior to the implementation of this intervention study, the previous available data was analyzed through a functional behavior assessment. This assessment examined all of Matthew’s target behaviors in addition to the antecedents and consequences of the behavior. The assessment also evaluated possible correlations between the environmental triggers such as time of the day, lighting, noises, temperature, etc. and the targeted behaviors. Furthermore, Matthew’s parents and school staff, who interacted with him, were interviewed. The teachers noticed a pattern for the approximate time and task of when the behaviors occurred. The functional behavior assessment and informal interviews identified that Matthew’s aggression is predominantly related to his attempt to escape from academic demands placed by adults in the classroom. The naturalistic observations also helped the authors to notice the time of day when the behavior most likely occurred. Shortly after the school day started, the students participated in mathematics class. Each child had to complete a worksheet, and to avoid task completion; Matthew demonstrated aggressive behaviors towards the nearest adult(s). The functional behavior assessment results enhanced the professionals’ knowledge about the background of environmental and other related variables, which may reinforce the targeted behaviors.

Countless studies have been organized and carried out which have examined the use of behavior modification within classrooms. In many classrooms, especially early childhood settings, behavior modifications have been used. Teachers use behavior modification in their classrooms in order to alter classroom behavior. In order to rework unwanted behaviors into acceptable behaviors, teachers may use a series of reinforcements or punishments. Some reinforcements, or positive stimulants, that teachers have

Students who exhibit misbehaviors when they enter school may become better or worse relying on how they are handled in the classroom. A student's temperament can interact with the behaviors of teachers in contributing to EBD and corresponding problems. There is a danger in classrooms that a student with behavioral problems will become trapped in a spiral of negative interactions, in which they become increasingly irritating to and irritated by teachers (Hallahan, Kauffman, & Paige, 2009). Teachers must consider their academic instruction, expectations, and approaches to behavior management when considering how they might be contributing to a student's problematic behavior. Careful classroom management by teachers can lower the risk of EBD associated with difficult temperament.

I still believe that teachers do not look deeply enough into student’s behavioural issues, as stated in part one. Situations that catalyse behavioural issues are not usually recognised, brought to anyone’s attention, or questioned; all that’s seen is the problematic behaviour of the child (Langley, 2009). The current solution, dealing with the ‘behaviour as if it is the problem’ and labelling the child with ‘behavioural difficulties’ is problematic. Langley explains “‘…challenging’ behaviour as a name for unacceptable performances is not a diagnosis, nor is it a special education condition.” (Langley, 2009, p.9) He goes on to explain that “One of the key factors in behaviour management is in understanding why challenging behaviour occurs” (Langley, 2009, p.1).

While the presence of certain characteristics in children with behavioral disorders might sometimes seem discouraging but the bottom line is not to give up on any student in any case. Most of the times, children with behavioral and emotional problems might challenge a patience of teachers and cause temporary despair. In this situation, teachers require the support of others in supported students to succeed. The classroom is a learning community; therefore, it is very much significant to create a constructive atmosphere in the classroom. The successful behavior management in classroom can be improved by colleagues as well as by the family of the students. While considering the needs of students with behavioral and emotional problems, the paper aims to develop appropriate strategies for teaching students with behavioral disorders in the classroom.