Disruptive Behavior Intervention Study

A rating scale was completed by a Parker Elementary school teacher, Mrs. Smith for 8 year old Andrea. The Disruptive Behavior Rating Scale (DBRS) consisted of 50 questions with responses with zero representing rarely/hardly ever, one representing occasionally, two representing frequently, and three representing most of the time. The scale utilized is used by clinical professionals for diagnostic purposes of four different areas for behavior concerns these include: distractible, oppositional, impulsive-hyperactivity, and antisocial conduct. The rating scale was completed on 1/31/1992.

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

TED Talk stated that the greatest risk factors for children who are identified as having conduct problems are that they will end up in prison. 1 in 5 children that are diagnosed with conduct disorder from ages 5 to 6 years of age will cost over $1 million dollars. The book stated that they are often aggressive and psychological cruel to people. They will destroy people’s property, steal, skip school, and many more bad things if you treat it later it will be more difficult. Schools does use some of the strategies and resources that are recommended by The Virtues Project, because it helps to understand the how they should talk to children. I think that families and teachers do not integrate some strategies because sometimes it does not work,

This report detailing issues in behavior intervention first reviews information regarding the use of functional behavior assessments and then explains intervention strategies which may be effective in dealing with behavior issues in schools. In addition, issues that impede treatment are discussed. This source appears to be objectively written with the goal to inform the reader of functional behavior assessments, treatment for problem behavior and issues which may cause treatment to fail. This source may be useful when researching Behavior Intervention Plans because team members and

Wheeler, John C, Richey, David Dean (2010). Understanding behavior in children and youth. Behavior Management Principles and Practices of Positive Behavior Suppo

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.

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

There are two common type of disruptive behavior disorders that affects children lives in a negative fashion when not treated properly. According to the American Academy of Pediatrics (2004) “Behaviors typical of disruptive behavior disorders can closely resemble ADHD particularly where impulsivity and hyperactivity are involved but ADHD, ODD, and CD are considered separate conditions that can occur independently. About one third of all children with ADHD have coexisting ODD, and up to one quarter have coexisting CD” .The two types of disruptive behavior disorders are oppositional defiant disorder and conduct disorder. Some symptoms of disruptive behavior disorder is breaking rules, defiant, argumentative, disobedient behaviors towards authority

Participants: M. Parker, Guidance Counselor, B. Michael, Social worker, Parent, D. Shaw Principal, S. Roberts, Behavioral Consultant, Classroom Teachers; D. Chemnitz and C. Ragusa

EBIs to reduce disruptive behavior and increase academic achievement can include trainings and implementation support at the school, class-wide, and individual student-level, and are often either academic or behavioral in nature. Overall, implementation of both universal (i.e. class-wide) and targeted (i.e. student-level) interventions have demonstrated positive impacts on decreasing disruptive behaviors and increasing student academic achievement (Flower, McKenna, Bunuan, Muething, & Vega, 2014; Vannest, Davis, Davis, Mason, & Burke, 2010).Ross, Romer, and Horner (2012) also found that teachers in schools implementing Positive Behavioral Interventions and Supports with high fidelity

In an intervention to decrease disruptive behavior during a third-grade math lecture, Armendariz and Umbreit (1999) introduced active responding in the form of response cards to a classroom of 11 girls and 11 boys from ages 8-9. The intervention followed a reversal A-B-A design alternating between a conventional lecture with hand raising (baseline) and response cards. During the conventional hand raising lecture (baseline) students raised their hands to answer a question the teacher asked; if they answered correctly they were verbally praised. During the active responding using response cards all students had to respond by the writing answer down on a card and simultaneously revealing them when told to. If a student got a response incorrect they would meet with the teacher privately later on.

Schoolhouse violence and classroom disruptions have created zero-tolerance policies in many of our nation’s schools. More and more educators are charged with the task of managing these disruptive behaviors in the classroom. As systems are faced with these changing dynamics, many educators have begun to feel powerless when students present with extremely challenging behaviors. Yet daily, children, regardless of their disability designations are engaging in the display of these behaviors that often warrant formal intervention. Although most educators are familiar with Functional Assessments and Behavior Intervention Plans, as they are most commonly used to address these issues, many of these plans are often “ineffective”, and are used inconsistently or incorrectly. In this regard, suspensions and expulsions have become the most commonly used interventions. Therefore, it is imperative that educators and practitioners effectively identify the function of behavior and determine the appropriate methods for intervention. This will allow schools to become safe spaces for educators to support the social and emotional development of their students. Moreover, the process for identifying the types of interventions and reinforcement schedules that are useful must become a standardized part of the (Tomlin &

Oppositional defiant disorder (ODD) and conduct Disorder are often referred to in the literature as disruptive behaviour disorders (DBD).This is due to the fact that children who have these disorders tend to disrupt those around them (Gathright and Tyler 2014). Disruptive Behaviour disorders are characterised by a repetitive and persistent pattern of antisocial, aggressive or defiant conduct. Such behaviour is more severe than ordinary childish mischief or adolescent rebelliousness, and it goes beyond isolated antisocial acts (NICE 2012). Children suffering from conduct disorder often act inappropriately, violate the behavioural expectations of others and infringe on the rights of others ( Grey and Zide 2013).

students. She sets out to learn how to effectively teach and provide an interesting, stimulating,

Disruptive behaviors are conditions that can have a great influence in the teaching environment. Disruptive behaviors unswervingly hinder the ability of the teacher or the capability of a learner to benefit from their classroom experiences. Students attend schools with hopes of being productive citizens of society. I like to think of students as future leaders of tomorrow! For the most part, students attend school because it is the law. A learning environment should have actively engaged students, who are eager to participate and show knowledge is being acquired on a daily basis. However, some students are bored and disengaged with academic struggles, due to non-active lessons. Certain life factors such as family problems, financial difficulties are all factors that distract and contribute to students disruptive behaviors. One of the most detrimental settings for a teacher in a class is classroom management. Classroom management is defined as being "the methods and strategies an educator uses to maintain a classroom environment that is conducive to student success and learning" (McCreary, 2011). Disorderly student conduct is unfavorable to the entire academic process because they impede with the learning process of other classmates and cause teachers not to be able to instruct teachers most effectively.