Critical Reflection

RA TRANSITIO AMIY

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Underlying reasons for behavior

IMPORTANT Before we discuss working with students who have POINTS behavior problems, it is important to consider why

Students with disabilities these problems may exist

Classroom Management can be disciplined for Behavior a8 communication. It may seem on violating the schoot

some days that students are intentionally trying to code just like typically

and Student Behavior developing students cause problems. They may indeed be using behav-

however, different

ior as communication- -attempting to tell you that rules apply relating

an assigned task is difficult, that they do not under- to the suspension and

expulsion of students with

stand, that they are bored, that they feel uncom- disabilities

fortable, and so on. Before you take other steps When addressing student

Student behavior can be challenging and can require alot of a teacherstime consider whether you might need to revise your behavior, the district

and attention. All students, whether they have disabilities or are typically instruction, making changes in how you present must ensure students

developing, are to be held accountable to the same school code. However, are continuing to receive materials, how you articulate expectations, and how

services to allow them to for your students with disabilities, you will need to follow different rules

you reinforce behaviors make progress toward the regarding suspension and be mindful of behavioral plans, functional behav-

goals and objectives in Environmental factors. The environment may ioral assessments, and behavior rating scales. In this chapter we highlight their IEPs.

have a lot to do with what students are doing and

these components and discuss what you need to know about working with All acts of bullying must be how they are performing. You need to consider

taken seriously, students with disabilities when it comes to classroom management and the classroom's lighting, the amount of visual and

student behavior Recording the number of auditory distraction students are exposed to, how

times a student engages in

seating arrangement might factor in, and whether negative acts is an integral Teaching Students Desired Behaviors

the classroom's materials and furniture are meeting part of the process for

determining the level of the students' needs As a classroom teacher, you likely will be able to teach a student vowel

support required by

sounds, math facts, or how to diagram a sentence. These academic tasks are Learned response. Have students learned they a student.

critical to a student's success, and versions of these skills are included in can cause problems or make noises and not be

the summative grades included on report cards. Seldom specified in what held accountable for class work? Have their past

teachers are required to teach are the behaviors necessary for classroom teachers permitted them to opt out of classwork as

success, including following directions, knowing when to ask for help, know- long as they sit quietly in the back of the classroom

ing where to go for help, and getting along with others. To effectively partici- Getting answers to questions like these can guide

pate in your class, students-whether they have a disability or not-need to you toward a better course of action

be directly taught the behaviors you expect to see. If you want students to

turn in their papers in one location. teach them to do so. If you want them to Changing behavior

use only one side of the paper, teach this, along with all the other classroom We guarantee that you will have some students

behaviors you expect. whose behavior you will want to change, but chang-

ing a student's behavior is easier said than done.

110 111

Classroom Management and Student Behavior / 113 112 / A Teacher's Guide to Special Education

There will always be some factors outside your control. Focus instead on Defining the behavior

the ones you can control-the ones that address Defining the problematic behavior is a crucial step. The definition should be

specific enough so that anyone else observing the student can clearly see How you manage the classroom

whether or not the behavior is occurring. The following is alist of terms that The classroom schedule

are often used to describe students with behavior problems

How much work you assign Weird

The type of work you assign Lazy

Deadlines for completion of work Bad attitude

The rules you set eMean

How you enforce rules Disrespectful What students are expected to do during downtime

Causes problems

Seems off Another factor that you can control-and change-is the manner in

which you set up the classroom, which can dramatically alter the students Your first thought might be that these terms are inappropriate because

3

experience. The following are important questions all teachers should ask they are judgmental, and although this is true, the greater concern is that

themselves as a part of classroom setup the terms are imprecise and do not help others understand the specifics of >

the student's problem. Contrast the above with the following list of terms Is my classroom well organized?

which provides more accurate--and more helpfuI-descriptors Can staff and students easily locate materials?

Does the classroom setup facilitate smooth transitions? Talks about subjects that are off topic

Can I reduce auditory and visual stimuli? Does not complete class assignments

Are boundaries clearly established for behaviors? Lays head down on desk

Argues when given a direction Do students know where to go for certain activities or tasks?

Touches other students Do students know what to do when they finish an assignment?

1s late for school four out of every five days

Taking the time to consider how you can improve your classroom setup Talks with only two other students in the class

and clarify expected procedures can lead to better experiences for students * Needs redirection from the teacher once every 20 minutes

-and for you

As noted, it is important to clearly identify the specifics of the behavior

Yes, a student may be disrespectful, but what does that really mean? Does Observing and Recording Behavior that mean the student does not make eye contact when walking down the

Part of your work as a teacher is to identify the specific behaviors that are hall? Does it mean the student does not say excuse me when bumping 64

causing problems for the student and the class, and to what extent those into another student? Does it mean the student takes items from other stu-

behaviors are problematic. In addition, you need to determine the function, dents without asking? Clarity is important to the initial part of this process

or payoff, of the behaviors, recognizing that students often engage in certain

behaviors because they get something out it. To do all these things, you Recording behaviors

need to gather data, which Is ypically done by observing the behaviors and Once you have defined a specific problematic behavior, you need to deter- recording what you see.

mine how you will record this behavior. Recording behaviors in a large class

Classroom Management and Student Behavior / 115

114 / A Teachers Guide to Special Education

all your other responsibilities, but it is an important As a general education classroom teacher, you will probably be asked

part of determining the level, amount, or frequency of the behavior

to administer a scale related to ADHD more than any other type. The can be difcult. given

but the goal is always to request may come because a student is suspected of having ADHD, has

Behaviors can be recorded in various ways

present the data in a consumable form, such as a graph. Here we describe

been recently diagnosed with ADHD or has been prescribed medication Determining which one to use

and the student's physician needs more information about progress different methods of recording behaviors

depends on the specifics of the behavior and the needs of the student The following are four of the most commonly administered rating

This method involves counting the scales, each of which comes with directions and suggestions for use

Rate and frequency recording

number of times a behavior occurs in a specific period. This method is Achenbach System of Empirically Based Assessment (ASEBA)

appropriate if the behavior can be easily counted and has a clear beginnin Includes forms for parent, teacher, and student

and end; it is inappropriate for a behavior that is continual or extremely Includes direct observation form and interview form

frequent, such as leg shaking or pencil tapping. Rate data should be used Rates student on positive behaviors and behavioral syndromes

if the length of observation time varies from day to day-for example, if

you record during differing time periods on Monday and Tuesday. Use Behavior Assessment System for Children, 2nd edition (BASC-2)

frequency measures over a consistent length of time (20 minutes or a class Includes rating scales for parent and teacher to complete

period, for example) for comparisons over multiple days Includes a developmental history form and a self-report form for )

Duration recording. This approach documents how long a behavior students ages 8-25 C>

persists by recording the time the behavior begins and the time that it Distinguishes between ADD, depression, other behavioral con-

ends. Use this method if you are concerned about how long the student's cerns, and social maladjustments

behavior is persisting or if the length of time of a specific behavior affects Behavior Rating Profile, 2nd edition (BRP-2)

its severity. For example, you may want to know how long a student is in a

Includes forms for parent, teacher, and student tantrum, is crying, or is in the bathroom

Allows for comparison among student, teacher, and parent percep- Interval recording. This method involves dividing your observation

tions of the student period into a number of smaller time periods, observing the student

Categorizes student's perceptions of school, home, and peer during the specific time period, and then recording whether the behavior

relationships occurred or not. Interval recording often takes less time and effort, espe-

Evaluates student's feelings about school and relationships with cially if the behavior occurs at a high frequency, because the observer

records the behavior only once during the time period. Interval recording peers and parents

only provides a rough estimate of the total number of times a behavior Conners Comprehensive Behavior Rating Scales (CBRS)-Revised

occurs. Do not make the intervals too long. The shorter the interval, the Multidimensional scales assess ADHD and other disorders that more accurate you will be.

may coexist with attention disorders

Latency recording. This method is concerned with measuring the time Ties with DSM-IV diagnoses

that it takes for students to respond to something you ask them to do. For Assesses various behavioral dimensions: oppositional, cogni-

example, you might record how long it takes the student to comply with tive problems/inattention, hyperactivity, anxious-shy, perfectionism a request, put away materials

go sit at her desk, or begin an assignment

Filling out behavior rating scales, Behavior rating scales come social problems, psychosomatic

in

various forms and are used to rate how the student's behavior compares We want to note that student behaviors that affect others should

to the behavior of others in the classroom and how the behavior changes also be recorded- -both those that cause problems for other students

over time. Talk with the special education teachers on your staff to find

and those that will help the student get along with others. Obviously, the out which rati:

ng scales they like. Results from behavior rating scales are behaviors that need to be changed are those that have a negative effect on

usually interpreted by the school psychologist or other specialists the students future.

cher's Guide to Special Education Classroom Management and Student Behavior 116 / A Tea

psychologist or the special education teacher will help you set up a system Examining the data

to collect the data, as well as assist with the interpretation. Not all A-B-C No matter what data-gatlering method you use, graphing the data is a criti-

analyses need to record negative behaviors: you can use the same analysis cal next step. It's a practice that, over time, will clarify what is happening for

to record when positive behaviors occur in the classroom and then rein- you and for others, and support sound decision making. It will help parents C

force those behaviors. In addition, you can observe what the student finds and others understand the magnitude of a problem and whether program-

reinforcing and use that to shape correct behavior in the future. matic changes are necessary, or if there are certain strategies that work, or

settings or times of days in which the behavior is better or worse.

Rules for Disciplining Students with Disabilities When you examine behavioral data you have collected, there are sev-

eral factors to keep in mind Students with disabilities- -both those eligible for special education and

How the behavior compares with that of other students. Some stu- those with a Section 504 plan-can be disciplined for violation of school

dents may seem to have more problems than others, but in reality, they rules. However, different rules apply for students with disabilities in regard

just get caught more often to suspension and expulsion

The context of the behavior. For example, noisy or active behaviors

First, students with disabilities can be suspended from school, but may be acceptable on the playground but inappropriate in the classroom

not for more than 10 days in an academic year. Once a student has been Similarly, running across a classroom would be deemed inappropriate

suspended for 10 days, the 11th day is considered a change of placement, behavior in most instances, but if a student runs in response to aloud noise

and the school district cannot unilaterally change a student's placement or a large insect, the behavior would be understandable, even expected

Therefore, a manifestation determination meeting must be held to deter- When considering the context of behavior, also consider what happened

mine if the behavior that caused the student to be suspended is due either both immediately before the behavior and immediately after it. This is called

to the disability or to the IEP not being implemented. Once the IEP team an A-B-C analysis-Antecedent, Behavior, and Consequence. The chart in

makes that determination, the next steps in the student's education can Figure 7. 1 is a sample of a form you might use for an A-B-C analysis

proceed, and the IEP can be adjusted as needed. If the behavior is deter-

mined to be not the result of the student's disability or nonimplementation Figure 7.1 / Sample A- -B-C Observation Form

of the IEP, the student is eligible only for the services in the IEP, not the

entirety of his education. Student

Setting Second, the school may call the police if the student brings a weapon or

Observer: drugs to school. After all, a school is responsible for ensuring a safe envi-

ronment for all students. However, after calling the police, the school must Date Time Duration What happened Describe the

n

What was the

follow a discipline policy that reflects the process just described of the before the behavior consequence of th

Third, students with disabilities cannot be expelled-even if they bring behavior behavior? behavior?

a weapon to school. However, even though they are still entitled to receive 23 27 min. The teacher asked Student climbed The student did not the student to write

an education, it does not necessarily have to be in the same setting where under the table and have to complete a five-sentence

refused to come out, the writing they were previously. For example, they could be sent to an interim alter-

paragraph and gave Verbal and visual assignment. He

native education setting after a behavioral incident. It is important to be him a sheet of lined cues were used to came out after the

knowledgeable about your school's policy regarding a student bringing a paper.

coax the student out, class left for PE.

weapon or drugs to school, which may include the district's right to make

The purpose of using the A-B-C chart is to see if there are consistent a unilateral placement decision for up to 45 days. (The number of days

triggers or settings in which the behavior occurs. This type of data is very may differ depending on your state regulations. Check to see what is legal

helpful but also a bit labor intensive to gather and report. Often the school in your state.)

Classroom Management and Student Behavior / 119 118 7 A Teacher's Guide to Special Education

Second Level- -These are secondary interventions designed to pre- Fourth, if a student engages in behaviors that are deemed harmful to

vent problems from becoming more serious. Examples of these can be the student or to others, the district should develop a plan to work with the small-group instruction or a social skills club

student that includes goals and objectives in the IEP. The district should

Third Leve-Often called tertiary interventions, these are for also consider developing a behavior intervention plan

students who have chronic or serious behavior problems. A student may Fifth, if a student has been suspended frequently, the district should

receive a functional behavior assessment, and then possibly a behavior hold an IEP meeting to develop a program for the student and possibly intervention plan

alter the supports provided. It is the district's responsibility to request this

meeting and develop a plan. As with other students with disabilities, it is

PBIS has four main elements: (1) clearly defined outcomes, (2) a basis the district's responsibility to ensure that changes are made to help stu-

in behavioral and biomedical science, (3) practices demonstrated through dents whose behavior is not improving. This is especially true if a student

research to be effective, and (4) a systematic approach that enhances the is having frequent outbursts and is therefore unable to make progress in

learning experience. For more information, please see www .pbis.org. the classroom.

Functional behavioral assessment PBIS and FBA: Frameworks for

Addressing Behavior Challenges When classroom interventions are not being effective and a student's

behavior seems to be getting worse, the multidisciplinary team could con- There are many ways to address a student's behavior challenges, but two

sider a functional behavioral assessment, or FBA. The FBA is an approach of the most common approaches are Positive Behavioral Interventions and

that goes beyond what the behavior looks like to focus on identifying the Supports (PBIS) and functional behavioral assessment (FBA). Together,

factors that initiate, sustain, or end the behavior in question. (The A-B-C they can help you deal with the issues you can control. Dealing with dis-

analysis described earlier in this chapter is one tool that may be used when cipline or behavioral problems is necessary to help ensure that all stu-

completing an FBA.) The FBA zeroes in on why a student is displaying an dents can receive instruction and are not overly distracted by problems

undesired behavior, rather than just the behavior itself (Shea & Bauer, Understanding PBIS and FBA will help you prevent, identify, and then

2011)- It seeks to identify the function or purpose of the behavior so that the address behavior problems. You can also expect to work closely with spe-

cial education teachers on the development of appropriate behavior man- team can develop a plan that allows the student to use another behavior to

achieve the same, desired function. Figure 7.2 shows the components of a agement strategies

typical FBA.

Positive Behavioral Interventions and Supports The school psychologist or other special education staff person often

facilitates the development of a functional behavioral assessment; however PBIS is a framework for working with all students, not just those with

most team members will have a role in the assessment. As the general educa- disabilities. This point is worth noting because not all students with behav-

tion teacher, you would most likely be asked to answer questions regarding ioral problems are eligible for special education, but they may need sup-

the student's behavior and strategies used in the classroom, and the effec ports nevertheless

Similar to the Response to Intervention (RTT) model that we discussed tiveness of those strategies. Here are some examples of typical questions

in Chapter 2, PBIS interventions are described based on their intensity Does the student understand what to do in this situation

from least to most:

Does the student know he or she is engaging in unacceptable behavior?

First Level- -These are schoolwide. or primary, interventions intended Can the student control the behavior?

to help with school and classroom behaviors. This is where we teach all Does the student have the necessary skills to perform the desired

the students in the school the rules for conduct and appropriate behavior behavior?

Classroom Management and Student Behavior / 121 120 / A Teacher's Guide to Special Education

student should do in specific situations to broad statements about such

Figure 7.21 Components of a Functional Behavioral Assessment (FBA) things as interacting with others on the playground. The behavior plan has

to be tailored to the student and must help the student understand appro-

priate behaviors, with clear incentives to work toward specified rewards Background Information-Medical, mental health, educational, family, developmental

Here are some tips for developing a behavior management plan Target Behaviors- -Specific definitions, including intensity, frequency, duration, and

educational impact for student, peers, and staff 1. Use the information from the FBA to determine the function the

Parent Input Regarding Target Behaviors and Strategies-Parents' perspective on behavior is serving

behavior triggers, strategies/consequences and their effect, self-caUming techniques 2. Describe the behavior in specific, observable terms

long-term goals for behavior, stating them in positive motivators/reinforcers 3. Develop

Student Input Regarding Target Behaviors and Strategies- -Student's perspective on behavioral terms

behavior triggers, strategies/consequences and their effect, self-calming techniques 4. Write the plan down and go over it with the student and the parents

motivators/reinforcers 5. Develop an expected time line for achievement

Antecedents/Triggers- -Setting, tasks, and other possible contributing factors 6. Develop a list of alternative, acceptable behaviors. These behaviors

Student Respanse to Consequences-Actual and current conseguences of behavior D should be taught and rewarded as replacements for the targeted problem and the impact on the student, peers, and staff

behavior

Hypothesized Functions of Behavior-What the student is seeking or obtaining as a 7. Ensure that the behavior plan includes enough detail to provide the result of the behavior

student with a clear understanding of what is expected

Possible Replacement Behaviors/Skills to Be Taught- -More appropriate/desired 8. Explain the relationship of each goal to the student and the parents

behaviors that will achieve the same function as the target behaviors 9. Address how others from the student's class will be included

Preferred Reinforcers-Items (including food), activities, and events the student 10. Include steps for rewards if the student improves faster than expected.

finds reinforcing

11. Identify who is responsible for ensuring implementation of the plan

Answering these questions can help determine if a student's behavior is the 12. Review and revise the plan on a regular basis

result of a skill deficit. If that is the case, the student needs to be taught the 13. If the plan does not appear to be effective, review it and reconsider

appropriate skill for the situation the function of the behaviors and the rewards

If the student has the skill to behave appropriately but for some reason Following up on the last tip, a behavior management plan should

continues not to do so, then he may not understand the rules or expecta- include a way to record the student's behavior so that you can see if

tions. The following questions should help you identify whether the student

the student is making progress and also to identify any areas that need has a disability or needs additional instruction in classroom skills or both

additional attention. Figure 7.3 shows two examples of charts used to

Is the student uncertain about the appropriateness of the behavior? record behavior

Is the negative behavior rewarding?

Does the behavior occur only in certain environments? Dealing with Bullying

Is the student trying to get out of doing another task?

Most schools recognize bullying as the serious concern that it is and are What rule is the student breaking?

The definition of bullying specifically states addressing it in various ways

that it is behavior that does harm and that is repeated over time. Bullying Developing a Behavior Plan

takes many forms and can cause problems for the education of all students After completing an FBA and determining the function of the behavior

but especially students with disabilities, who may be having problems either the

next step is to develop a behavior plan for the student. This is typically academically or socially and who sometimes lack the communication skills

done by a team. Behavior plans can cover a range of issues, from what the to express what others are doing to them. Such students may be bullied or

Classroom Management and Student Behavior / 123 122 / A Teacher's Guide to Special Education

picked on more than others, and we need to ensure that they continue to

receive the free appropriate public education they are entitled to, despite Figure 7. .3/ Sample Charts for Recording Student Behavior the actions of others

If you think a student with a disability is being bullied, we suggest you oon Lunc

Start of day to Morning recess Desired behavior take the following steps recess to to afternoon to lunch break morning recess

end of day recess

0:15-11:40 1. Do what is neccessary to ensure the student's immediate safety

0-10:00 2:15-3:10 12:30-2:00

This may require removing the student from the building Greeted peers and adults

2. Report the bullying to building-level administrators. appropriately?

3. Report the bullying to the IEP team members Was helpful with peers

4. Work with the IEP team to determine the impact the bullying may and adults?

Asked have on the disability. This could be an academic or social impact. d permission

5. Work with the IEP team to make sure the student is receiving the ropriately?

red and left required educational services and is making progress. The team may need

classroom quietly? to consider what skills need to be taught and could be included in the IEP

Kept hands, feet, and to help the student deal with the bullying.

objects to se

6. Provide opportunities for the student to meet with the school Followed directions welll

counselor

7. Determine if a reevaluation is necessary. Does the student need

additional assessments to determine if additional services are need? Para or teacher: Mark each goal as either a1 (successful) or a Date

0 (unsuccessful), depending on what student 's name earns 8. Determine what additional information is necessary to help the Period

in your class. student. Ask the parents for any information they may think is important.

Goals 9. Consider whether additional supervision could be provided.

1. Prepared for class-is on time for class, with assignment 10. Consider whether a change of placement or location is necessary notebook, pen/pencil, textbook, homework, folder, clothes, etc

and make sure parents are informed about any proposed change. Is clean and ready for school

11. Make sure the student continues to receive services in the least h2. Sta ays in class area the entire time, without leaving for

restrictive environment bathroom, drink, locker, etc bar

12. Make sure the student does not continue to be victimized. 3. Follows directions the first time, without arguing

13. Make sure the parents are informed about what is going on in school. or complaining

14. Keep others informed about changes to the student's schedule. 4. Participating in clasS-Works alone; asks for help if needed

15. Make sure the other staff are aware of the bullying, and seek their Follows along and tries to answer discussion questions

5. Focused and engaged-Stays on task, with two or fewer help in monitoring and supporting the student

minders during class period

16. Take action against the perpetrators Integrity-is honest and follows rules/procedures that have

Remember that your overarching goal is to make sure that all students feel een taught

safe in your classroom and school. Investigate all complaints, and do not Responsibility-Fills out assignment book, gets teacher/

wait for additional problems to appear. Be proactive in countering bullying. para initials, and picks up behavior sheet before leaving

eacher/Para Initials

Classroom Management and Student Behavior 124 / A Teacher's Guide to Special Education

125

do. Clearly defining problematic behavior is an important next step, fol- to

Motivation Issues lowed by observing and recording instances in which the targeted behavior

Dealing with students who lack motivation can be one of the most frus does-or does not-occur. It is essential to be aware of the various rules

trating aspects of a teacher's day-to-day responsibilities. Students with a

that apply to disciplining students with disabilities, such as the fact that

lot of ability, both intellectually and socially, may demonstrate little desire they can be suspended from school, but not for more than 10 days in an

to do academic work. Conversely, students with less ability may have a academic year without additional steps and considerations

great desire to not only do the work, but to engage with more challenging Two frameworks for addressing challenging student behavior are

material. As a teacher, it is only natural to want to spend more time with Positive Behavioral Interventions and Supports (PBIS) and functional

motivated students, so it is in your own interest to help keep all students behavioral assessment (FBA). PBIS includes three levels of interventions

interested and engaged in classroom activities. It is often difficult to deter- intended to improve behavior, and FBAs involve an analysis of why a stu-

mine if a student is not performing because of a lack of motivation or if the dent is behaving in a particular way, so that the IEP team can develop an

performance deficits are an aspect of the disability. Here are some tips for appropriate behavior plan.

dealing with motivational issues Among the other issues that affect behavior, two of the most significant

Look at the student's memory and processing speed scores and how are bullying and lack of motivation. Addressing these can contribute to

these relate to the student's intellectual ability. Many times, deficits in improved behavior and a better learning environment for all students

these two areas will appear as a lack of motivation

Make sure the student is getting enough to eat, is sleeping, and has

no other physical needs that are unmet. Talk with other staff and then the

parents to make this determination

Work to involve the student in the lesson and make the material rele-

vant to the student's life and interests

Try varying the classroom routine to create anticipation related to

what the next activity will be

Provide opportunities for success, allowing the student to experience

the boost of having learned or mastered a skill

Reward appropriate behavior by the student

* If the student likes to be in charge of a class activity, provide that

opportunity as a reinforcement.

Talk with the student about individual goals

Make sure you and other teachers do not always focus on what the

student does wrong or poorly. Emphasize the positive.

Demonstrate by your own behavior that you want to be in the class- room, teaching your students

Summary

When dealing with behavior problems, it is important to first consider pos-

sible underlying reasons and to focus on things that you can change

as classroom management strategies and the type of work you ask students

such