Strategies for Working With Defiant

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Strategies for Working With Defiant Emotionally
Unpredictable StudentsJim Wrightwww.interventio
ncentral.org
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Download selected PowerPoint Slides from this
presentation, as well as copies of handouts. View
links to recommended websites and view additional
intervention ideas mentioned during this
workshophttp//www.jimwrightonline.com/toledo.h
tml
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Workshop Goals

• In this workshop, we will learn about
• Identification of root causes of problem
  behaviors
• Ideas to deescalate confrontations with
  emotionally unpredictable students
• Using communication tools to better manage
  defiant kids
• Recommended behavioral intervention websites

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Positive Behavioral Interventions Can Help to

• Uncover root of student problem
• Reduce disruption of teaching time
• Reduce frequency and intensity of power struggles
• Improve communication between teacher student

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Positive Behavioral Interventions Do Not

• Coddle students
• Take the place of already-existing disciplinary
  guidelines or behavioral expectations
• Tie a teachers hands in responding to
  misbehavior in the classroom

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Big Ideas About Student Behavior

• Behavior is not randomly emitted but follows
  meaningful patterns

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Big Ideas About Student Behavior

• Observed behavior is idiosyncratic, a product of
  the unique interaction between the person
  performing the behavior and that persons
  environment

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Big Ideas About Student Behavior

• Similar behaviors may stem from different root
  causes. Find the cause of the behavior (its
  function) and you stand a much better chance of
  designing an intervention that really works

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Big Ideas About Student Behavior

• Common root causes or drivers for behaviors
  include
• Social attention (adult or peer)
• Escape or avoidance
• Access to tangibles or rewards or privileges
  (pay-offs)
• Inattention or impulsivity

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Big Ideas About Student Behavior

• It is much better to head off problem behaviors
  than to have to deal with the classroom fallout
  after those behaviors have occurred

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ABC Timeline
A
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Common behavioral trouble points

• Loss of classroom control
• Non-compliance or outright defiance
• Impulsive behaviors (student fails to think
  before acting)
• Highly agitated or angry students

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Emotional Contagion One of the amazing
concepts of interpersonal relationships is that a
pupil in stress can actually create in others the
students own stressed feelings and at times,
cause others to mirror the pupils behavior.
(Long Duffner, 1980)
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The Teachers Role in Defusing Power Struggles
there are no winners when the stress cycle
reaches the level of a power struggle. This
cycle cannot be broken by asking immature
children to act maturely during intense states of
stress.
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If change is going to happen, then the adult
must accept responsibility for acting in a
mature, responsible manner.(Long Duffner,
1980)
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Teacher Behavior Report Cards
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Teacher Behavior Report Cards (TBRCs) Are

• brief forms containing student behavior-rating
  items. The teacher typically rates the student
  daily (or even more frequently) on the TBRC. The
  results can be graphed to document student
  response to an intervention.

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Teacher Behavior Report Cards Can Monitor

• Inattention/Hyperactivity
• On-Task Behavior (Attention)
• Work Completion
• Organization Skills
• Compliance With Adult Requests
• Ability to Interact Appropriately With Peers

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www.interventioncentral.org
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Teacher Behavior Report Card Younger Students/
Daily
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Teacher Behavior Report Card Younger
Students/Weekly
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4
5
4
8
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Teacher Behavior Report Card Older
Students/ Weekly
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Teacher Behavior Report Card Chart
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Internet Sites for Behavior Management
IdeasJim Wrightwww.interventioncentral.org
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www.interventioncentral.org
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www.addinschool.com/
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www.disciplinehelp.com
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www.behavioradvisor.com
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education.umn.edu/ceed/projects/preschoolbehavior
/strategies/default.html
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www.usu.edu/teachall/text/behavior/LRBI.htm