Lindsey Enright

May 11, 2015

DIFF- 506
Field-based Positive Communication Improvement Paper
Introduction
When looking at the student chosen for this project, the
communication issue at hand is that the student cannot listen to rules
or adult directives without becoming physically or verbally aggressive.
The student is a five year old, who is in kindergarten with the
pseudonym Justin Doe. This issue is important because Justin Doe is
acting out physically and verbally in school when told by his teacher or
other adults to do something he does not what to do which is putting
himself and his classmates in harms ways.
The classroom that Justin Doe is in is a general education
classroom. There are 20 students. There are Title 1 reading services in
place in the school, which some students are taken out for. Students
complete the STAR testing, which is the Standardize Testing and
Reporting for ELA and Math. Justin Doe receives no services
throughout the school day.
Outside of school, Justin Doe lives full time with his mother and
has little contact with his father. He has a close relationship with
grandparents on both sides and see them occasionally. Due to Justin
Does behavioral and mental issues, he has a case manager and

services provided by the Rehabilitation Center. The Rehabilitation

Center provides services to the mentally ill and mentally disabled by
connecting the person they serve in a community way so that when
services are done, they are able to successfully live in the community
without problems. The Rehabilitation Center provides a skill builder for
Justin Doe in which he does community outings and works on
appropriate goals, where these interventions have taken place.
Literature Review
When researching physical and verbal aggression in early
childhood, there are many articles, which discuss the causes and
interventions that can be put into place to improve the students
behavior inside and outside of school.
When looking at the Trajectories of Physical Aggression, by the
NICHD (2004) states the early emergence and development course of
aggression and related externalizing behavior in children is due in part
to concerns of stability of aggression from early to later childhood. The
continue to state that the interest also stems from the well-established
finding that early and persistent aggression is associated with other
negative outcomes including poor emotion regulation an impulsive
behavior, school failure and school drop-out, peer problems, and
adolescent delinquency (NICHD, 2004, 1). NICHD continues by stating
these concerns have fueled research tracing the developmental
pathways from early aggression to later outcomes. Longitudinal studies

have identifies young children at risk of developing externalizing

problems before school entry because of family risk, child
characteristics, or interaction between family risk and children
temperament (NICHD, 2004, 1).
In another article which discussed Physical Aggression in Early
Childhood, it discusses that physical aggression in children is a major
public health problem. Not only is childhood physical aggression a
precursor of the physical and mental health problems that will be
visited on victims, but also aggressive children themselves are at
higher risk of alcohol and drug abuse, accidents, violent crimes,
depression, suicide attempts, spouse abuse, and neglectful and
abusive parenting (Tremblay et al., 2004, 43). Furthermore, violence
commonly results in serious injuries to the perpetrators themselves.
Although it is unusual for young children to harm seriously the targets
of their physical aggression, studies of physical aggression during
infancy indicate that by 17 months of age, the large majority of
children are physically aggressive toward siblings, peers, and adults
(Tremblay et al., 2004, 43).
When looking at the long term effects of physical aggression in
early childhood grades, it is connected to antisocial behavior in
students. Chronic antisocial behavior in adolescence and adulthood is
often the continuation of a pattern that begins in childhood, typically in
the form of physical aggression (Broidy et al., 2003; Nagin & Tremblay,
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1999). It has been estimated that the prevention of early physical

aggression and the subsequent diversion of one high-risk child from a
life of crime would result in 60 to 80 fewer crimes, with cost benefits of
$1.7 to $2.3 million per child (Cohen, 1998). Thus, effective programs
that prevent aggression in children at high risk have clear public health
significance (U.S. Department of Health and Human Services, 2001).
There are a few controlled prevention trials of family
interventions with at-risk young children that demonstrate positive
effects on parenting practices and conduct problems (Gross et al.,
2003; Webster-Stratton, 1998; Webster-Stratton, Reid, & Hammond,
2001). However, these studies did not focus specifically on evaluating
intervention effects on child physical aggression (Tremblay, 2006).
Furthermore, long-term maintenance of effects on parenting practices
have not been examined. Addressing these issues is important
because it is likely that sustained effects on childrens physical
aggression and parenting practices are necessary for the prevention of
adolescent antisocial behavior.
In the Counseling and Human Development volume written by
Beverly Johns and Valerie Carr, they discuss dealing with physical
aggression. Johns and Carr (2012) state how students need to know
that the learning environment is a safe place. Students must feel that
the administration and staff established a workable plan for preventing

violence and for dealing with aggressive students. If administration

and staff are prepared to deal with situations professionally with
students aggression is in itself a deterrent to aggression. (John & Carr,
2012, 1). When a student becomes physically aggressive, verbal
interventions are recommended (John & Carr, 2012, 1). By using
behavior-specific dialogue, the teacher can give the student the
opportunity to leave the area or to stop his or her aggressive behavior.
When adults employ physical intervention, they are taking over the
students ability to control himself or herself. John and Carr (2012) state
that physical intervention should be used only as a last resort.
Students who are losing control need clear, concise directions
regarding their behavior. By using behavior-specific dialogue, the
teacher should specify a short but appropriate amount of time for
student compliance and should keep the student informed as to how
much him has elapsed (John & Carr, 2012, 1). Once the process has
begun, follow-through is important. Students are given the option of
controlling their own behavior. If they are unable to do so, physical
intervention will be necessary to keep them from hurting themselves or
others (John & Carr, 2012, 1).
While John and Carr (2012) talk about one intervention, which
they have found successful, there are many studies that state
interventions are frequently unsuccessful. In the article Aggression
Between Peers in Early Childhood: Individual Continuity and
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Developmental Change, they discusses how many interventions for

problem aggression in later childhood or adolescence have frequently
been unsuccessful, perhaps reflecting a long-standing stability, and
therefore resistance to change, of aggressive behavioral dispositions.
(Cummings, Iannotti & Zahn-Waxler, 1989, 887). They discuss how
early identification of aggressive patterns and marker variables that
may predict later problem aggression could contribute significantly to
understanding of both the causes and control of aggression
(Cummings, Iannotti & Zahn-Waxler, 1989, 888). A study was
conducted to contribute to the understand of the development of
aggression in early childhood. Specifically, we will examine the stability
of aggressive behavior between 2 and 5 years of age, developmental
changes in expressions of aggressive behavior, and relations between
aggressive behavior and one family variable, maternal depression
(Cummings, Iannotti & Zahn-Waxler, 1989, 888).

Intervention
a. Before intervention took place, the student was acting out
physically and verbally multiple times throughout the day. On
April 13, I went in to observe him and his behavior in school as I
primarily see the student outside of the classroom. While
spending the day inside of the classroom, Justin Doe acted out
physically 6 times which lead to no restraints. On April 14, while
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observing Justin Doe, he acted out physically 5, which lead to no

restraints. On April 15, while observing Justin Doe, he acted out
physically 6 times which did lead to CPI (Crisis Prevention
Intervention) being performed. On April 16, while observing
Justin Doe, he acted out physically 6 times which did not lead to
restraints. On April 17, while observing Justin Doe, he acted out
physically 7 times, which did not lead to restraints. In a
discussion with the teacher, this is Justin Does behavior every
day in the classroom which is effecting the learning in the
classroom.
b. The intervention chosen for Justin Doe was an intervention in the
research provided above. By ensuring Justin Doe felt safe in his
environment to express his feelings in a non-negative way. John
and Carr (2012) discuss how the student needs to feel
comfortable and safe in his or her environment. Once the student
starts to act out physically, by using behavior-specific dialogue, it
will allow Justin Doe to still feel in control while he calms down
before it turns into a physical intervention (John & Carr, 2012).
The reason this intervention was chosen is because Justin Doe
has had CPI restraints done on him in the household and in the
school environment. When restraining him, he becomes more
agitated and physical. By using these behavior-specific dialogue
and talking him down before he becomes out of control that
restraints are necessary. When the intervention started, Justin
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Doe was not responsive to the language as he did not want to

listen and just wanted to act out. After many discussions with
Justin Doe and the police being involved in an outside of school
situation where he needed to be restrained, Justin Doe was open
to trying the intervention. While working with Justin Doe on the
intervention, he was very open and tried to relax before he
became to out of control. When in the classroom with Justin Doe,
when he would become physically aggressive, I would start to
talk in dialogue specific to behavior which I worked with him on
so he understood what was being said. It took a few minutes but
Justin Doe continued to relax and asked to go on a walk. After his
walk, he apologized to his classmates and teacher without being
prompted. The next few times I was in the classroom working on
the intervention, Justin Doe improved each time. After showing
his teacher the behavior-specific dialogue used for the
intervention, she did it the next few times he came physically
aggressive and he relaxed.
c. While thinking about this process, I did not think that Justin Doe
would react to the intervention as well as he did. Being he is a
five year old with little structure at the home, I did not think that
he would respond or do so well as keeping up with the
intervention since being out of the classroom. Finding a right
intervention was more difficult than I thought it would be. I have
not looked at my interventions which I have put in place myself
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so there was doubt I could complete it. I felt good to see Justin
Doe do so well with the intervention chosen for him.
d. Since being out of the classroom, I have gotten updates about
the student and how much progress he is making in the
classroom with his physical aggressive behavior and he is even
getting perfect green days where he has been able to pick from
the prize box. His teacher has informed me that students are
more open to playing with Justin Doe and enjoy working with
him. He has gotten praise from staff outside of the classroom in
his specials. When working with him outside of the school, Justin
Doe is continuing to use the intervention and responding well to
it.
Conclusion
The issue at the beginning of this process was that Justin Doe
was acting out with physical aggression inside of the classroom when
told to do something he did not want to do. The intervention that was
chosen for Justin Doe was to use verbal cues such as behavior-specific
dialogue to calm Justin Doe down before restraints are needed. The
plan is supported by research such as the article written by John and
Carr (2012). The outcome of the intervention was a success as Justin
Doe is using the intervention to successfully calm down before
restraints are needed. I feel the intervention was a success because
Justin Doe was being praised by multiple staff members for such

improvement, which made him feel good and motivated to continue to

do well so he would continue to receive praise.

References

Broidy, L. M., Nagin, D. S., Tremblay, R. E., Bates, J. E., Brame, B.,
Dodge, K. A., et al. (2003). Developmental trajectories of childhood
disruptive behaviors and adolescent delinquency: A six-site, crossnational study. Developmental Psychology, 39(2), 222245.
Gross, D., Fogg, L., Webster-Stratton, C., Garvey, C., Julion, W., &
Grady, J. (2003). Parent training of toddlers in day care in low-income
urban communities. Journal of Consulting & Clinical Psychology, 71(2),
261278.
Johns, Beverly H., Carr, Valerie (2012) Dealing with Physical
Aggression. Counseling & Human Development. 44(6), 1-8
NICHD Early Child Care Research Network, Rockville, MD, US (2004)
Trajectories of physical aggression from toddlerhood to middle
childhood: VII. Discussion. Monographs of the Society for Research in
Child Development, 69(4),102-119
Tremblay, R. E. (2006). Prevention of youth violence: Why not start at
the beginning? Journal of Abnormal Child Psychology, 34(4), 481487.
Tremblay, Richard E., Nagin, Daniel S., Sguin, Jean R.,Zoccolillo, Mark,
Zelazo, Philip D., Boivin, Michel, Prusse, Daniel, Japel, Christa (2004)
Physical Aggression During Early Childhood: Trajectories and
Predictors. Pediatrics. 114(1), 43-50
U.S. Department of Health and Human Services. (2001). Youth
violence: A report of the Surgeon General. Washington, DC: Centers for
Disease Control and Prevention, National Institutes of Health,
Substance Abuse and Mental Health Services Administration.
Webster-Stratton, C. (1998). Preventing conduct problems in Head
Start children: Strengthening parenting competencies. Journal of
Consulting & Clinical Psychology, 66(5), 715730.

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Webster-Stratton, C., Reid, M. J., & Hammond, M. (2001). Preventing

conduct problems, promoting social competence: A parent and teacher
training partnership in Head Start. Journal of Clinical Child Psychology,
30, 283302.

Appendix
www.pbis.org
Lesson Plan to Address Behavior
Step 1: Identify the desired behavior and describe if in observable,
measurable terms.
Respectful behavior: Students will use appropriate language around peers and adults.
They will use kind words solve conflicts. Students will keep hands and feet to
themselves. Students will listen to instructions given by adults the first time.
Step 2: List a rationale for teaching the behavior (Why is it important?)
It is important to be respectful to your peers and adults in school. Using words or actions
to harass, tease, hit or bully another student is inappropriate and can hurt others.
Negative interactions in school interfere with learning and can cause problems at school
and in the community.
Step 3: Identify examples and non-examples of the desired behavior
(What would the behavior look/sound like? What would the behavior
not look/sound like?)
Examples
Non-examples
Apologizing
Unkind words (cursing)
Offering to help
Teasing
Appropriate language
Put downs
Asking an adult to help when a Pushing/shoving
conflict cant be resolved
Yelling
Hands and feet to self (stay in
Getting into a persons physical
your own physical space)
space
Littering
Step 4: Practice/Role Play Activities
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Model expected behavior (I do): Teacher(s) model or read following scenarios. The
teacher discusses why second scenario is an example of respectful behavior.)
Tina bumped into Kristin in the hallway and her books fell to the ground. Kristin was
upset because she would be late for class and called Tina a crazy fool. Tina got angry
and told Kristin she was ugly and stupid. Tina walked away and Kristin was late for
class. Kristin was mad and began to spread untrue rumors about Tina to her friends.
Tina bumped into Kristin in the hallway and her books fell to the ground. Kristin was
upset because she would be late for class and started to call Tina names. Tina recognized
that she was not paying attention, apologized to Kristin and helped her pick up her books.
Tinas teacher gave both students a school buck for resolving the conflict with respect.
Lead students through behavior (We do): Teacher(s) present following scenario.
Students will discuss why second scenario is an example of respectful behavior.
Several students were sitting together at a table eating lunch in the cafeteria. Denyse
spilled milk on Kims new dress. Kim called Denyse a clumsy ox and took her milk
and poured it into Denyses food. Both girls began to scream at each other with tears in
her eyes. The cafeteria monitor witnessed this and escorted the girls to the principals
office.
Several students were sitting together eating lunch in the cafeteria. Denyse spilled milk
on Kims new dress. Denyse apologized and got a wet paper towel from the cafeteria
monitor and helped Kim clean her dress. Kim thanked Denyse for helping her. The
cafeteria monitor witnessed this event and gave both girls school bucks for resolving a
potential conflict respectfully.
Test to ensure students understand behavior (You do): With a peer, students are asked
to come up with their own scenario. Student groups will act out appropriate, respectful
behavior for their scenario. Teacher and other students will provide feedback to peer
groups.
Step 5: Provide opportunities for practice

Weekly scenarios
Publicly recognizing students who display respectful behavior
Teacher regularly models respectful behavior

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