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ES
AND
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44
by Vera I. Daniels
particular
behavioral
intervention.
When
selecting
behavior
45
guidance
as
you
select
behavior-reduction
strategies.
Group size.
Group composition.
of
students,
misbehavior
inevitably
results.
Incidents
of
(Moyer
&
Dardig,
1978).
(e.g.,
emotional/behavioral
disorders).
Meanwhile,
other
behavior may result from deliberate actions taken by the student to cause
classroom disruption. Determining the underlying cause of a student's
disruptive behavior involves a careful analysis of the behavior, as follows:
Implement
plan
to
correct
conditions,
variables,
48
or
give students. If you find that you use limited feedback (encouragement or
praise), which accentuates positive behavior of students (and also
communicates respect and promotes self-esteem and self-confidence), you
may be contributing to behavior problems. Feedback (both verbal and
nonverbal) is an important factor in the learning paradigm that is too often
neglected, overlooked, or haphazardly orated.
cause-effect
relationships
of
student
misbehavior.
The
(Evans, Evans, & Gable, 1989). By taking into account the learning
ecology, you can be more decisive and selective in your use of resources for
managing student behavior and, at the same time, obtain a more accurate
and complete picture of a particular student for developing a more
appropriate and comprehensive behavior-change program. Classroom
ecological inventories can be useful for collecting information about a wide
range of events, variables, and conditions that can influence and affect a
student's behavior. Conducting a functional analysis or functional
assessment can also be useful in examining cause-effect relationships of
students' behavior. Functional assessments can also help you address
serious problem behavior displayed by "target" students. These analyses
examine the circumstances or functional relationships between, or
surrounding, the occurrence or nonoccurence of the challenging behavior.
The assessments can help you identify variables and events that are
consistently present in those situations (Dunlap et al., 1993; FosterJohnson & Dunlap, 1993). You may identify events, variables, and
circumstances that contribute to the problem. In addition, you may devise
a comprehensive, individualized approach to designing interventions
logically related to the target behavior and, in the process, better meet
the student's specific needs.
52
Many studies (e.g., McCarl, Svobodny, & Beare, 1991; Nelson, Smith,
Young, & Dodd, 1991; Prater, Joy, Chilman, Temple, & Miller, 1991)
focusing on self-management techniques have shown the effectiveness of
self-management
procedures
in
behavior
change
and
academic
53
54
Disciplinary procedures.
Behavior-intervention plans.
IDEA protection for students not yet eligible for special education.
56
57
Punishment,
the
most
controversial
aversive
behavior
management
procedure, has been used and abused with students with disabilities
(Braaten, Simpson, Rosell, & Reilly, 1988). Because of its abuse, the use of
punishment as a behavioral change procedure continues to raise a number
of concerns regarding legal and ethical ramifications. Although punishment
is effective in suppressing unacceptable behavior, it does have some
limitations:
The learner may not acquire skills that replace the disruptive behavior
(Schloss, 1987).
is
an
individual
one.
Some
professionals
suggest
that
1988; Cuenin & Harris, 1986). Inasmuch as the use of punishers inhibit,
reduce, or control the future occurrence of an unacceptable behavior, the
effects of punishers are limited. By itself, punishment will not teach
desirable behavior or reduce the desire of misbehavior (Larrivee, 1992).
Whereas the use of punishment remains a matter of individual choice,
currently used punishers by classroom teachers include the following:
Response cost.
Time out.
Overcorrection.
Contingent exercise.
59
Final Thoughts
There is no "one plan fits all" for determining how teachers should respond
to the disruptive behavior of students with disabilities in inclusion settings.
An initial starting point would include establishing classroom rules, defining
classroom limits, setting expectations, clarifying responsibilities, and
developing a meaningful and functional curriculum in which all students
can receive learning experiences that can be differentiated, individualized,
and integrated. Many publications describe effective classroom-based
60
disciplinary strategies (Carter, 1993; Schloss, 1987), but few (Ayres & Meyer,
1992; Carpenter & McKee-Higgins, 1996; Meyer & Henry, 1993; Murdick &
Petch-Hogan,
1996)
address
effective
classroom-based
disciplinary
Student's behavior.
Student's disability.
Curriculum.
Instructional program.
Classroom environment.
References
Alberto, P. A., & Troutman, A. C. (1995). Applied behavior analysis for teachers. (4th
ed.). Englewood Cliffs, NJ: Prentice-Hall.
Ayers, B., & Meyer, L. H. (1992). Helping teachers manage the inclusive classroom:
Staff development and teaming star among management strategies. The School
Administrator, 49(2), 30-37.
Braaten, S., Simpson, R., Rosell, J., & Reilly, T. (1988). Using punishment with
exceptional children: A dilemma for educators. TEACHING Exceptional Children, 20(2),
79-81.
Carpenter, S. L., & McKee-Higgins, E. (1996). Behavior management in inclusive
classrooms. Remedial and Special Education, 17(4), 195-203.
Carter, J. F. (1993). Self-management: Education's ultimate goal. TEACHING
Exceptional Children, 25(3), 28-32.
Charles, C. M. (1996). Building classroom discipline (5th ed.). New York: Longman.
Cuenin, L. H., & Harris, K. R. (1986). Planning, implementing, and evaluating timeout
interventions with exceptional students. TEACHING Exceptional Children, 18(4), 272276.
Dunlap, L. K., Dunlap, G., Koegel, L. K., & Koegel, R. L. (1991). Using selfmonitoring to increase independence. TEACHING Exceptional Children, 23(3), 17-22.
62
Dunlap, G., Kern, L., dePerczel, M., Clarke, S., Wilson, D., Childs, K. E., White,
R., & Falk, G. D. (1993). Functional analysis of classroom variables for students with
emotional and behavioral disorders. Behavioral Disorders, 18(4), 275-291.
Evans, S. S., Evans, W. H., & Gable, R. A. (1989). An ecological survey of student
behavior. TEACHING Exceptional Children, 21(4), 12-15.
Frith, G. H., & Armstrong, S. W. (1986). Self-monitoring for behavior disordered
students. TEACHING Exceptional Children, 18(2), 144-148.
Foster-Johnson, L., & Dunlap, G. (1993). Using functional assessment to develop
effective individualized interventions for challenging behaviors. TEACHING Exceptional
Children, 25(3), 44-50.
Fuchs, D., Fernstrom, P., Scott, S., Fuchs, L., & Vandermeer, L. (1994). Classroom
ecological inventory: A process for mainstreaming. TEACHING Exceptional Children,
26(3), 11-15.
Hughes, C. A., Ruhl, K. L., & Peterson, S. K. (1988). Teaching self-management
skills. TEACHING Exceptional Children, 20(2), 70-72.
Nelson, J. R., Smith, D. J., Young, R. K., & Dodd, J. M. (1991). A review of selfmanagement outcome research conducted with students who exhibit behavioral
disorders. Behavioral Disorders, 16(13), 169-179.
Source:
https://www.teachervision.com/classroomdiscipline/resource/2943.html?page=2
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