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How to Manage Disruptive Behavior in Inclusive Classrooms

by Vera I. Daniels

The Same or Different Disciplinary Strategies?

Generally, classroom teachers can use the same disciplinary

practices to manage the disruptive behavior of students with disabilities

that they use to manage the behavior of students without disabilities.

Much of the undesirable behavior exhibited by both groups is similar in

nature. The differences, however, may originate in the teacher's selection

of the particular behavioral intervention. When selecting behavior

interventions for students with disabilities, teachers should ensure that

the strategies are developmentally appropriate and take into consideration

the student's disability and due process rights. Here are 10 questions that

may help you diagnostically analyze situations that foster disruptive

behavior in students with disabilities. These discussions may provide

guidance as you select behavior-reduction strategies.

Question 1. Could this misbehavior be a result of inappropriate

curriculum or teaching strategies?

Inappropriate curriculum and teaching strategies can contribute to

student misbehavior – but not all misbehavior is attributable to these

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 factors. Some misbehavior may arise as a function of the teacher's

inability to meet the diverse needs of all students. Consider these factors:

 Group size.

 Group composition.

 Limited planning time.

 Cultural and linguistic barriers.

 Lack of access to equipment, materials, and resources.

If the misbehavior evolves as a result of inappropriate curriculum or

teaching strategies, redress the content and skill level components of your

curriculum, its futuristic benefit for the student, and the formats you use

in instructional delivery. When you identify the instructional needs of

students within the context of the classroom, using a diagnostic

prescriptive approach, and make curricular adaptations both in content

and instructional delivery, you can greatly reduce the occurrence of

student misbehavior.

Question 2. Could this misbehavior be a result of the student's

inability to understand the concepts being taught?

When there is a mismatch between teaching style and the learning

styles of students, misbehavior inevitably results. Incidents of

misbehavior may also result when students refuse to learn concepts

because they are unable to see the relationship between the skills being
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taught and how these skills transcend to the context of the larger

environment. In these situations, you should employ strategies and

tactics that show students how component skills have meaning in the

classroom and in the community. If you find that the cause of the

inappropriate behavior is related to the student's lack of prerequisite

skills or abilities to acquire concepts, you can use a simple procedure

known as task analysis. By using this procedure, you can pinpoint

specific functional levels of students on targeted skills and provide

sequential instructional programs that will move the student with

disabilities toward mastery of a targeted goal at a pace appropriate for the

student (Moyer & Dardig, 1978).

Question 3. Could this misbehavior be an underlying result of the

student's disability?

Some disruptive behavior may be a result of the student's

disability (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:

 Try to clarify what kinds of behavior are causing concern.

 Specify what is wrong with that behavior.

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  Decide what action should be taken to address the behavior.

-Specify what behavior you desire from the student.

 Implement a plan to correct conditions, variables, or

circumstances that contribute to the problem behavior (Charles, 1996).

You should analyze the disruptive behavior and render a

professional judgment as to its cause. Redl and Wattenberg (cited in

Charles, 1996) suggested that teachers employ a procedure of "diagnostic

thinking" when faced with incidents of student misbehavior. These

procedures include forming a first hunch, gathering facts, exploring

hidden factors, taking action, and remaining flexible. While such a task is

not easy, having a knowledge base of the general characteristics (e.g.,

academic, behavioral, social/emotional, learning, physical) of students

with disabilities and the associated etiologies (causes) can be helpful.

Question 4. Could this misbehavior be a result of other factors?

Many aspects of classroom life may contribute to students'

misbehavior: the physical arrangement of the classroom, boredom or

frustration, transitional periods, lack of awareness of what is going on in

every area of the classroom. Remember, however, that classroom climate

and physical arrangements can also encourage desirable behavior. You

should regularly assess your teaching and learning environment for

conditions or procedures that perpetuate or encourage misbehavior.

Because inappropriate behavioral manifestations of students can also

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 stem from certain types of teaching behavior, teachers need to become

more cognizant of the kinds of behavior they emit and the relationship

between their teaching behavior and the resultant behavior of students.

Examine your instruction and interactions with students in ongoing

classroom life, as follows:

 The development of relevant, interesting, and appropriate curriculums.

 The manner in which you give recognition and understanding of each

student as an individual with his or her unique set of characteristics and

needs.

 Your own behavior as a teacher, and characteristics such as those

identified by Kounin (1970 – withitness, overlapping – that reduce

misbehavior, increase instructional time, and maintain group focus and

movement management of students.

Question 5. Are there causes of misbehavior that I can control?

As a teacher, you can control many variables to thwart undesirable

behavior. You may modify or change your curriculum; make adaptations

in instruction to address multiple intelligences; and make changes in your

communication style, attitude toward students with disabilities, and

expectations of these students. Analyze how much positive feedback you

give students. If you find that you use limited feedback (encouragement or

praise), which accentuates positive behavior of students (and also

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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.

Question 6. How do I determine if the misbehavior is classroom

based?

This is a difficult question. Conducting a self-evaluation of teaching

style and instructional practices – as in the previous questions – may

provide some insight into whether the behavior is related to the disability

or is classroom based. You may find a classroom ecological inventory

(Fuchs, Fernstrom, Scott, Fuchs, & Vandermeer, 1994) helpful in

determining cause-effect relationships of student misbehavior. The

classroom ecological inventory could help you assess salient features of

the learning environment of your school or classroom. In such analysis,

you can gather specific information about the student, the behavior, and

the environmental conditions and settings associated with the behavior

(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.

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 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; Foster-Johnson & 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.

Question 7. How do I teach students to self-regulate or self-manage

behavior?

You can teach students to self-regulate or self-manage their behavior by

teaching them to use the skills of self-management:

 Self-instruction, self-recording, or self-monitoring.

 Self-reinforcement, self-evaluation, and self-punishment.

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 Multiple-component treatment packages (Carter, 1993; Hughes, Ruhl, &

Peterson, 1988; Rosenbaum & Drabman, 1979).

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 productivity. These studies included students from many

different populations, ranging from average achievers to students with

mild, moderate, and severe disabilities. Teachers have found many

advantages in using self-monitoring procedures: These procedures

improve target behavior, stress the student's role in behavior change,

allow generalization to non-school environments, free teachers for other

tasks, and teach students responsibility and self-determination (Frith &

Armstrong, 1986). Furthermore, these procedures are relatively simple to

implement; they quickly reach a point in which little supervision is

required; and, they help students become more successful and

independent in their classroom and in everyday life (Dunlap, Dunlap,

Koegel, & Koegel, 1991). Of course, teaching students self-management

skills should not be regarded as a substitute for a high-quality

curriculum of instruction (Dunlap et al., 1991) that emphasizes academic

and social learning skills. Here are some steps for teaching self-

management skills:

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  Defining the target behavior.

 Defining the desired behavior.

 Developing the data-collection system.

 Teaching the students how to use the self-management system.

 Implementing the system.

 Evaluating the effectiveness of the system (Carter, 1993).

 Additional steps may include identifying functional reinforcers and fading

use of the self-monitoring procedure (Dunlap et al., 1991).

Question 8. How do I determine what methods of control are

appropriate without violating the rights of students with disabilities

mandated under P.L. 105-17?

Determining which behavior-reduction methods to use with students with

disabilities is not as difficult as you may think. As mentioned previously, the

behavioral interventions typically used with students without disabilities

can also be used with students with disabilities – with a few exceptions. Yell

and Shriner (1997) provided a comprehensive account of major issues

effecting the discipline of students with disabilities addressed in Section 615

K of P.L. 105-17 (the IDEA Amendments of 1997):

 Disciplinary procedures.

 Behavior-intervention plans.

 Manifestation determination. "Manifestation determination" refers to a

review process (conducted by the student's IEP team and other qualified
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 personnel) to determine the relationship between a student's disability

and misconduct. This review process is conducted when school officials

seek a change of placement, suspension, or expulsion for more than 10

school days.

 Interim, alternative educational settings.

 The "stay put" provision.

 IDEA protection for students not yet eligible for special education.

 Referral to law enforcement and judicial authorities. When applying

behavior-reduction techniques, use a common sense approach and be

reasonable in your application.

 Regardless of the behavioral infraction, before you discipline any student

with disabilities, you should talk to administrative officials (e.g.,

principal, special education supervisors, school attorney) about the rules,

policies, regulations, and procedural safeguards outlined in the IDEA

Amendments of 1997 that govern the discipline of students with

disabilities.

Question 9. How do I use reinforcement strategies to reduce disruptive

behavior?

Teachers can use many types of reinforcers to teach desirable behavior.

Madsen and Madsen (1983) identified five categories of responses available

for teaching desired behavior: the use of words, physical expressions,

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physical closeness, activities, and things used as rewards or positive

feedback (see box, "Positive Feedback"). Remember that the effectiveness of

such reinforcers is contingent on continuous, systematic use across time.

Also, consider the appropriateness of each response for your individual

students. Other reinforcement-based intervention strategies may also be

effective: differential reinforcement of low rates of responding (DRL);

differential reinforcement of other behavior(s) (DRO), also referred to as

differential reinforcement of zero responding; differential reinforcement of

incompatible behavior (DRI); and differential reinforcement of alternative

behavior(s) (DRA). Many teachers have found such strategies effective in

developing alternative response behavior to inappropriate, disruptive, or

undesirable behavior. Even though these procedural alternatives use a

positive (reinforcement) approach to behavior reduction, teachers have

found both advantages and disadvantages in the use of such procedures. In

deciding whether to use differential reinforcement procedures, you should

review the works of Alberto and Troutman (1995) and Schloss and Smith

(1994).

Question 10. Is it appropriate for me to use punishment?

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

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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 reduction in disruptive behavior may not be pervasive across all

settings.

 The effect may not be persistent over an extended period of time.

 The learner may not acquire skills that replace the disruptive behavior

(Schloss, 1987).

A decision regarding the use of punishment as a behavior reduction

technique is an individual one. Some professionals suggest that

punishment-based interventions should be eliminated, whereas others favor

a variety of behavior-control procedures, including punishers (Braaten et

al., 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.
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 Overcorrection.

 Contingent exercise.

 Aversive conditioning (Braaten et al., 1988; Cuenin & Harris, 1986).

Questions such as whether, when, or if you might use punishment will

always be tainted with controversy. Whatever decision you make, keep the

following cautions in mind:

 Punishment should be used discriminately, rather than routinely.

 It should be combined with positive procedures.

 Punishment should be used only in response to repeated misbehavior for

students who persist in the same kinds of misbehavior.

 It should be employed consciously and deliberately as a part of a planned

response to repeated misbehavior.

 Punishment should be used only when students are not responsive to

reward-based interventions or praise/ignore strategies (Larrivee, 1992).

 Punishment should be used only as a "treatment of last resort" (Larrivee),

and only after you have taken appropriate steps to ensure that the due

process rights of students will not be violated and that the procedures

will not cause psychological or emotional harm to the student.

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.

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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

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 strategies for students with disabilities in inclusion settings.

Classroom teachers can use a variety of strategies to discipline students

with disabilities in inclusion settings. The approaches most likely to be

successful combine humanistic and cognitive behavioral attributes and take

into consideration the teacher's diagnostic-reflective thinking and choice-

making skills regarding the following:

 Student's behavior.

 Student's disability.

 Curriculum.

 Instructional program.

 Classroom environment.

 Due process rights.

In formulating a discipline plan, teachers must first clarify personal

values in terms of acceptable and unacceptable classroom behavior. By

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setting classroom rules, defining limits, clarifying responsibilities, and

developing a meaningful and functional curriculum, teachers can begin to

build a system of discipline that will accentuate the positive behavior of

all students. Finally, classroom teachers should contact appropriate

administrators and seek information on administrative policies, rules,

and regulations governing disciplinary practices for students with

disabilities.

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), 272-
276.

Dunlap, L. K., Dunlap, G., Koegel, L. K., & Koegel, R. L. (1991). Using self-
monitoring to increase independence. TEACHING Exceptional Children, 23(3), 17-22.

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.

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 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
self-management outcome research conducted with students who exhibit behavioral
disorders. Behavioral Disorders, 16(13), 169-179.

Source:

https://www.teachervision.com/classroom-

discipline/resource/2943.html?page=2

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 PROFESSIONAL CAREER PLAN
“One of the first things we learn from our teachers is
discernment: the ability to tell truth from fiction, to know when
we have lost our center and how to find it again. Discernment is
also one of the last things we learn, when we feel our paths
diverge and we must separate from our mentors in order to stay
true to ourselves.”
I do have simple plan ahead of my professional career. I am

planning to take the Licensure Examination for Teachers. Indeed, I am

hoping to pass this at once. It would be such a blessing to immediately

find a teaching job where I can show my skills and flexibility. If I will be

given an opportunity, I would like to work in huge public school where I

can improve my teaching styles and broaden my knowledge. I know it

need thousands of steps and hundred miles to pursue Masteral degree,

yet I would still love to extend and widen my capacity as a teacher.

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