Behaviour. Working with students who have behavioural exceptionalities, AD/HD and the 3 D’s (Defiance, Disengagement, & Dishonesty). Behaviour is a BIG Topic!. The purpose of this presentation is:
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Working with students who have behavioural exceptionalities, AD/HD and the 3 D’s (Defiance, Disengagement, & Dishonesty)
(ETFO - Special Education Handbook, A Practical Guide for All Teachers, 2007, p. 10.)
AD/HD (Attention Deficit/Hyperactivity Disorder)
student is unable to sustain attention (age-appropriate) leading to incomplete work as student cannot stay on task/focus for long
impulsivity is observed – actions do not take into consideration consequences, repetitive behaviour is seen as student doesn’t learn from previous experience
hyperactivity – actions are often non-purposeful and inappropriate (age)
little interaction with peers (faders)
CD (Conduct Disorder)
ODD (Oppositional Defiant Disorder)
* must be medically diagnosed; behaviour needs to be repetitive and extreme over a period of at least 6 months; behaviour that is outside the ‘normal’ limits
Misbehaviour is usually the result of one or more
of these 5 main influences:
(Wilson, 2013, p. 4)
In order for a student’s behaviour to change, they must be in a safe place where they feel valued and respected. This in turn will lead to the student respecting others and this is key if they are ever to modify their behaviour.
Change takes time and it won’t be without setbacks. Try and catch all students doing good things and praise them for the good things. Hopefully more good behaviour than bad behaviour will be the result!
“Some teachers, they don’t get much work ready for us ‘cause they thing we don’t care about nothin’ right? And they think we don’t notice. But how many crossword puzzles do they think we gotta do before we figure it out, right? Don’t know why they do that. I mean, we’re in school, so why not give us schoolwork? But that’s not everybody, now. You take Mrs. P…. Now in her class do we ever have to put out. I mean, she’s got work and everything every day! Like there’s always stuff on the board for us, and then we get a lesson-thing. And then more work. And we got this huge ton of notes!
What’s cool is nobody messes around in Mrs. P.’s class. And like, it’s not just that she’s mean – like – it’s like you’re really doin’ something in that class, man. It’s – it’s like you’re learning something!”
Fergie S., aged 15, on audio tape.
(Mrs. P. was in her first year of teaching)
(Bennett, Dworet, Weber. Special Education in Ontario Schools Sixth Edition. 2008, p.129)