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My Professional Development Inquiry: Understanding Students with Behavioural Issues

My Professional Development Inquiry: Understanding Students with Behavioural Issues. March 29, 2012 Tamara Wikkerink. My inquiry question.

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My Professional Development Inquiry: Understanding Students with Behavioural Issues

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  1. My Professional Development Inquiry: Understanding Students with Behavioural Issues March 29, 2012 Tamara Wikkerink

  2. My inquiry question How can I include a student with behavior issues in class activities while preventing disruptive or negative behaviour? How do I assess that student?

  3. What Causes Disruptive Behaviour?

  4. Environmental Factors Problems at home • Fighting parents, divorce, parental/ guardian abuse and/or neglect, death in the family, parental/guardian alcohol and substance abuse, etc. • Family/guardian instability • Problems at school or in the classroom • Bullying, antisocial, different interests, • Learning disabilities • Poor teacher-student relationships • Disinterest in subject material and curriculum content

  5. Biological Factors Physical health problems • Physical limitations, fitness limitations, physical appearance Prenatal development Mental health problems • ADHD (attention deficit hyperactivity disorder), ADD (attention deficit disorder), anxiety disorders, eating disorders, autism, schizophrenia, depression, bipolar disorder, etc.

  6. What do disruptive behaviours look like? Temper tantrums Outbursts in class Defiant behavior Difficulty staying focused and on task Interrupts the learning of their classmates as well as their own Verbal or physical anger Lying Name calling, etc.

  7. Scenario • A grade 4/5 Social Studies class that does a lot of partner work, some group work, but rarely individual. • Unfortunately on a daily basis there are frequent disruptions due to negative behaviours and related issues. • What would you do?

  8. How can I manage the disruptive behavior in this grade 4/5 Social Studies class? • Easy to say “no partner work”, but that would impede on meaningful learning • Prevention: • Ask yourself “how are the class dynamics that day? “

  9. In Social Studies class continued . . . • If I notice that the class or those students are having an off day I will do one of two things: • work solo and/or move the student. • move Social Studies to the next day, but it’s not a long term solution.

  10. Prevention Strategies Point earning system. The Least Coercive Road Strategies from Randolph M. Boardman’s article “Behavior Modification: Preventing problematic behaviors: it starts with staff training”. The ACCEPTS Toolkit

  11. The Least Coercive Road “a process to help create conditions for students to be honest with themselves and to evaluate the impact of their actions on others” (Gossen 17). Has “four parts and eight tools [which] gives educators common language to help students move toward self-discipline” (Gossen 17).

  12. The Least Coercive Road (Gossen 17) • Opening up the Territory (Freedom) • Does it really matter? • Yes, if . . . • Social Contract (Belonging) • Person I want to be • Class beliefs • Limits (Personal Power) • My job Your Job • Bottom Lines • Restitution (Creativity & Fun) • Self-Restitution • Restitution Triangle

  13. Randolph M. Boardman says Be empathetic Clarify messages Respect personal space Be aware of your body position Ignore “challenge” questions Permit verbal venting when possible Set and enforce reasonable limits Keep nonverbal cues nonthreatening Avoid overreacting Use physical techniques only as a last resort (43-44).

  14. The ACCEPTS Toolkit Steps: Select a student Build a skill packet Coach the student to use the skills Evaluate

  15. Assessment Strategies Assessment is very important. Assessment is key in the consideration and implementation of an IEP because it helps us understand what is bothering the student and how it can be overcome. Conferences (student-teacher, student-student)

  16. Assessment Strategies continued . . . Self- and peer-assessments Karen Murphy suggested that I create a self-assessment for students to fill out so that I can know how they were feeling and what their specific needs are for that day. Speak with my supervisor, sponsor teachers, and I may need to obtain parental permission.

  17. Resources Boardman, Randolph M. "Behavior Modification: Preventing Problematic Behaviors: It Starts with Staff Training.“ American School & University Mar. 2010: 42- 44. Web. 1 Mar. 2012. Gossen, Diane. "Student Behavior." International Journal of Reality Therapy 17th ser. XXVII.1 (2007): 17-20. Print. http://www.mhawestchester.org/html/disruptive_behavior_disorder.html

  18. Resources continued . . . www.newwhittington.derbyshire.sch.uk/parents_disruptive.htm http://www.psychology.com/resources/child_behavior.php http://www.ldonline.org/article/6180#functional Koch, Steven P. "Preventing Student Meltdowns." Hammill Institute on Disabilities (2010): 111-17. Web. 1 Mar. 2012.

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