1. Managing Disruptive and Challenging Behavior Violence Prevention
Crisis Intervention
Managing Disruptive and Challenging Behavior
Violence Prevention

2. Managing Disruptive Behavior
Establish systematic classroom management procedures and practices
Manipulate antecedent stimuli to avoid potential behavior problems
Assess students and employ specific strategies to meet individual needs

3. Classroom Management Organized and efficient learning environment.
Increased academic-engaged time
Ensure Instructional Match
Active and direct teaching in groups
Demonstrate responsiveness to students.
Expect that students can achieve.

4. Manipulating Antecedent Stimuli: Preparing to avoid problem behaviors
Physical Space:
Analyze space demands.
Determine Setting demands.
Rules clearly defined and understood.
Scheduling
Teacher movement patterns
Modeling

5. Strategies to Address Disruptive Behaviors
Knowledge of consequences
Consistent application of consequences
Differential reinforcement of alternative behaviors

6. How to avoid power struggles
Don’t get into them.
Diffuse the situation
Remove dialogue, or
Insert humor
Ensure student involvement in appropriate decision- making
Exact appropriate consequences
Do not editorialize

7. Crisis Intervention Develop a plan for handling crisis events
Determine who will help
How they will help
Under what circumstances

8. Essential rules for Crisis Events
Don’t work alone, get help
Remove others from harm
Protect those in specific danger
Use the safest non-threatening procedure

9. Involving students. Peer-mediated strategies Peer monitoring
Peer management
Non-threatening.
Group contingencies
dependent
independent
interdependent

10. Self-Mediated Strategies
Aggression is an interpersonal behavior
Use self-management in conjunction with contingency management
Use of self-regulation often has a positive interference effect on problem behavior

11. Challenging Behaviors
Etiology and Recommendations

12. Specific Challenging Behaviors
Aggression
Disruption
Non-compliance
Inattention
Depression

13. Reducing the Likelihood of Aggression Among Adolescents with Severe Problem Behaviors
Relationship-building (Winters & Haines- Burnham, 2005)
Cognitive Behavior Management (Sukhodolsky et al., 2004; Lesure-Lester, G. E., 2002)
Problem solving
Self-monitoring and regulation
Social Skills training
Behavior Interventions (Fields & McNamara, 2003)
Environmental manipulations with reinforcement

14. Aggression Defined Occurs to gain something for the aggressor
Instrumental Aggression
To injure someone
Hostile Aggression
Usually unplanned
Leads to guilt or rage
Developmental in Nature

15. Microaggression
Racial Macroaggression: “the everyday verbal, nonverbal, and environmental slights, snubs, or insults, whether intentional or unintentional, which communicate hostile, derogatory, or negative messages to target persons based solely upon their marginalized group membership.”
For a discussion, see Sue, 2009, Harris, 2008, Harris,2009, Wong, et, al, 2014

16. Patterns of Aggression
Over-aroused aggression
Impulsive aggression
Affective aggression
Predatory aggression
Instrumental aggression

17. Over-aroused Aggression
Random selection of victims
High rates of activity
frequent accidents
many altercations

18. Impulsive Aggression “Seething volcano” Low tolerance for frustration
Quick and intense flurry of acts

19. Affective aggression The “wounded badger” rageful, angry behavior
seems permanently hostile

20. Predatory aggression The “hunter” seeks revenge
looks for opportunities to hurt others

21. Instrumental aggression
The “bully”
Out to get his/her way
Intimidation tactics

22. Adult Approaches to Prevent Aggression
Modeling alternative behaviors
Avoid negative reinforcement for aggressive behavior
Effective use of adult discipline
Soft and Calm approach
Patient Wait Time approach
Firm and Consistent approach

23. Peer Contingencies and Reinforcement to Reduce Aggression
Provide consequences to peers for supporting aggressive behavior
Group contingency reinforcement plans
Dependent: Everyone gets a consequence/reward for one individual’s behavior
Independent: Each student receives individual reward/consequence for behavior
Interdependent: Group performance determines reward/consequence

24. Disruption Off-task behavior Out-of-seat Noise-making
Non task related manipulation of objects
playing
throwing
Climbing
Not intended to harm, but may result so.

25. Interventions for Disruption
Social skills training for skill deficits
Cognitive behavior management for performance deficits

26. Non-compliance
Passive non-compliance: continues with undesired behavior
Direct defiance:throwing and arguing
Simple refusal: Just says “no” (politely)
Negotiation: “one more minute”
Challenging when it is frequent and negative

27. Interventions for Non-Compliance
Positive reinforcement for appropriate compliance combined with consequences for non-compliance
Cognitive behavior management with Differential Reinforcement

28. Inattention Developmental lack of focus Selective inattention
avoidance

29. Interventions for Inattention
Functional analysis of the behavior
determine developmental delays from selectivity
Additional and systematic feedback
Differential reinforcement
Preferred activities as reinforcers
Pre-Intervention priming

30. Depression Pervasive sadness/irritability Biological disruptions
appetite, insomnia, fatigue
Psychological difficulties
low self esteem, poor concentration,hopelessness
Results from multiple factors

31. Interventions for Depression
Assessment of depressive factors
E.g., if social isolation: teach social interaction skills
Cognitive restructuring
Attribution retraining
Thinking, changing, rearranging

32. Behavior Interventions for Adolescents (Kerr & Nelson, 2002)
By Adults
Positive attention and approval
Social reinforcement
Contingency Contracting
Training procedures
Building “backbone”
Cognitive Behavior Management

33. Building “backbone” and Engagement (Sinclair et al., 2005)
Positive school involvement
Intellectual stimulation
Relevance
Social values training and incorporation
Development of social competence

34. Development of Social Competence
Prosocial behavior training or reinforcement
Assertiveness training
Stress prevention
Refusal skills

35. Peer mediated Interventions
Use of peers as behavior managers
Teaching others leads to improved learning and automaticity

36. Peer Intervention Strategies
Group goal setting and feedback
Group Contingencies

37. Group goal setting and feedback
Groups discuss and decide individual student goals
Specific goals (objectives) are best

38. Peer Monitoring

39. Group Contingencies
Dependent
Independent
Interdependent

40. Dependent Group Contingencies
Individual performance of the target student determines consequences to the whole group.
Appropriate when target student is being reinforced by his/her “audience” AND the behavior of the whole group is generally good.

41. Independent Group Contingencies
Every individual instance of the target behavior in a group is given the same consequence
E.g., everyone who turns in a complete homework assignment receives gym instead of study hall

42. Interdependent Group Contingencies
Each student in a group must achieve a prescribed level of performance before anyone in the group can get a reinforcement
E.g., 100% attendance on Fridays for 4 weeks = 10 points for everybody on the midterm

43. Self-mediated Interventions
Self-monitoring (self recording)
Self-evaluation
Self-instruction

44. Self-Monitoring Keeping a record of one’s own behaviors
Monitoring progress on self-chart

45. Self-Evaluation
Student assesses quality (correctness, adequacy) of self- behavior

46. Self-Instruction Planned “whispering”
Student whispers appropriate instructions for a behavior to self

47. Guidelines for Use of Self-Management
Determine student ability to self-manage
Engage student in determining accurate recording or use of strategies
Assess fidelity of the procedure
Assess that adequate progress is being made

48. Behavior-Related Issues for Culturally and Linguistically Diverse Learners
Primary Considerations
Language
Culture
Problem Behaviors vs. Cultural Differences

49. References
Fields, S.A. & McNamara, J. R.(2003). Aggression & Violent Behavior, 8 (1), 61-92
Kerr, M. M., & Nelson, C. M. (2002). Strategies for addressing behavior problems in the classroom. Upper Saddle River, NJ: Merrill Publishing Company
Lesure-Lester, G. E. (2002) An Application of Cognitive-Behavior Principles in the Reduction of Aggression Among Abused African American Adolescents.   Journal of Interpersonal Violence, 17 (4),
Sinclair, M.F.; Christenson, S. L. & Thurlow, M.L. (2005). Promoting School Completion of Urban Secondary Youth With Emotional or Behavioral Disabilities. Exceptional Children, 71 (4),
Sukhodolsky, Denis G.; Kassinove, Howard; Gorman, Bernard S. (2004). Cognitive-behavioral therapy for anger in children and adolescents: a meta-analysis. Aggression &Violent Behavior, 9 (3), ;
Winter, T. & Haines-Burnham, J.(2005). "Just Because" Interventions: Engaging Hard-to-Reach Students. Reclaiming Children & Youth, 14 (1), 37-39