behavioral challenges related to inclusion 2
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BEHAVIORAL CHALLENGES RELATED TO INCLUSION
Stacia Jarvis
EDUC 280
Fall 2014
b
“Growing numbers of [students with] special
needs are behavior related.”
(Times Educational Supplement editorial, 2005)
“They can make our teaching lives
miserable and single-handedly
disrupt a classroom”
(Rhode et al., 1998, p. 3)
“The dark heart of inclusion: every child matters , but only if
they behave themselves”
(Louisa Leaman as quoted in Soan, 2006)
Their aggressive, disruptive, and defiant behavior wastes teaching time, disrupts the
learning of all students, threatens safety, and overwhelms teachers.
(http://www.aft.org/periodical/american-educator/winter-2003-
2004/heading-disruptive-behavior#sthash.lU1bCHtK.dpuf)
What is Inclusion?
Inclusion allows students with disabilities
to go to school along side their friends and
neighbors while also receiving the
“specially designed instruction and support”
they need in order to rise to the high
standards and to be successful as learners.
Emotional and Behavioral Disorders
Teachers are reporting an increase of behavior problems related to Emotional and Behavioral Disabilities. A report recently released by Scholastic shows increased levels of behavior problems: Elementry Middle
SchoolHigh School
0%
10%
20%
30%
40%
50%
60%
70%
80%
68%64%
53%
Increased Behavior Problems within the Classroom
Grade level of teachers reporting
% o
f te
ach
ers
rep
ort
ing
The most common disabilities
attentiondeficit/hyperactivity disorder
(ADHD)
behavioral or conduct
Problems
anxiety and depression
autism spectrum disorders
Tourette syndrome.
ADHD
Behavior/Conduct Problems
Anxiety
Depression
Autism Spectrum Disorders
TouretteSyndrome
4.2 Million
2.2 Million
1.8 Million
1.3 Million
678,000
99,000
Students with such disabilities are often labeled as having an emotional disturbance, which is defined under the Individuals with Disabilities
Education Act (IDEA) as follows:
...a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance:
An inability to learn that cannot be explained by intellectual, sensory, or health factors
An inability to build or maintain satisfactory interpersonal relationships with peers and teachers
Inappropriate types of behavior or feelings under normal circumstances
A general pervasive mood of unhappiness or depression
A tendency to develop physical symptoms or fears associated with personal or school factors.
-[Code of Federal Regulations, Title 34, Section 300.7(c)(4)(i)]
Problem Behaviors Often Encountered
• Talking out of turn
• Work avoidance
• Hindering other students
• Unwanted non-verbal noises
• Verbal abuse
• General rowdiness
• Physical aggression
• Consistent infringement of class rules
Challenges for EducatorsIt can be challenging for Teachers to identify and deal with
children who demonstrate serious behaviors related to emotional and behavioral disorders.
Students with emotional and behavioral disorder often need more individualized attention to help deal with their disability.
Effective programs for students having an emotional and behavioral disorder are often expensive:
For most regular schools, adequate support is not easy to provide
Extra training and support is often needed to improve teachers’ and other staffs’ ability to make inclusion work
Myths Surrounding Emotional Disabilities
o Myth B: Students with emotional or behavioral disabilities behave the way that they do because they’ve gotten away with a lot.
Often times, students with an emotional or behavior disability have gone the length of the
disciplinary system:• Privileges have been taken away
• Time has been spent in the principles office• They have been suspended
o Myth A: Emotional disabilities are not true disabilities. Students choose their behavior and have control over their
“handicap”.
Students who struggle with an emotional or behavioral disability have no more control over
that disability than a person who has a physical handicap. With proper interventions, students
with these type of disabilities can achieve a high degree of success.
Communicative Intent of Behavior:Why?
I can’t do this
work!
I’m frustrated!
I like doing this!
I’m bored!
I want to annoy you!
I’m lonely!
I’m rebelling!
What can we do?
PROMOTE POSITIVE SOCIAL
INTERACTIONS AND
COOPERATION
PURPOSEFULLY DESIGN THE CLASSROOM
AND LESSONS
REINFORCE APPROPRIATE BEHAVIORS
USE FUNCTIONAL BEHAVIORAL
ASSESSMENTS TO IDENTIFY AND
ENCOURAGE APPROPRIATE
BEHAVIORS
Children with social skills deficits often struggle with:
Teachers can provide instruction and modeling of appropriate behaviors and responses.
Teachers can create opportunities for children to practice and generalize social skills through class interactions.
Teachers should provide positive feedback to promote appropriate behaviors
Teachers should redirect inappropriate behaviors.
PROMOTE POSITIVE SOCIAL
INTERACTIONS AND
COOPERATION
Cooperation Communication
Emotional understanding and regulationAggression
Problem Solving
Challenging
behaviors are often
predictable
responses to a
specific event
occurring in the
environment.
PURPOSEFULLY DESIGN THE
CLASSROOM AND LESSONS
Identifying environmental variables will help to implement an intervention. An environmental intervention can help to address and reduce the challenging behavior and to increase appropriate behavior.
REINFORCE APPROPRIATE BEHAVIORS
Devise an IEP plan
Acknowledge the students preferences
and strengths
Be Consistent
Use group-contingency (group rewards) management techniques
Provide more opportunities to reinforce appropriate behaviors
USE FUNCTIONAL BEHAVIORAL
ASSESSMENTS TO IDENTIFY AND
ENCOURAGE APPROPRIATE
BEHAVIORS
Most functional assessments focus on recognizing and creating interventions that maintain consequences of problem behavior.
Antecedent assessments can be used in FBAs to identify environmental variables that contribute to both inappropriate and appropriate behaviors.
Studying these assessments allow for the development of interventions that prevent problem behavior and promote appropriate classroom behavior.
Functional Analysis
Isolate and Define the Behavior
Write down the main factors to be
considered
Make a grid for collecting data
Note and record when, where, what, and how whenever
the behavior occurs
Make revisions in grid if necessary
Analyze the data. Look for patterns
and areas of consistent prediction
Not getting enough sleep, noisy activity,
lights bright
Bell rings, teacher asks student to do
something, peer says “Hello”
Screaming, flapping hands, hitting, body
rocking
Child told to leave activity, Child takes a break, teacher says
“Don’t hit”
Setting Event Antecedent Stimulus Behavior Consequence
Anything that increases the
likelihood that the challenging behavior will
occur
Events or conditions that are
present right before the
behavior occurs
Challenging Behavior
The events or conditions that are
presentRight after the
behavior occurs
S A B C
EXAMPLE:
5 Common features of effective inclusion, instruction, and
assessment for students with Emotional and Behavioral
Disabilities Leadership:
Teachers, principles and other staff
members provide leadership and
communicate the values of the school.
This leadership needs to have hope and
concern for solutions, not just problems.
Shared values:
staff work to promote the values of the
school involving all students.
Behavior policy and practice:
A consistent behavior plan with strategies for
students with disabilities as an extension of
behavior policy for all students is present.
Teachers are consistent with discipline and
guidelines.
Understanding
Emotional/Behavioral
Disorders:
Staff understand the nature of Emotional and
Behavioral Disabilities, and can distinguish it
from ordinary misbehavior. Staff also need to
understand the development (social, emotional
and cognitive) of all types of students.
Teaching skills and the curriculum:
Teachers need to collaborate and plan for
instruction. This includes best practices such as
accessing students’ interest and prior
knowledge, peer teaching, and using questioning
strategies that allow students to make
connections.
Phases of an Incident
1
2
3
4
5
7
6
Calm
Trigger
Agitation
Acceleration/Agitation
Peak
De Escalation
Recovery
Intervention is Possible
at all Phases
ReviewChildren with Behavioral and Emotional Disabilities DO
belong!
Focusing on the reason and not the behavior effectively de-escalates many situations. After the student is rational, the behavior can be dealt with in a reasonable length of time.
Challenging behaviors are, most often, predictable responses to an event occurring in their environment.
Some children engage in challenging behavior because they
lack necessary language and social skills.
Alterations to features of the child's activities and child’s social and physical environment can help to manage behavior challenges.
Increase the probability that appropriate behaviors
will occur.
It is never to late for an intervention.
Use FBAs!
References Adams, C. L. (2006, June). The Challenges of Inclusion. Retrieved from Scholastic:
http://www.scholastic.com/browse/article.jsp?id=7022
Carey, D. J. (n.d.). Challenging Behavior. Retrieved from David J. Carey: http://www.davidjcarey.com/challenging_behavior.html
Garrett-Hatfield, L. (n.d.). What to Expect in an EBD Elementary Classroom. Retrieved from Global Post: http://everydaylife.globalpost.com/expect-ebd-elementary-classroom-16659.html
Hewitt, M. B. (n.d.). Meeting the Challenges of Inclution for Students With Emotional Disabilities. Retrieved from Behavior Advisor: http://www.behavioradvisor.com/InclusionOfEBD.html
Kauffman, J. (2009, December 23). Emotional/Behavioral Disorders. Retrieved from Education: http://www.education.com/reference/article/emotionalbehavioral-disorders/
Oliver, S. (n.d.). Weighing the Options of Inclusion and Separate Education for Children with . Retrieved from File Box: http://filebox.vt.edu/users/soliver/Exceptional%20Learners%20Paper.pdf
Salman, H. (n.d.). Educating Students with Emotional or Behavioral Disorders. Retrieved from Scholarwroks: https://scholarworks.iu.edu/dspace/bitstream/handle/2022/201/salmon%20educating%20students%20with.pdf;jsessionid=98822921F7B60D7A1F24121BCC6F7E21?sequence=1
Sources, P. (2012). Classroom Behavior Problems Increasing, Teachers Say. Retrieved from Scholastic: http://www.scholastic.com/teachers/article/classroom-behavior-problems-increasing-teachers-say
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