Addressing Challenging Behaviors

LECTURE #7

Addressing Challenging Behaviors

Introduction

There are two primary ways that teachers view inappropriate behavior. The first paradigm is that of misbehavior. This view presupposes that children know how to behave appropriately and for a variety of reasons choose not to do so. Punishment and rewards are oftentimes the techniques used in this construct. The paradigm of mistaken behavior presupposes that children are learning what appropriate behavior is and just as in any type of learning, mistakes will be made. Children have not cognitively and emotionally developed to a level at which they can access internal resources for self-regulation. The use of the guidance approach allows adults to focus on the learning that the child needs in order to successfully solve problems.

Levels of Mistaken Behavior

Mistaken behavior is typically thought to have three levels of intensity. The first level, experimentation, is demonstrated through curiosity and the exploration of new ideas, limits, and involvement. Teachers can best address behavior at this level by demonstrating and providing alternative options for behavior.

The second, socially influenced, are learned inappropriate behaviors that were influenced by peers, adults, or media. Effective teachers reinforce limits, bring the behavior higher on the conscious level, and once again provide modeling and teaching of alternative behaviors.

The third and most challenging level is that of unmet needs. Ongoing, strong patterns of mistaken behavior characterize this level. The severity of the behavior is in direct correlation to the strength of the unmet need(s). The needs may be emotional, physical, or environmental in nature and require a much more intensive, comprehensive approach.

Interpreting Challenging Behaviors

There are multiple challenging behaviors that manifest themselves in early learning situations. In order to effectively intervene with students who demonstrate these behaviors, the teacher needs to be able to interpret the misbehavior correctly. Challenging behaviors such as aggression, lying, bullying, and disrupting can be and are often done on purpose. Correct interpretation of the behavior is key to intervention and management.

A key to this interpretation is the skill of observation. Observation guides the teacher's thinking, planning and actions. Observation allows the teacher to determine the child's developmental level and the situations in which mistaken behavior occurs. A variety of observation tools are available online. Using observation tools facilitates objective, focused observation of student behaviors. Multiple observations should take place before the behavior is interpreted and a plan put into action. Being sensitive to cultural differences in behavior expectations must be taken into consideration during the observation process.

Intervention

The basis of all intervention strategies is building a positive child/teacher relationship. The teacher must always be able to separate the behavior from the child and maintain a warm, responsive relationship with the child.

After sufficient observation of incidences of challenging behavior, the teacher is ready to interpret the observations and develop a plan of intervention. The most successful plans are those that involve the child, classmates, and family.

Chronic level three behaviors are often the result of deep, unmet needs. The children often feel powerless, insecure, and a lack of connectedness to others. Any plan that is devised must take into consideration the underlying unmet needs. Plans should include ways to empower the child toward self-regulation by reinforcing the belief that the child is capable of learning and demonstrating appropriate behavior. Role-playing appropriate behaviors during class meetings allow the student to engage in learning the positive behaviors in a safe, inclusive setting. Just as challenging behaviors do not manifest in isolation, neither do positive behaviors. Class meetings and role-playing also encourage the level of connectedness and reflection needed to implement behavioral change and allow the class the opportunity to empathize and deal positively with the challenging behaviors without focusing on the child.

Forms of discipline that are natural consequences of mistaken behavior and that seek to guide rather than punish should be part of the intervention plan. Rewards, if used at all, should guide behavior and increase the child's sense of efficacy and connectedness. The plan must be consistently reinforced both at home and in all school settings. Children need the security that continuity and steadfastness provide.

Conclusion

Challenging behavior in the guidance approach is seen as opportunities for learning, not as opportunities for punishment and rewards. Teachers are seen as facilitators who value and care for the child and express positive belief in the child's innate worth and ability to act in positive, self-regulating ways. Intervention is seen as an opportunity to involve families, classmates, and teachers in the active teaching/learning of appropriate behaviors. Children are seen as learners who are capable of correcting mistakes through learning and practice of appropriate behavioral skills. Families are seen as integral to the successful implementation of the plan. The NAEYC Code of Ethics in its statements as to the Ethical Responsibilities to Children guide teachers as practitioners who create and maintain safe environments that foster children's social and emotional growth and development while respecting their dignity and contributions.