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Laura Dauffenbach
Laura Meier
Joe Denker
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Setting (if a behavior is happening in all settings, then it is a
individual problem and not a result of a student-classroom
mismatch, ie. Anorexia, Depression)
 School
 Home
 Work
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Duration
 Temporary
 Chronic
▪ Determines severity of problem behavior
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Intensity (Intense Behaviors)
 Disruptive
 Causes Physical or Psychological Harm
 Puts students in jeopardy
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Undetected emotional problems
 50% of students with documented emotional
disabilities drop out of school (US Dept. of Ed.
2001)
 Most are unnoticed and untreated… or
misidentified as having a learning disability
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Types of Emotional Disturbance
 Internalized
▪ depression
▪ suicidal thoughts
 Externalized
▪ temper tantrums
▪ physical aggression
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Federal Definition of Emotional Disturbance
 (IDEA) Individuals with Disabilities Act: determines
proactive supports for youths/students who might be
at risk…
 Implementation of proactive supports
Issues with Emotional Disturbance:
 Inability to learn
▪ noncompliance, disinterest and avoidance are symptoms exhibited
by students who have emotional baggage
▪ gear curriculum towards students’ interests
 Inability to Maintain Satisfactory Relationships
▪ foster positive peer relationships by building classroom
community…cooperative learning, peer tutoring etc.
 Inappropriate Behavior or Feelings
▪ A reason always exists…
 Pervasive Mood of Unhappiness or Depression
▪ Early identification and treatment…refer to school counselor
 Tendency to Develop Physical Symptoms or Fears
▪ Headaches, abdominal pain etc. Refer to physician
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Proactive disciplinary methods
 Alternative to threats, punishments, and aversive
reaction
 Comprehensive systems for analyzing and
changing students’ behavior
▪ Basic Needs
▪ Social Skills
▪ Environmental Support
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Process of collecting data
 determine what function the behavior may be
serving for a child
▪ get/seek something desired
▪ escape/avoid something painful or undesired
▪ seeking control
 determine why the behavior is occurring
 Complete a functional behavior assessment form
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times when the behavior does/does not occur (just prior to
lunch, during a particular subject)
specific location of the behavior (classroom, playground)
conditions when the behavior does/does not occur (in
small groups, during unstructured time)
individuals present when the behavior is most/least likely
to occur (certain students, substitute)
events or conditions that typically occur before the
behavior (assigned to a certain reading group)
events or conditions that typically occur after the behavior
(student is sent out of the room)
common setting events (during bad weather, during
testing)
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Proactive approach, teaching behavior rather
than punishing
Focuses on prevention
Provides a method for assessing behavior
Provides consistent methods for
implementing behavioral interventions that
address the function of the behavior
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Recommended for students who exhibits
chronic classroom management problems
Outlines a specific course or action
 changes that will be made in classrooms or other
environments to reduce or eliminate problem
behaviors
 strategies to replace problem behaviors with
appropriate behaviors that serve the same function
for the child
 supports for the child to use the appropriate
behaviors
 set a date for re-evaluating the plan
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Behavior is not logical or acceptable
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Creates counter-aggressive staff feelings
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Leads to Special Education referrals
 Conduct Disorder
 Oppositional Defiant Disorder
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Managing behaviors
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Teach students self management
FBA to determine triggers
Positive feedback/Ignore
Analyze group dynamics
Use logical consequences
Teach social skills
Exclusion procedures
Avoid power struggles
Minimal clear rules
Model appropriate behavior
BMP
Consistency
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“Sugarcoated Hostility”
 “I can’t hear you”
 “I can’t find it”
 “See what you made me do”
 “It’s not my problem”
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Intended to frustrate and irritate
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Managing Behaviors
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Learn characteristics
Acknowledge anger
Use “I” messages
Benign Confrontation
Promote student self reflection
Logical consequences
List of top 3 behaviors and FBA
Student expression opportunities
Neurobiological disorder affecting inhibitions
and focus attention
 3-5% of students display ADHD
 Guidelines
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Before 7 years old
Multiple Settings
Not another disorder
Past 6 months
Impairment exists
Over Diagnosed
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Managing Behavior
 Cognitive-Behavioral Modification
 Social Skills Training
 Contingency Management
 Structured Activity
 Self Management
 Environmental Accommodations
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“Outsider” students
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Separation from supportive peer
relationships
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Double Delinquency Rate
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Results from Physical or Sexual Abuse
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Talk Daily
Interest Inventories
Display “Islands of Competence”
Assign Partners
Teach Assertiveness
Provide Designated Role
Encourage Extracirriculars
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Difficulty interpreting body language and
other subtle features of conversation
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Asperger’s Syndrome
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High IQ and deficient social skills
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Managing Behaviors
 Help with Social Skills
 Cause and Effect lessons
 Teach Non-Verbal Cues
 Cross Age Peer Tutoring
 Build Confidence