Examining Student Behavior:

Determining Intervention
Through Deeper Understanding
Garner
Spring, 2010
 Michigan Diagnosis
R 340.1706 Emotional impairment; determination; evaluation report.
Rule 6. (1) Emotional impairment shall be determined through manifestation of
behavioral problems primarily in the affective domain, over an extended period of time,
which adversely affect the student’s education to the extent that the student cannot profit
from learning experiences without special education support. The problems result in
behaviors manifested by 1 or more of the following characteristics:
(a) Inability to build or maintain satisfactory interpersonal relationships within the
school environment.
(b) Inappropriate types of behavior or feelings under normal circumstances.
(c) General pervasive mood of unhappiness or depression.
(d) Tendency to develop physical symptoms or fears associated with personal or
school problems.
(2) Emotional impairment also includes students who, in addition to the characteristics
specified in subrule (1) of this rule, exhibit maladaptive behaviors related to schizophrenia or
similar disorders. The term “emotional impairment” does not include persons who are
socially maladjusted, unless it is determined that the persons have an emotional impairment.
(3) Emotional impairment does not include students whose behaviors are primarily the
result of intellectual, sensory, or health factors.
Significance
Understanding Student Behavior

Behavior is
communication!
Examining Student Behavior
 Behavior is functional
 Behavior is a learned exchange communicating a message student cannot
otherwise express
 A child learns from every social interaction
 Behavior is determined by “functional relationships” between the student
and the environment: when x happens, y is likely to result
 Appropriate behavior is a collection of learned skills
 Behavior management is assisting a person in gaining control over his/her
behavior by replacing ineffective behaviors with appropriate, effective skills
 Behavioral Control: a student’s ability to make choices appropriate to the
setting and circumstances (cause and effect a necessary skill)
Examining Student Behavior: The
Failure Set

 Anger-Frustration leads to
 Helplessness “I can’t do it”
 Hopelessness “I’ll never get it”
 Apathy “I don’t really care if I do”
 Anger-Rage-Depression
 Withdrawal
Student feels a lack of control over and is unable
to see the outcomes of his/her choices.
Examining Student Behavior: Management
Techniques

1. Follow through with directives/consequences

2. Slow down, allow for processing time
3. Be specific/explicit with directives/instructions
4. The less you say, the better
5. Ask no more than twice
6. No bargaining/Stick with established consequences
7. Limit the negative statements: State directives by describing what
you want them to do
 Examining Student Behavior: Design
for Success
∞ Teach and reinforce skills and behavioral
expectations
∞ Teach functional routines to increase
predictability
∞ Structure the environment for success
∞ Design for maximum independence
∞ Reinforce model behavior of students in
classroom. Catch them being good!!
∞ Provide an alternative to inappropriate behavior
before behavior begins
∞ Use proactive strategies to anticipate and
interfere with problem behavior before it starts
∞ Pre-mack situations that may present a problem
∞ Allow for approximations toward targeted
behavior
Examining Student Behavior: Management Techniques:
Situational tips

 Ignoring behavior (not child): Give child specific directives of

what is expected without attending to the behavior
 Ignoring Completely: Effective if student is not given to
physical displays of frustration
 Give a choice: Contingency statement
– Positive: If you complete task, you may make a choice
– Negative: When you do not complete your work in class, you
must finish it during free time
 Discuss anything in class BUT the behavior. Call as little
attention to the behavior as possible
 Wait out the student. Offer choices/contingencies and
allow as much time as needed to comply
 Follow Through Student respect is based upon whether you
are true to your word. Contingencies that do not come to
full fruition are ineffective.
Examining Student Behavior: Creating a Positive
Support Plan

Traditional Management
1. Views the person as a problem
2. Attempts to “fix” the problem
3. Emphasizes reducing or eliminating behavior
4. Relies frequently on negative consequences
5. Has quick fix expectations
6. Is designed by “expert”
7. Objective is Management of students by administrators/teachers

Source: MDE:Office of Special Educ

ation & Early Intervention Services
Positive Support Plan

Positive Behavior Support

1. Views system, setting or skill deficiency as
the problem
2. Adjusts systems and settings and improves
skills
3. Identifies and teaches replacement skills and
builds relationships
4. Relies primarily on positive approaches
5. Has a goal of sustained results over time
6. Developed by a collaborative team
7. Objective is student self-regulation of
behavior and greater functional control of
own life
8. Improved student skills lead to better quality
of life
Examining Student Behavior: Creating a Positive
Support Plan

 Describe behavior
 Frequency
 Location
 Time of day
 Activity
 Duration
 Intensity
 What happened prior to the behavior?
(precedent)
 What was the result/reinforcement of
the behavior?
Examining Student Behavior: Creating a Positive
Support Plan

 Other Stimuli to consider:

 Adults present
 Peer reaction/presence
 Task student was attempting
 Temperature
 Food?
 Density of Students

 Does the behavior occur in other settings?

 What does the student want?
 What would motivate the student?
 What academic difficulties could be interfering with
student’s ability to function?
Examining Student Behavior: Creating a Positive
Support Plan

 Create a hypothesis
1. What predicts behavior?
2. What triggers behavior?
3. What maintains behavior?
• Teach replacement behaviors that result in
similar outcome
• Structure environment to not facilitate previous
behavior
• Reinforce when replacement behavior occurs
• Modify tasks to promote higher rates of success
• Do not allow students to escape tasks unless
they utilize a pro-social behavior
 Consequences

 Consequence should always fit

the behavioral action.
 Academic work as consequence?
 Consequence should be evaluated
for effectiveness.
 What do you want to achieve by
utilizing a consequence?
 Is loss of recess effective?
 Is the consequence achieving an
objective for the student?
 Final Thoughts

 Consistency is KEY!!
 Positive reinforcement
ALWAYS trumps
negative feedback
 10/1 ratio :10 positive for
every 1 negative
 Ask for help
– from student
– from family
– from administration
And now, your moment of zen: