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S O C I A L AND B E H A V I O R A L S C I E N C E SERIES
and
T H E JOSSEY-BASS E D U C A T I O N SERIES
Changing
Problem
Behavior
in Schools
T h i s new book presents a n i n n o v a t i v e
approach to dealing with classroom behav-
ior p r o b l e m s that c a n be used successfully
by teachers at all grade levels, counselors,
a n d a d m i n i s t r a t o r s . T h e a u t h o r s draw o n
t e c h n i q u e s a n d strategies developed by
f a m i l y therapists t o s h o w h o w b e h a v i o r
can be c h a n g e d a n d c h r o n i c p r o b l e m s
effectively addressed.
T h e y offer n u m e r o u s e x a m p l e s d r a w n
f r o m the a u t h o r s ' research on over two
h u n d r e d casesto illustrate problem-solv-
i n g m e t h o d s used successfully in class-
rooms, l u n c h r o o m s , a n d a variety of other
school settings a n d situations. T h e y sug-
gest ways to build on successes a n d main-
tain an o n g o i n g system for h a n d l i n g
p r o b l e m behavior. And they provide
g u i d e l i n e s for analyzing unsuccessful
a t t e m p t s at c h a n g i n g behavior a n d offer
advice on how to h a n d l e relapses.
T h e b o o k e x a m i n e s ways to overcome a
wide r a n g e of student problems, such as
(continued on back flap)
Changing Problem Behavior
in Schools
Alex Molnar
Barbara Lindquist
Changing Problem Behavior
in Schools
Jossey-Bass Publishers
San Francisco London 1989
"371-13
C H A N G I N G PROBLEM BEHAVIOR IN SCHOOLS
by Alex Molnar a n d Barbara L i n d q u i s t
& '
Jossey-Bass Limited
28 Banner Street
L o n d o n EC1Y 8 Q E
J A C K E T D E S I G N B Y W I L L I BAUM
FIRST EDITION
Code 8907
A joint publication in
T h e Jossey-Bass
and
Psychoeducational Interventions:
Consulting Editors
To all those teachers, school psychologists,
school counselors, school social workers,
and school administrators who were willing
to try something different
Contents
Preface
T h e Authors
W h y Is It So Difficult to C h a n g e Behavior?
Social E n v i r o n m e n t s a n d Perception Perception
and Behavior Resolving Conflicting Perceptions
T h e Influence of Prior L e a r n i n g T h e
Influence of Social-Group S u p p o r t T h e
Influence of Cause-Effect R e a s o n i n g
IX
Case Example: T h e T a l k e r T h e Importance of
H u m o r T h e Use of Paradox P u t t i n g
Ecosystemic T e c h n i q u e s in Perspective C h a n g i n g
Yourself: You Are the Expert
Part T w o : T e c h n i q u e s for P r o m o t i n g C h a n g e
T h i n k i n g Differently A b o u t the P r o b l e m
T h e R e f r a m i n g T e c h n i q u e Analysis of Case
Examples Case Example: Lazy T r o u b l e m a k e r s
or Best Friends? Case Example: Disruptive Devil
or H a r d w o r k i n g Angel? Case Example: T h e
Miracle Workers Case Example: Belligerent Bad
Guy or Awkward Adolescent? Case Example:
Sad Sarahwith Good Reason Case Example:
Pouter, Antagonist, a n d Tattletale or U n i q u e
Problem Solver, Concerned Classmate, a n d 1 rue
Friend? Review of the Essentials of R e f r a m i n g
Procedure for Developing a R e f r a m i n g
L o o k i n g for P o s i t i v e M o t i v a t i o n s
T h e Positive-Connotation-of-Motive T e c h n i q u e
Analysis of Case Examples Case Example: T h e
T h i n k e r Case Example: Concerned Classmates
Case Example: T h e Conscientious Teacher
Case Example: Working H a r d in Absentia Case
Example: T a k i n g T i m e Out for a Co-Worker
Case Example: It Is I m p o r t a n t to Be Exact
Review of the Essentials of Positive C o n n o t a t i o n of
Motive Procedure for Developing a Positive
C o n n o t a t i o n of Motive
8. I n f l u e n c i n g (he P r o b l e m I n d i r e c t l y
T h e Storming-the-Back-Door T e c h n i q u e Analysis
of Case Examples Case Example: Whose Is
This? Case Example: Old Reliable Case
Example: You Look Nice Today Case Example:
T h e Trusted Lieutenant Review of the
Essentials of Storming the Back Door Procedure
for Using Storming the Back Door
9. F o c u s i n g on W h a t Is Not a Problem
T h e Locating-Exceptions T e c h n i q u e Analysis
of Case Examples Case Example: On
Assignment Case Example: Accentuate the
Positive Case Example: Structuring Success
Case Example: Don't Call Me; I'll Call You
Review of the Essentials of Locating Exceptions
Procedure for Locating Exceptions
P a r t T h r e e : S t r a t e g i e s for O n g o i n g Success
References
Index
Preface
xiii
xiv Preface
S o m e t i m e s these c h a n g e s seemed to o c c u r i n s t a n t a n e o u s l y , as if by
magic; at other times the c h a n g e s occurred after weeks or e \ e n
m o n t h s of p e r s i s t e n t e f f o r t . O u r f o c u s in Changing Problem
Behavior in Schools is h o w ecosystemic. ideas c a n be u s e d to
p r o m o t e change. O u r o r i e n t a t i o n t o w a r d c h a n g e has been strongly
i n f l u e n c e d by the work of f a m i l y t h e r a p i s t s w h o , d r a w i n g on di\< rse
sources such as cybernetics, system theory, a n d h y p n o s i s , h a \ e
evolved a body of practical k n o w l e d g e a b o u t h o w to h e l p p e o p l e
solve their p r o b l e m s . Since ecosystemic ideas are i n t e n d e d to h e l p
c h a n g e p r o b l e m s i t u a t i o n s i n s t e a d of to d i a g n o s e or treat a
p a r t i c u l a r type of p r o b l e m , they can be used in a large n u m b e r of
very different p r o b l e m s i t u a t i o n s in schools. For e x a m p l e , ecosys-
temic t e c h n i q u e s have been used to solve p r o b l e m s i n v o l v i n g very
active children, students w h o sleep in class, a d m i n i s t r a t o r s w h o do
not involve faculty m e m b e r s i n decision m a k i n g , s t u d e n t s w h o d o
not do their h o m e w o r k , students w h o often fight with other
students, teachers w h o m a k e i n a p p r o p r i a t e referrals, p a r e n t s w h o
do not come to parent-teacher conferences, students w h o do not
follow instructions, a n d s o o n .
Despite the variety of p r o b l e m s i t u a t i o n s in w h i c h these ideas
have been used, educators tend to describe their experience of the
p r o b l e m in characteristic ways. To some, the c h r o n i c p r o b l e m they
faced was like a s t u b b o r n k n o t in a shoelace: the harder they pulled
a n d t u g g e d a t it, t h e t i g h t e r the k n o t b e c a m e . T o o t h e r s , t h e
p r o b l e m was like h o l d i n g their h a n d in f r o n t of their eyes: a l t h o u g h
they k n e w that there was a g o o d deal m o r e to be seen a n d taken i n t o
a c c o u n t , all they could see clearly was their p a l m . To still others,
it was like s t r u g g l i n g in q u i c k s a n d : the m o r e fiercely they struggled,
the deeper they s a n k . If a n y of these m e t a p h o r s c a p t u r e s y o u r
experience w i t h a p r o b l e m you are h a v i n g , it may be a good t i m e
to consider u s i n g the ideas in this b o o k .
W e call the a p p r o a c h t o p r o b l e m b e h a v i o r described i n
Changing Problem Behavior in Schools an ecosystemic a p p r o a c h
because we view p r o b l e m behavior as a part of, not separate f r o m ,
the social setting w i t h i n w h i c h it occurs. In other words, classroom
behaviors i n f l u e n c e school b e h a v i o r s a n d vice versa. R e g a r d i n g
schools a n d classrooms as ecosystems m e a n s that the behavior of
everyone in a classroom or school in w h i c h a p r o b l e m o c c u r s
Preface xv
O v e r v i e w o f the C o n t e n t s
H o w to Use T h i s Book
Acknowledgments
xxi
xxii The Authors
1
2 C h a n g i n g Problem Behavior in Schools
In their book The View from the Oak, Kohl a n d Kohl (1977) use
von Uexkull's concept of umwelt to explain how h u m a n s and
a n i m a l s organize their e x p e r i e n c e of the world. A c c o r d i n g to Kohl
and Kohl, a l t h o u g h many creatures share the s a m e physical
e n v i r o n m e n t , they live in different worlds of experience. It is a
creature's o r g a n i z a t i o n of experience ( u m w e l t ) that h o l d s the key to
u n d e r s t a n d i n g its behavior.
Since the n a t u r e of reality for a creature is a f u n c t i o n of h o w
that creature organizes experience, different p a t t e r n s of o r g a n i z a t i o n
will p r o d u c e different p e r c e p t i o n s a n d b e h a v i o r s consistent w i t h
those perceptions. T h e u m w e l t of h u m a n beings is defined n o t o n l y
by the biological b o u n d a r i e s i m p o s e d by o u r senses but also by o u r
social e n v i r o n m e n t . It is o u r social e n v i r o n m e n t that s h a p e s the
m e a n i n g s we assign to those p h e n o m e n a that we are biologically
c a p a b l e of sensing. We " c o n s t r u c t " reality u s i n g ihe i n f o r m a t i o n
provided by o u r senses a n d the m e a n i n g s we a s s i g n to t h a t
information.
In Small Futures (1979), de L o n e a r g u e s that certain general
social factors, such as social class a n d race, c o n s t i t u t e " m a s t e r
settings" that, o p e r a t i n g t h r o u g h m o r e i n t i m a t e social g r o u p s s u c h
a s o u r family, n e i g h b o r h o o d , a n d school, s h a p e o u r consciousness.
Coles's Children of Crisis books (1967, 1971a, 1971b, 1977a, 1977b)
tend to s u p p o r t this view. Coles f o u n d , for e x a m p l e , that there are
i m p o r t a n t differences between w h a t c h i l d r e n f r o m different social
classes a n d ethni c g r o u p s perceive as possible a c c o m p l i s h m e n t s .
R u b i n (1976) m a i n t a i n s , in an analysis of the social e n v i r o n m e n t of
the w o r k i n g class in the U n i t e d States, that characteristics that are
Why Is It So Difficult to Change Behavior? 3
H a s a l e a r n i n g disability
W a n t s to " g e t " the teacher
Comes f r o m a " b r o k e n " h o m e
Needs extra a t t e n t i o n
Needs swift discipline
H a s p o o r social skills
Is bored by the lesson
S o m e or all of the above
10
When You Want Something to Change 11
A n E c o l o g y o f Ideas
Initiating Change
Punctuating Behavior
S c h o o l s a n d c l a s s r o o m s are f u l l of e x a m p l e s of h o w d i f f e r e n t
p u n c t u a t i o n s p r o d u c e different a t t r i b u t i o n s of causality for the
same p r o b l e m a t i c behaviors. I ' h e f o l l o w i n g seven events have been
a r r a n g e d in different sequences to d e m o n s t r a t e h o w the same events
can be p u n c t u a t e d in m a n y different ways.
When You Want Something to Change 15
Punctuation A
Student 1 teases student 2's sister on the way to school.
Student 2 hits student 1 at recess.
Student 1 p u s h e s student 2 in l u n c h line.
Teacher p u n i s h e s s t u d e n t 1.
Student 1 teases student 2 in class.
Student 2 threatens s t u d e n t 1 in class.
Teacher p u n i s h e s student 2.
Punctuation B
Student 1 p u s h e s s t u d e n t 2 in l u n c h line.
Teacher p u n i s h e s student 1.
Student 1 teases s t u d e n t 2 in class.
Student 2 threatens s t u d e n t 1 in class.
Teacher p u n i s h e s s t u d e n t 2.
Student 1 teases s t u d e n t 2's sister on the way to school.
Student 2 hits s t u d e n t 1 at recess.
Punctuation C
S t u d e n t 2 threatens student 1 in class.
T e a c h e r p u n i s h e s s t u d e n t 2.
S t u d e n t 1 teases s t u d e n t 2's sister on the way to school.
S t u d e n t 2 hits student 1 at recess.
S t u d e n t 1 p u s h e s student 2 in l u n c h line.
T e a c h e r p u n i s h e s s t u d e n t 1.
S t u d e n t 1 teases s t u d e n t 2 in class.
A d o p t i n g a Cooperative Perspective
Noel's off-task talking behavior was distracting for me, but I wanted
to attempt to see what this socializing was d o i n g for h i m .
After s p e n d i n g some time t h i n k i n g about h o w the situation
m i g h t look to Noel, I talked to h i m . I told h i m that I could see h o w
i m p o r t a n t it was for him to talk to his friends d u r i n g the day, a n d
that he needed this time. H a v i n g close contact with other students
was probably part of his learning style, a n d he probably learned
22 C h a n g i n g Problem Behavior in Schools
A H o p e f u l Possibility
29
30 Changing Problem Behavior in Schools
c o n f i d e n c e that w h e n a p r o b l e m becomes a c h r o n i c p r o b l e m , it is
a clue that y o u r theory has led you i n t o a b l i n d alley, a n d that a new
theory that also fits the facts is necessary. No detective gets to be a
h e r o of detective fiction by insisting that his or her theory is correct
even w h e n it does not lead to a s o l u t i o n . J u s t so, e d u c a t o r s are n o t
likely to extract themselves f r o m b l i n d alleys by c l i n g i n g to theories
that have led them astray. A detective w h o c o n t i n u e s to a r g u e tor
the utility of his or her theory in the face of its o b v i o u s uselessness
i n s o l v i n g the c r i m e b e c o m e s the c o m i c relief, l i k e I n s p e c t o r
Lestrade in the Sherlock H o l m e s stories. U n f o r t u n a t e l y , an e d u c a t o r
w h o clings to a theory that is not h e l p f u l provides little h u m o r for
h i m - or herself or for others involved in the p r o b l e m .
P r o b l e m s a s Mysteries: E d u c a t o r s a s S l e u t h s
Noticing Changes
After you have begun trying to solve your "case," you must be alert
to any changes that are occurring. Obviously, you will notice any
hoped-for c h a n g e in the p r o b l e m behavior. You may not, however,
notice other positive changes if your attention is focused only on the
p r o b l e m behavior. Noticing positive changes will serve as a source
of e n c o u r a g e m e n t and help make it easier to consider s o l u t i o n s that
may be different than the particular solution you h a d o r i g i n a l l y
imagined. It is s u r p r i s i n g h o w many changes you will see w h e n you
look for them.
In the f o l l o w i n g case e x a m p l e , a n u m b e r of changes occurred
before the problem was solved. T h e s e changes occurred in a very
short period of time, were clearly related to each other, a n d seemed
to prepare the way for the result the teacher wanted.
Betzadia, a p p a r e n t l y a l s o e x p e c t i n g a l e c t u r e , h a d a s i m i l a r l y
puzzled expression on her face but quickly retorted, "Yea"' ( c h a n g e
4), as her classmates turned to observe her reaction to my c o m m e n t .
W h i l e she did talk briefly a few times after this, she r e m a i n e d mostly
q u i e t for the rest of the period ( c h a n g e 5). As the students left the
class that day, you c o u l d hear bits a n d pieces of m u m b l e d disbelief
(change 6).
T h e next day, Betzadia's t a l k i n g r e s u m e d . I tried my best to
ignore it ( c h a n g e 7). As some nearby students became a n n o y e d with
her talking, some r e s p o n d e d rather sarcastically, " S h e ' s b u i l d i n g
her f r i e n d s h i p " ( c h a n g e 8). K n o w i n g that I was q u i c k l y l o s i n g the
faith of the rest of the class, I swiftly p u t my second strategy i n t o
play. I e x p l a i n e d to the class that Betzadia was h e l p i n g us to survive
in a world filled w i t h distractions ( c h a n g e 9), a n d if they f o u n d the
distraction u n b e a r a b l e , they s h o u l d feel free to move (change 10), at
which p o i n t s o m e did ( c h a n g e 11). S o m e students seemed to prefer
this response, since it treated Betzadia like a force of nature. Betzadia
s m u g l y replied, " Y e a . " W h i l e she did e n g a g e in s o m e talking, it was
m u c h m o r e limited ( c h a n g e 12). I treated her as a n a t u r a l distur-
bance also a n d tried to p u t her a n d her t a l k i n g o u t of my m i n d
(change 13).
Betzadia's l i m i t e d t a l k i n g c o n t i n u e d for the better p a r t of the
week. T h e next week, however, the o r i g i n a l p r o b l e m of excessive
talking resurfaced ( c h a n g e 14). It was t i m e to i m p l e m e n t my third
strategy. T e l l i n g Betzadia that I was k e e p i n g both her interests a n d
those of her c l a s s m a t e s in m i n d , I said that w h e n she felt the
c o m p e l l i n g need to talk, she s h o u l d write d o w n w h a t she h a d to say
in note f o r m , carry it over to C o n n i e , a n d have C o n n i e write her
response a n d return it to Betzadia ( c h a n g e 15). After all, this was
E n g l i s h class. A g a i n , t h e s t u d e n t s ' p u z z l e d l o o k s r e a p p e a r e d .
Betzadia seemed r a r i n g to go. She scribbled s o m e t h i n g d o w n in her
n o t e b o o k , folded it, a n d carried it over to C o n n i e (change 16).
C o n n i e was less eager to participate, however, a n d never returned
Betzadia's message.
T h e next day, w h e n Betzadia began t a l k i n g , I r e m i n d e d her
of her duty to send the note. A g a i n she cooperatively followed
t h r o u g h . C o n n i e r e s p o n d e d this time, but o n l y o n c e ( c h a n g e 17).
W h e n Betzadia tried to contact C o n n i e a g a i n verbally, I simply
38 Changing Problem Behavior in Schools
T h e Importance of H u m o r
If you s m i l e d at t i m e s w h i l e r e a d i n g o u r c h a r a c t e r i z a t i o n of
educators in p r o b l e m situations as sleuths, you have experienced
another i m p o r t a n t aspect of translating ecosystemic concepts i n t o
m e t h o d s h u m o r . People in chronic problem situations tend to
find those situations a n y t h i n g but h u m o r o u s . C h r o n i c problems are
often described with negative imagery that ranges in intensity f r o m
Finding Solutions in New Places 39
T h e Use of Paradox
d i s c u s s i n g f a m i l y therapy m e t h o d s , D u h l a n d D u h l (1981) c o n t e n d
that the s a m e intervention can be interpreted f r o m a variety of
perspectives. J a y n e s a n d R u g g (1988) a r g u e t h a t h a v i n g a p a r e n t
"take c h a r g e " t h r o u g h setting clear limits a n d c o n s e q u e n c e s can b e
equally well e x p l a i n e d u s i n g either a s t r u c t u r a l or a behavioral
rationale. T h e m o s t likely a l t e r n a t i v e way of c h a r a c t e r i z i n g an
e c o s y s t e m i c a p p r o a c h in t h e r a p y is as a b e h a v i o r a l a p p r o a c h .
C h a m b l e s s a n d G o l d s t e i n (1979) describe b e h a v i o r a l p s y c h o t h e r a p y
as a treatment system that d r a w s on the w o r k of W o l p e (behavior
therapy) a n d S k i n n e r (behavior m o d i f i c a t i o n ) . W i t h i n this broad
c a t e g o r y , a n u m b e r o f m e t h o d s t h a t seem c o n s o n a n t w i t h a n
ecosystemic a p p r o a c h are used. For e x a m p l e , the w o r k of Ellis
(1962), Beck (1967), Stuart (1969), H a w k i n s , Peterson, Schweid, a n d
Bijou (1971), Patterson (1971), a n d M a h o n e y (1974) leads to clinical
practices that at times may look very similar to the ecosystemic
t e c h n i q u e s described in P a r t T w o .
You m a y find that some of o u r case e x a m p l e s r e m i n d you of
reinforcement (Skinner, 1968), Adlerian (Dreikurs, 1968), cognitive-
b e h a v i o r m o d i f i c a t i o n ( M e i c h e n b a u m , 1977), a t t r i b u t i o n theory
( N i s b e t t a n d R o s s , 1980), b e h a v i o r m a n a g e m e n t (Wielkiewicz,
1986), or m o t i v a t i o n theory (Wlodkowski, 1986a, 1986b) a p p r o a c h e s
to c h a n g i n g p r o b l e m behavior in schools. It w o u l d be n a t u r a l for
you to try to u n d e r s t a n d h o w ecosystemic t e c h n i q u e s w o r k by u s i n g
a theoretical p e r s p e c t i v e w i t h w h i c h you are a l r e a d y f a m i l i a r .
However, a l t h o u g h the ecosystemic a p p r o a c h we are describing is
n o t w e l l d e v e l o p e d e n o u g h t o lay c l a i m t o s h a r p l y d e f i n e d
c o n c e p t u a l b o u n d a r i e s , we do not think it will be h e l p f u l for you
to try a n d u n d e r s t a n d ecosystemic t e c h n i q u e s in terms of a way of
e x p l a i n i n g p r o b l e m b e h a v i o r that you find mor e familiar. T h e risk
is t h a t , if y o u do so, y o u w i l l a c t u a l l y s t r e n g t h e n a w a y of
characterizing a c h r o n i c p r o b l e m behavior that has already proven
u n h e l p f u l to you a n d misuse the ecosystemic t e c h n i q u e you w a n t
to e m p l o y by trying to m a k e it c o n f o r m to the rules imposed by
a n o t h e r a p p r o a c h t o c h a n g i n g behavior.
T h e r e m a y be s i t u a t i o n s in w h i c h you may not wish to use
ecosystemic t e c h n i q u e s or in which ecosystemic t e c h n i q u e s s h o u l d
be u s e d as p a r t of a l a r g e r p l a n . In s c h o o l s , c r i s i s s i t u a t i o n s
s o m e t i m e s arise that must be r e s p o n d e d to i m m e d i a t e l y . Expe-
42 C h a n g i n g Problem Behavior in Schools
C h a n g i n g Y o u r s e l f : Y o u Are the E x p e r t
In C h a p t e r O n e , we e x p l a i n e d that it is d i f f i c u l t to c h a n g e b e h a v i o r
in p r o b l e m s i t u a t i o n s because, a l t h o u g h p e o p l e ' s behavior a n d their
perceptions of b e h a v i o r may be in c o n f l i c t , they are related elements
of stable, s e l f - r e i n f o r c i n g p a t t e r n s of social i n t e r a c t i o n . Consider a
s i m p l e e x a m p l e . A teacher regards a s t u d e n t ' s repeated b l u r t i n g o u t
of answers d u r i n g class as an u n r e a s o n a b l e a n d i n a p p r o p r i a t e attempt
to get attention; the student considers it necessary to blurt out answers
because he or she believes that the teacher tends to ignore him or her.
T h e teacher a n d the student each have their perceptions reinforced
w h e n the student blurts out to get the teacher's attention a n d the
teacher determinedly ignores the student in an a t t e m p t to discourage
the behavior. T h e relationship between the behavior of the student
and the behavior of the teacher is only a small element in the complex
pattern of relationships that constitutes the classroom ecosystem. It is
of interest because it is problematic. From an ecosystemic perspective,
we know that any c h a n g e in the e x c h a n g e between the teacher a n d
student in o u r e x a m p l e will necessarily i n f l u e n c e the classroom
ecosystem, a n d vice versa. T h e question is, of course, how do we
encourage constructive change?
T h e Reframing Technique
45
46 Changing Problem Behavior in Schools
alternative i n t e r p r e t a t i o n of the p r o b l e m b e h a v i o r a n d to e n c o u r a g e
their c l i e n t s t o i n t r o d u c e t h i s i n t e r p r e t a t i o n i n t o t h e p r o b l e m
s i t u a t i o n b y a c t i n g i n w a y s t h a t a r e c o n s i s t e n t w i t h it. 1 h i s
t e c h n i q u e is called r e f r a m i n g .
For an educator, r e f r a m i n g m e a n s f i n d i n g a new p e r c e p t u a l
" f r a m e " for p r o b l e m behavior, o n e that is positive, fits the facts of
the s i t u a t i o n , a n d is p l a u s i b l e to the p e o p l e involved. A r e f r a m i n g
will also suggest h o w to act differently in the p r o b l e m s i t u a t i o n . II
the teacher in o u r e x a m p l e were able to interpret the s t u d e n t s
b l u r t i n g out answers as intense i n v o l v e m e n t a n d interest in h i s
lessons instead of as i n a p p r o p r i a t e a t t e m p t s to get a t t e n t i o n , then
responses other t h a n i g n o r i n g the s t u d e n t w o u l d suggest t h e m -
selves.
If a p r o b l e m b e h a v i o r in school is viewed as p a r t of a self-
r e i n f o r c i n g ecosystemic pattern, then it follows that a c h a n g e in
y o u r perception of that b e h a v i o r will h e l p r e s h a p e the social context
of the p r o b l e m a n d t h u s i n f l u e n c e the p r o b l e m behavior. In a school
setting, the first c h a n g e in the social context will be in the percep-
tion a n d behavior of the person d o i n g the r e f r a m i n g . T h i s is some-
what different t h a n in a t h e r a p e u t i c setting. In therapy a therapist
offers r e f r a m i n g s to w h i c h f a m i l y m e m b e r s r e s p o n d . In a school
setting, an e d u c a t o r w h o wishes to use r e f r a m i n g m u s t f o r m u l a t e
the r e f r a m i n g a n d alter his or her b e h a v i o r to be consistent w i t h it.
It will h e l p you to u n d e r s t a n d a n d use the t e c h n i q u e of r e f r a m i n g
if you are f a m i l i a r w i t h a n d accept the p r o p o s i t i o n s discussed in
C h a p t e r T h r e e . T h o s e p r o p o s i t i o n s are (1) that m a n y i n t e r p r e t a -
tions of a given behavior can be t r u e at the s a m e t i m e a n d (2) that
a person's behavior ( i n c l u d i n g the b e h a v i o r you consider p r o b l e m -
atic) will be regarded by that person as an a p p r o p r i a t e response to
the s i t u a t i o n as he or she perceives it. If you are not clear a b o u t these
points, you may want to review C h a p t e r T h r e e before proceeding.
Analysis of Case E x a m p l e s
J u d i t h is a five-year-old k i n d e r g a r t e n s t u d e n t w h o p u s h e d a n d
shoved everyone out of line in order to be first every time the
c h i l d r e n lined u p . All the c h i l d r e n were given t u r n s to be first, but
J u d i t h t h o u g h t she s h o u l d be first all the time.
I had talked to J u d i t h about taking turns and being fair. I also
had let her stand second in the line, and if the p u s h i n g and shoving
continued, she was put at the end of the line. N o n e of these attempts
was successful. J u d i t h continued this unacceptable behavior.
I d e c i d e d to r e f r a m e t h e s i t u a t i o n . I h a d seen J u d i t h ' s
b e h a v i o r as u n f a i r to the other students a n d d i s r u p t i v e for me. As
I b e g a n to look at t h i n g s differently, I realized that, u n l i k e some of
the o t h e r children, w h o dawdled a n d h a d to be told several times
52 C h a n g i n g Problem Behavior in Schools
t i m e s , f e e l i n g u p a g a i n s t the w a l l , 1 met R i c k s q u a r e l y a n d
c o n f r o n t e d his aggression with my o w n , t h r e a t e n i n g h i m with
detentions a n d suspension. T h i s only strengthened his image. [ The
teacher describes clearly h o w his perceptions a n d actions a n d those
o f the s t u d e n t i n t e r a c t n o t o n l y t o m a i n t a i n b u t a t times t o
strengthen the p r o b l e m situation.]
J u s t recently, the students in my class were p r e p a r i n g for a
musical that would be presented to the school a n d the parents.
Rick's desire not to participate in such " d u m b stuff' seemed to be
r u b b i n g off on others. I needed to do s o m e t h i n g , so 1 t h o u g h t I
would try reframing. [In order to reframe the student's behavior, the
teacher must a b a n d o n his previous interpretation of Rick s behavior
as rebellious, antiauthority, and so on and find a new, n o n n e g a t i v e
interpretation that is plausible to both the teac her a n d Rick. Acting
consistently with this new interpretation leads to a different way of
r e s p o n d i n g to the student.]
D u r i n g a rehearsal in w h i c h the students were practicing
hand movements to a s o n g a n d Rick was acting silly, I walked over
to h i m and told him that I could appreciate his discomfort in
participating. As an adult about his size, I, too, felt a w k w a r d in
trying to do the activities. 1 invited h i m to feel free to step aside a n d
just watch, as I was doing.
Rick seemed a bit taken aback. He did not participate for the
rest of that period, but he also did not create any d i s r u p t i o n . D u r i n g
our next rehearsal, I was surprised to see Rick m a k e some serious
attempts to join in with the rest of the class, a n d as the practice
sessions continued, Rick's involvement became more serious.
It has been several weeks since I used the refraining. I have
witnessed an attitude c h a n g e in Rick with regard to not only his
participation but also his attitude toward me. I have been able to
talk to him about his work, a n d he seems to be more open to my
ideas and suggestions. H i s work in the classroom is i m p r o v i n g ,
a l t h o u g h he has gotten into trouble in a few incidents outside of the
room. I am very pleasantly surprised a n d impressed with the results
of this technique.
Just this a f t e r n o o n after school, Rick reentered the classroom
after all the students had left and said, " H a v e a nice weekend." He
T h i n k i n g Differently About the Problem 55
big tears would start rolling down her cheeks. I asked if she cried
on the bus or the playground before school started. She w o u l d state
that she did not. I would ask her what the problem was and try to
cheer her up. When all else failed, I w o u l d send her to the office.
T h e office would refer her to the nurse. Most of the time n o t h i n g
physically wrong could be found. Several times Sarah was sent
home. From day one, like clockwork, we went through the same
pattern. In all my teaching experience, I had never seen a case quite
like this one. I had had children w h o w o u l d cry, but never for this
long. I was baffled.
At first I tried to solve the problem by talking to Sarah. I
would ask questions about the nature of her sadness. I also tried to
cheer her up. I told her things were not so bad and tried to point
out positive things.
When the crying continued, I sent her to the office, because I
thought she really might be sick. Her mother came and picked her up.
After a week of this, the mother wanted to know what the problem
was, so we set up a conference. We found out that the doctor had
examined Sarah and found nothing wrong. Her mother was support-
ive. We decided to ignore the crying; needless to say, it escalated.
Next we involved the coordinator. Instead of having Sarah
come into the classroom first, we had her go to [he coordinator's
room to do some artwork, in which she excels. We had the 8:30
crying under control, but this was not something that could go on
all year. Besides, she w o u l d still start crying later in the morning
or in the afternoon.
T h e principal sent me a note to see what progress we were
making, and he made himself available to help.
A new student entered our class at the end of September. I
assigned this child to Sarah's table in an attempt to divert attention
to someone else. Sarah is a good student and knows what is g o i n g
on in class; she could be of enormous help to the new child. N o w
we had her out of the coordinator's office in the morning, but she
still cried later in the day. T h e mother was concerned that if this
behavior continued, she would have to send Sarah back to her old
school.
T h e art teacher also made a social worker referral about
Sarah's behavior in the art room. Even with all this intervention,
T h i n k i n g Differently Aboul the Problem 57
ally lessened. I c o u l d see it. T h i s past week we did not even have
a tear. She seems h a p p y a n d eager to help.
N o w I can go to w o r k on the other three students.
all. But she has not yelled at Sheryl or refused to sit next to her at
any time since. Today Peggy pouted and refused to join her reading
group, so I will reframe her pouting behavior as one of her ways
of solving problems and encourage her to do it.
The next time Gail tattled on Peggy, I told her that I ap-
preciated her concern for Peggy and commented that they must be
good friends. I did and said nothing to Peggy about her behavior.
Gail looked at me with a "foiled again" look on her face. Peggy
smiled. To date Gail has not tattled on Peggy again. In general, the
others in the class do not tattle on Peggy anymore, either.
There has been another result. Last year was my first year in
a new s c h o o l , in a new program, and at a n e w grade level.
Previously, I had fell good about the job I was doing and enjoyed
my students. This past year nothing was going as well as I expected.
I was very unsatisfied with the quality of the work I was doing and
felt very little rapport with my students. For me, perhaps the best
result of these techniques has been that I feel more successful and
am beginning to enjoy my job again.
your friendship with Pete is very important to you and that you like
to take a few m i n u t e s each m o r n i n g to check in w i t h h i m .
Sometimes having friends is more important than anything else. )
Now it is your turn. To try your hand at creating a refram-
ing, turn to the practice activity on page 173. T h i s activity will help
you prepare to apply reframing in a problem situation of your own.
5
Looking for
Positive Motivations
63
64 C h a n g i n g Problem Behavior in Schools
T h e f o l l o w i n g case e x a m p l e s h e l p illustrate h o w a t t r i b u t i n g
positive motivation to problem behavior transforms the problem
situation and i n f l u e n c e s the problem behavior. T h e first case
L o o k i n g for Positive Motivations 65
hypothesis accounts for the facts (not talking and not starting his
work) but explains them differently. These facts no longer mean
u n w i l l i n g n e s s ; rather, they s i g n i f y t h i n k i n g . W i t h t h i s n e w
hypothesis about the student's motives, the teachers responded quite
differently to his behavior. It is logical for a teacher to respond
differently to a student w h o is " t h i n k i n g " then to one w h o is
"unwilling" to participate.]
Mike's teachers reported that he continued to refuse to do his
work and enter discussions tor the first two days after the statements
were made to him. However, he also seemed to get the idea that that
was okay with his teachers, because they did not nag him about
getting his work d o n e or about b e i n g an active member in a
d i s c u s s i o n g r o u p . [ T h i s i s a n o t h e r i m p o r t a n t c h a n g e i n the
teachers' behavior, and it is a significant change in the pattern of
interaction between the student and his teachers.]
T h e teachers reported that, during the next few days, Mike
would act as if he was thinking and considering all the facts but still
did not c o m p l e t e his work totally or say m u c h in classroom
discussions. [ T h e student appears to be trying out the new motive
attributed to his behavior.] His teachers did feel that during this
time he paid more attention to what was g o i n g 011 in class than he
had previously. Four days after the statements had been made to
him, Mike finally began to finish his written work and enter into
group discussions more consistently. N o w Mike's teachers report
that he seldom refuses to do his work and seems much happier in
the classroom setting.
I am a s c h o o l p s y c h o l o g i s t a n d m u l t i d i s c i p l i n a r y ( M - t e a m )
manager. T h e M-team c o n d u c t s Exceptional Education Needs
(EEN) evaluations of referred students. O n e fourth-grade classroom
teacher had a habit of submitting several referrals per year for M-
team e v a l u a t i o n s o f c h i l d r e n w h o o b v i o u s l y were not likely
candidates for exceptional education programs. T h e y were usually
children w h o were below average in achievement and ability and
comprised the "low group" in reading a n d / o r math. T h e y were
usually less than one year delayed. Yet the teacher insisted that they
might have a learning disability. These needless M-team evalua-
tions created hours of work, mounds of paper, undue concern on
the part of parents, and disruption in the child's schedule. At the
end of M-team meetings, w h e n the decision was reached that the
child did not have a learning disability, the teacher would sigh and
make disparaging remarks about how the poor child's needs w o u l d
not be met because of technicalities. T h i s was often confusing and
disheartening to parents as well as frustrating for the other M-team
members, w h o also felt that they had the child's best interests at
heart. [This school psychologist has described a problem situation
that touches a number of parts of the ecosystem. Not only school
personnel and the student but also parents and h o m e - s c h o o l
relations are involved.]
L o o k i n g for Positive Motivations 71
that is, being lazy, irresponsible, and so on, and ascribes positive
motives to her staying home, such as to work extra hard to improve
her grades. Even w h e n asking about watching television, the teacher
assumes this was done after the student finished studying. T h e
teacher does not know what the student did while absent or why she
was absent. T h e teacher is t r y i n g o u t an a l t e r n a t i v e way of
responding to the student. T h i s new way of responding is based on
the positive motives the teacher thinks could be possible.]
ABIGAIL- (her mouth falling wide open and her eyes bulg-
ing with disbelief, following a very nervous
giggle) Yeah, I sure did, and it was great. Sure
beats school that is so dumb and boringespe-
cially the teachers. I had a really great time and no
homework either.
ME: Gee, Abigail, I see you took some time off to rest
up after the weekend. What a trip! I bet by staying
76 C h a n g i n g Problem Behavior in Schools
Discussion. T h i s case e x a m p l e i l l u s t r a t e s a n u m b e r of
important points. It shows the concern an educator might have in
using these techniques and having them misunderstood by col-
leagues or the administration. It a l s o s h o w s the c o m m i t m e n t
educators have to try something different if what they have been
d o i n g is not working. Also, it shows the teacher's determination to
f o l l o w t h r o u g h with this new way of r e s p o n d i n g despite the
student's initial negative responses.
Another point made by this case example is that even long-
standing, chronic problems can be altered. T h i s student had a long
history of being absent an average of two to five days per week. At
the teacher's last report, the student had attended school for three
and a half weeks without being absent or tardy.
Finally, the positive impact that can take place on home
school relations is clearly demonstrated. T h e student's mother no
longer had to be s u m m o n e d for school conferences and reported
that she no longer had a problem getting her daughter to school.
Not all problems are as serious or l o n g - s t a n d i n g as the
c h r o n i c absenteeism discussed above. However, constant daily
irritations can also make life miserable. In the next case example,
the person applied positive connotation in just such a situation.
I told her what she had done, expressing surprise that this h a d re-
curred after three weeks of "success." She claimed that she h a d only
interrupted twice; however, I listed the three times, a n d she had to
agree.
Interestingly, C l a r a w a s eager t o o v e r c o m e her a n n o y i n g
h a b i t because, as she e x p l a i n e d , she h a d not liked b e i n g called on
because of her d i s r u p t i o n s a n d h a d liked her three weeks of peace.
Previously w h e n she h a d been told to listen to directions, she h a d
always objected. I had used the positive c o n n o t a t i o n "I k n o w that
you listened, b u t I also realize that you just w a n t to be very e x a c t . "
It h a d h e l p e d Clara to be a w a r e of her actions, a n d the class was free
of her d i s r u p t i o n s .
Since there had been positive effects f r o m the positive
c o n n o t a t i o n , I decided to use the same strategy a g a i n . T h i s t i m e I
told Clara, "I k n o w that trying to be very exact can be f r u s t r a t i n g ,
b u t I also realize that you are trying to w o r k on y o u r listening
skills."
Since then, Clara has been very conscious of her b e h a v i o r a n d
has been very cooperative. So far she has a g a i n been successful in
c u r b i n g her o u t b u r s t s . We are b o t h h o p e f u l that her success will
continue.
Discussion. In a d d i t i o n to i l l u s t r a t i n g the a p p l i c a t i o n of
positive c o n n o t i o n of motive, this case e x a m p l e is also n o t e w o r t h y
because of the c h a n g e in a t t i t u d e on the p a r t of b o t h the s t u d e n t a n d
the teacher. Positively c o n n o t a t i n g the s t u d e n t ' s m o t i v e seemed to
h e l p in the p r o b l e m s i t u a t i o n , a n d w h e n there was a recurrence of
the behavior, the student and the teacher were able to work
cooperatively on the relapse. T h e teacher c a m e to believe that the
student really was trying to c h a n g e her a n n o y i n g habit, a n d the
s t u d e n t acknowledged she h a d truly enjoyed her success.
A t t r i b u t i n g a positive motive to b e h a v i o r you do not like can
h e l p to improve the p r o b l e m s i t u a t i o n , because if you a t t r i b u t e a
positive motive to the p r o b l e m behavior, you m a y well be less
bothered by it. Also, you m a y begin to respond differently if you
t h i n k of the motives for the p r o b l e m behavior as positive. O n c e
these changes are made, the p r o b l e m situation c a n n o t r e m a i n the
same.
L o o k i n g for Positive Motivations 81
83
84 C h a n g i n g Problem Behavior in Schools
silent. She avoided interaction of any kind with both the teacher a n d
her fellow students. She caused no trouble d u r i n g class time; she
w o u l d just sit and do n o t h i n g .
I had tried both positive a n d negative reinforcement te( h-
n i q u e s with Greta. She was positively reinforced for staying on task,
for d o i n g any work at all, and for p a r t i c i p a t i n g in class. 1 his had
basically no effect. She also " e a r n e d " negative consequences such as
staying in at recess to finish work and getting notes a n d calls h o m e .
Greta seemed to m i n d these negative consequences very little; she
c o n t i n u e d to do almost n o t h i n g in class.
I decided to e x a m i n e the possible p o s i t i v e f u n c t i o n s of
Greta's behavior. [Here is a student w h o is d o i n g almost n o t h i n g
in class. T h e teacher's first task is to identify some positive ecosys-
temic f u n c t i o n s of the student's d o i n g n o t h i n g . It is easier to imag-
ine how disruptive behavior m i g h t have an ecosystemic f u n c t i o n ,
because it m o r e clearly involves o t h e r s directly. H o w e v e r , the
absence of behavior, that is, not d o i n g work, not interacting with
students, presents a more difficult problem. How could the
student's not d o i n g s o m e t h i n g affect others in the classroom, a n d
more particularly, h o w could this be described as h a v i n g a positive
function?]
I f o u n d that Greta's behavior of d o i n g very little work had
the f u n c t i o n of saving me the time that I w o u l d otherwise have used
correcting her papers. I used this time to plan a n d to h e l p other
students. [ H a v i n g successfully identified some positive f u n c t i o n s ol
the student's behavior, or in this case the lack thereof, the teacher
now formulates a sentence or two to say to the student to acknowl-
edge these newly identified positive functions.]
I told Greta that by giving up her share of my time, she was
enabling me to spend more time h e l p i n g other children a n d
correcting their work a n d that it was rare for a child her age to m a k e
such a sacrifice for her classmates. I repeated this statement about
the positive f u n c t i o n of her behavior t h r o u g h o u t the day as ap-
propriate.
T h a t day Greta spent most of her time giving me incredulous
looks. As u s u a l , she did no work. [ G r e t a ' s s u r p r i s e d r e a c t i o n
suggests that the teacher identified a f u n c t i o n of Greta's behavior
of w h i c h Greta was u n a w a r e . T h i s underscores the p o i n t that
Seeing the Positive Functions of Problem Behaviors 87
T h e n e x t d a y b e f o r e classes s t a r t e d , B r i a n w a s a t Mrs.
Weaver's d o o r a s k i n g if he could see her. He indicated that he
indeed needed her h e l p a n d asked if he c o u l d c o n t i n u e in the
p r o g r a m . Since that day he has worked better for her a n d accom-
p l i s h e d m o r e t h a n before.
As a result of my i n v o l v e m e n t w i t h Brian a n d Mrs. Weaver,
I feel my r e l a t i o n s h i p with h i m is m u c h m o r e positive. Brian conies
in on h i s o w n to see me a n d is b e g i n n i n g to be w i l l i n g to talk w i t h
me.
R o b e r t o is a s i x t h - g r a d e r in my h o m e r o o m . A b i r t h defect h a s
slightly s t u n t e d his g r o w t h , a n d he is m u c h smaller t h a n a n y o n e
else in the class. W h a t he does n o t have in size, he w o u l d m a k e up
for verbally. He was an incessant talker. He i n t e r r u p t e d me very
often, u n t i l 1 reached the p o i n t of sheer e x a s p e r a t i o n , daily. My o n l y
recourse seemed to be to locus on r e p r i m a n d s of v a r i o u s types, cold
stares, " t i m e - o u t s " i n the h a l l , a n d s i m i l a r n e g a t i v e responses.
R o b e r t o is very b r i g h t , a n d his o u t b u r s t s were o f t e n correct answers
or elaborations. Since he spent so m u c h t i m e t a l k i n g , he often did
not c o m p l e t e h i s work d u r i n g class time.
Since r e p r i m a n d i n g h a d not helped, I decided to use positive
c o n n o t a t i o n a n d to focus on the f u n c t i o n of R o b e r t o ' s behavior in
the c l a s s r o o m . I c h o s e to look at the f u n c t i o n of his b e h a v i o r
because I did not really k n o w w h a t his motive was for i n t e r r u p t i n g
me so often. I did not k n o w if he i n t e n d e d to a n n o y me so, but
w h e t h e r h e i n t e n d e d t o o r n o t , h e did. O n e definitely negative
f u n c t i o n of h i s behavior was to exasperate me. I c o u l d t h i n k of a
lot of other negative f u n c t i o n s as well. [It is not u n u s u a l in p r o b l e m
s i t u a t i o n s to be able to identify a n u m b e r of negative f u n c t i o n s of
the p r o b l e m behavior. S o m e t i m e s e n l a r g i n g the scope of one's view,
by t a k i n g i n t o a c c o u n t other s in the ecosystem, can h e l p p o i n t the
way to possible positive f u n c t i o n s . ]
In order to find some positive f u n c t i o n s for Roberto's
a n n o y i n g b e h a v i o r , I had first to observe a n d then to t h i n k a b o u t
the c i r c u m s t a n c e s in w h i c h he i n t e r r u p t e d . I did this a n d then
waited for my o p p o r t u n i t y . O n e day in m a t h class, R o b e r t o began
i n t e r r u p t i n g . I b e c a m e q u i e t for a m o m e n t a n d t h e n t h a n k e d
R o b e r t o for h e l p i n g to m a k e the classroom a mor e interesting place
by b r e a k i n g up the r o u t i n e . I said it also gave me a c h a n c e to s t o p
t a l k i n g m o m e n t a r i l y . [ A l t h o u g h initially stymied, this teacher is
able to f i n d t w o positive f u n c t i o n s for the student's behavior. He
96 C h a n g i n g Problem Behavior in Schools
R e v i e w of t h e E s s e n t i a l s of P o s i t i v e
Connotation of Function
P r o c e d u r e for D e v e l o p i n g a P o s i t i v e
Connotation of Function
T h e c o n c e p t of c o o p e r a t i o n is clearly revealed w h e n s y m p t o m
p r e s c r i p t i o n is used. W h e n you prescribe the s y m p t o m (ask the
102
Encouraging the Problem Behavior 103
Analysis of Case E x a m p l e s
C h r i s is a ten-year-old f i f t h - g r a d e r w h o d e m a n d e d c o n s t a n t atten-
tion. He w o u l d regularly c o m e to my desk a n d m a k e suggestions
a b o u t h o w I s h o u l d do my work. He w o u l d q u e s t i o n most direc-
tions a n d a s s i g n m e n t s , asserting that his alternatives were better. He
did not a t t e n d to directions a n d always asked to have t h e m repeated.
He procrastinated. He constantly sharpened pencils, shuffled
papers, m a d e f r e q u e n t trips to the coat rack, c r u m p l e d papers,
o p e n e d the w i n d o w , a n d s o o n . W h e n h e w o u l d finally begin work,
h e w o u l d a l m o s t i m m e d i a t e l y c o m p l a i n o r ask u n n e c e s s a r y ,
r e p e t i t i o u s q u e s t i o n s . If I took t i m e to answer, he c o n t i n u e d to find
more to ask u n t i l I finally refused to answer. W h e n I refused to
a n s w e r a n d insisted that he get to work, he w o u l d sulk, m u m b l e
loudly, t h r o w d o w n his pencil, a n d p r o c l a i m , "I c a n ' t do this, a n d
it's y o u r fault. You w o n ' t tell me h o w to do it," a n d c o n t i n u e to
m a k e a scene. He interfered in interactions between other students
a n d between the students a n d me. H e w o u l d voice his o p i n i o n a n d
a t t e m p t to i m p o s e s o l u t i o n s to p r o b l e m s that did not concern h i m .
H i s b e h a v i o r prevented h i m f r o m a c c o m p l i s h i n g m u c h a n d was
104 C h a n g i n g Problem Behavior in Schools
t o c o m b i n e t h i s r e f r a m i n g w i t h s y m p t o m p r e s c r i p t i o n . I told
H e a t h e r that I u n d e r s t o o d that she was very c o n c e r n e d a b o u t h a v i n g
a perfect p a p e r , a n d t h a t p e r h a p s s h e really did have to write
everything d o w n a n d s h o u l d c o n t i n u e t o d o so.
[Instead of a t t e m p t i n g to c o n v i n c e the student that she does
not have to write everything d o w n , the teacher agrees that p e r h a p s
she does. G i v e n the fact that the teacher is n o w c o o p e r a t i n g with
the s t u d e n t ' s view of the p r o b l e m a n d has r c f r a m e d the behavior as
a sure way of h a v i n g the p r o b l e m s correct, it makes sense that she
w o u l d e n c o u r a g e the s t u d e n t to c o n t i n u e to do it.]
I said that I h a d c h a n g e d my m i n d because I, too, w a n t e d her
to have a perfect p a p e r . T h e r e f o r e , I t h o u g h t it was best for her to
c o n t i n u e to write every part of every p r o b l e m d o w n . I told her that
in order to h e l p her, I w a n t e d her to get a n o t e b o o k or use a section
in her r e g u l a r n o t e b o o k where she c o u l d keep all her p r o b l e m s f r o m
every a s s i g n m e n t . As a matter of fact, I told H e a t h e r she could show
her m a t h teacher her n o t e b o o k , so that w h e n she was not f i n i s h e d
with her m a t h a s s i g n m e n t , the teacher w o u l d k n o w that it certainly
was not because she h a d not d o n e a lot of work. Also, the teacher
w o u l d k n o w h o w concerned she was a n d to w h a t extremes she h a d
g o n e to have it all correct. H e a t h e r said, " G o o d , then she will k n o w
how hard I work."
[ T h e teacher suggests n o t only w r i t i n g d o w n every part of
every p r o b l e m b u t also p u t t i n g it in a special place, instead of on
scrap p a p e r , a n d k e e p i n g all of the c o m p u l a t i o n s . T h i s represents
t w o c h a n g e s in h o w the p r o b l e m b e h a v i o r is p e r f o r m e d , where the
c o m p u t a t i o n s are kept a n d the fact that they are kept. T h e teacher
f u r t h e r suggests s h o w i n g the c o m p u t a t i o n s to the m a t h teacher,
w h i c h represents a third c h a n g e . T h e reason given for d o i n g a n d
k e e p i n g the c o m p u t a t i o n s is to d e m o n s t r a t e h o w h a r d the student
is w o r k i n g . J u d g i n g f r o m H e a t h e r ' s reaction to this rationale, it fits
her view of the s i t u a t i o n . ]
For the next three days, H e a t h e r wrote every s e g m e n t of every
p r o b l e m in her notebook b u t kept " f o r g e t l i n g " to show her work
to the m a t h teacher. On the f o u r t h day, I noticed she was not
w r i t i n g o u t every p r o b l e m . W h e n I q u e s t i o n e d her, she said, " T a k e s
too l o n g . " I said, " T h a t ' s all r i g h t , if you are sure that you can do
it in your head. However, you m i g h t need to write o u t some steps
108 C h a n g i n g Problem Behavior in Schools
S h a n n o n is a s t u d e n t of above-average p o t e n t i a l . He p a r t i c i p a t e d
well in s m a l l - g r o u p discussions a n d h a d d e m o n s t r a t e d the ability
to master skills in all subject areas. Vet, w h e n he h a d to w o r k alone,
he sat a n d literally did n o t h i n g . He did n o t talk 01 bother others;
he just did n o t h i n g . A n o r m a l m o r n i n g ' s w o r k f r o m S h a n n o n was
Encouraging the Problem Behavior 109
T h e m o t h e r of a c h i l d in my m o r n i n g k i n d e r g a r t e n class was
p r e s e n t i n g an o n g o i n g p r o b l e m for me. Mrs. West was c o m i n g i n t o
m y classroom f r e q u e n t l y d u r i n g the class periods, i n t e r r u p t i n g m e
a n d the students to talk to me a b o u t her d a u g h t e r ' s school situation.
She d i s r u p t e d the class activities q u i t e a bit, especially since she
spoke in a very loud tone. F u r t h e r m o r e , she did n o t observe the
school's policies of a r r a n g i n g a p r i o r a p p o i n t m e n t or of i n f o r m i n g
the p r i n c i p a l of her presence in the school before c o m i n g to my
room.
On o n e occasion, for e x a m p l e , I was t e a c h i n g the class a
calendar lesson. Mrs. West walked in (with her toddler in tow),
walked r i g h t up to me, a n d stated in a loud voice that she h a d a
q u e s t i o n a b o u t her d a u g h t e r ' s ability to identify the letters of the
a l p h a b e t . Before I h a d a m o m e n t to answer, she c o n t i n u e d to talk
loudly a n d w i t h o u t a pause, u n t i l I a t t e m p t e d to stop her by stating
that class was in session a n d a conference t i m e w o u l d have to be
scheduled. She ignored my c o m m e n t a n d c o n t i n u e d to talk until I
walked her to the d o o r a n d parted with her as professionally as
possible. I he students lost their focus on calendar work d u r i n g this
i n t e r r u p t i o n a n d e n g a g e d i n disorderly b e h a v i o r . T h i s type o f
incident occurred an average of once a week.
W h a t I usually did to try to solve this p r o b l e m was to p o i n t
o u t to Mrs. West that I was busy at the m o m e n t a n d literally to walk
her to the door. T h i s diverted my a t t e n t i o n f r o m the students a n d
resulted in their l o s i n g focus a n d being less on task. It did n o t h i n g
to d i s c o u r a g e Mrs. West f r o m i n t e r r u p t i n g my teaching.
I resorted to h a v i n g the p r i n c i p a l r e m i n d Mrs. West of the
school's policy against i n t e r r u p t i n g classes. He e n c o u r a g e d her to
schedule an observation of the class by a r r a n g i n g this with me. She
said she w o u l d do so b u t failed to c o m p l y .
I also tried s c h e d u l i n g b o t h p h o n e conferences a n d person-
to-person conferences with her to discuss her concerns a b o u t her
112 C h a n g i n g Problem Behavior in Schools
R e v i e w of t h e E s s e n t i a l s of
S y m p t o m Prescription
P r o c e d u r e for D e v e l o p i n g a S y m p t o m P r e s c r i p t i o n
T h i s activity is d e s i g n e d to h e l p you t h i n k t h r o u g h a g e n e r a l
procedure for u s i n g the t e c h n i q u e of s y m p t o m prescription.
1. T h i n k of a p r o b l e m you are currently h a v i n g . I m a g i n e
w h a t h a p p e n s in specific behavioral terms. W h o is involved? W h a t
h a p p e n s ? W h o d o e s o r says w h a t t o w h o m ? ( E x a m p l e : C h r i s
d e m a n d s lots of a t t e n t i o n . He comes to my desk and m a k e s
suggestions a b o u t h o w I s h o u l d work. W h e n I give directions, he
makes a l t e r n a t i v e suggestions a n d insists they are better. At other
times, he does n o t listen a n d asks that directions be repeated. He
does not get d o w n to work w h e n an a s s i g n m e n t is given a n d instead
s h a r p e n s pencils, shuffles p a p e r , a n d so o n . Shortly after b e g i n n i n g
the a s s i g n m e n t , h e will ask for m o r e r e p e t i t i o u s u n n e c e s s a r y
directions. He also involves himself in nearly every i n t e r a c t i o n
b e t w e e n o t h e r s t u d e n t s i n the c l a s s r o o m a n d between m e a n d
students. H i s b e h a v i o r is d i s r u p t i v e a n d prevents h i m f r o m getting
his w o r k done.)
2. H o w do you usually respond to get the person to stop the
behavior? W h a t result do you usually get? ( E x a m p l e : If I answer his
q u e s t i o n s , he asks more. If I refuse to answer, he throws d o w n his
pencil a n d c o m p l a i n s loudly a n d bitterly that he c a n n o t do the work
a n d that it is my fault because I will not tell h i m how. W h e n he
interferes with me a n d the other students, I tell h i m politely at first
a n d then rather rudely that it is n o n e of his business. T h i s has no
effect at all. He r e m a i n s c o n v i n c e d , a p p a r e n t l y , t h a t it is h i s
business.)
3 . W h a t are s o m e w a y s t h e p r o b l e m b e h a v i o r c o u l d b e
performed differently? (Example: He might write down the
-
120 C h a n g i n g Problem Behavior in Schools
s u g g e s t i o n s to be shared at t h e e n d of t h e day in a c o n f e r e n c e w i t h
me. He m i g h t be asked to m a k e an a n n o u n c e m e n t to the class just
prior to my giving instructions that it is time to pay careful
attention.)
4. H o w might you request that the person p e r f o r m the
m o d i f i e d b e h a v i o r in a positive way? W h a t m i g h t you a c t u a l l y say.'
(Example: " C h r i s , you always have so many c o m m e n t s a n d
s u g g e s t i o n s a b o u t t h i n g s t h r o u g h o u t t h e day, but I c a n n o t s t o p
t e a c h i n g to give y o u r ideas the a t t e n t i o n you w o u l d like. I w o u l d
like you to w r i t e d o w n all of y o u r t h o u g h t s a n d c o m m e n t s , a n d , at
the e n d of each day, w h e n I can give y o u r ideas the a t t e n t i o n they
deserve, we will have a c o n f e r e n c e . " )
N o w i t i s y o u r t u r n . T o try y o u r h a n d a t s y m p t o m p r e s c r i p -
tion, t u r n to the practice activity on p a g e 176. T h i s activity will h e l p
you p r e p a r e to a p p l y s y m p t o m p r e s c r i p t i o n in a p r o b l e m s i t u a t i o n
of y o u r o w n .
8
Influencing the
Problem Indirectly
121
122 Changing Problem Behavior in Schools
a p p l y m a k e u p o r a s k e d several t i m e s d u r i n g class t o u s e t h e
lavatory, w h e r e they w o u l d p u t o n m a k e u p .
Since the direct a p p r o a c h was n o t w o r k i n g , I decided to
s t o r m the back d o o r . At the b e g i n n i n g of class, I took t i m e to
c o m p l i m e n t s t u d e n t s on h o w nice they looked. If I observed the girls
e x h i b i t i n g AFS at the e n d of class, I w o u l d a g a i n c o m p l i m e n t t h e m
(sincerely, not sarcastically), f r o m my desk, on h o w attractive they
looked. S u r p r i s i n g l y , this did not d i s t u r b the other students at all.
T h e girls s o o n s t o p p e d c h o o s i n g t o b e a u t i f y themselves i n m y
classroom, a n d artificial face s y n d r o m e rapidly d i s a p p e a r e d .
My l o n g - r a n g e p l a n s are to c o n t i n u e to reinforce this
behavior by t a k i n g special notice of these y o u n g ladies' a p p e a r a n c e
even t h o u g h they are no l o n g e r a p p l y i n g cosmetics d u r i n g class
time.
r e l a t e d t o t h e p r o b l e m . For e x a m p l e , o u t s i d e o f t h e p r o b l e m
s i t u a t i o n , the educator could create some positive interaction
between her- or himself a n d the p r o b l e m p e r s o n o r in the p r o b l e m
s i t u a t i o n , create some positive interaction not directly related to the
p r o b l e m . S t o r m i n g the back d o o r gives f o r m to the ecosystemic idea
that a c h a n g e in any part of an ecosystem will i n f l u e n c e every o t h e r
part. T h e t e c h n i q u e has several essential elements:
P r o c e d u r e for U s i n g S t o r m i n g t h e Back D o o r
T h i s activity is d e s i g n e d to h e l p you t h i n k t h r o u g h a g e n e r a l
procedure for u s i n g s t o r m i n g the back door.
1. T h i n k of a person (or group) whose behavior is currently a
problem for you. I m a g i n e behaviors or attributes of that person (or
group) or situations involving that person (or g r o u p ) that are not a
problem. (Examples: Alisa gets right d o w n to work when she comes
in in the m o r n i n g . Gerald is well groomed. T a r i n a is cooperative on
the playground.)
2. Select the behavior, attributes, or n o n p r o b l e m situations
that you believe you can most easily a n d g e n u i n e l y c o m m e n t on
positively. (F.xample: Jackson t u r n s in written work that is d o n e
neatly in l a n g u a g e arts.)
3. Select the t i m e a n d place in w h i c h you t h i n k it w o u l d be
most n a t u r a l for you to make y o u r positive c o m m e n t . ( E x a m p l e : as
an aside after class.)
N o w it is y o u r turn. To try y o u r h a n d at s t o r m i n g the back
d o o r , t u r n to the practice activity on p a g e 177. T h i s activity will
h e l p you p r e p a r e to a p p l y s t o r m i n g the back d o o r in a p r o b l e m
s i t u a t i o n of your o w n .
9
Focusing on
What Is
Not a Problem
T h e Locating-Exceptions Technique
132
Focusing on What Is NoJ a Problem 133
Analysis of Case E x a m p l e s
situation in which the student does well. She realizes that the
student does not disrupt when she is busy with an assignment. 1 he
teacher also recognizes that she knows how to keep the student busy.
As a result, a way is found for the student to be "busy on an
assignment" even during transition times.
/
Focusing on What Is Not a Problem 135
R e v i e w o f the E s s e n t i a l s o f L o c a t i n g E x c e p t i o n s
Procedure for L o c a t i n g E x c e p t i o n s
T h e Predicting-a-Relapse T e c h n i q u e
144
Predicting and Handling Relapses 145
Analysis of Case E x a m p l e s
Sometimes case examples in books sound like fairy stories and have
the quality of being too good to be true. Although we have included
some case examples in which the person would have liked more
change and others in which there were setbacks or other difficulties,
for the most part we have used case examples in which the person
was successful, and the report focuses on the successful outcome,
not the details of the glitches along the way. We recognize, life being
what it is, that glitches are inevitable. In order to help you apply
these ideas in a real-life situation, we have attempted to anticipate
some of the questions you might have. T h e following are guidelines
to use if you have tried a technique, and it did not work.
1. Wait. Since the ideas in this book suggest responding in
a c h r o n i c p r o b l e m s i t u a t i o n q u i t e d i f f e r e n t l y t h a n you have
responded in the past, it is i m p o r t a n t to allow your c h a n g e d
response to have an effect on the chronic problem pattern. See, for
example, the case example " T h e Conscientious C a l c u l a t o r " in
Chapter Seven, in which a teacher waited three days before a change
in the student's behavior took place that the teacher considered
progress.
2. Observe. In chronic problem situations, we are often more
acutely aware of the problem and its details than we are of the initial
small signs that signal change is t a k i n g place. It is therefore
important to look for these small initial signs of change so as not
to miss them and think the intervention has failed. See, for example,
the case example "Distant D r u m s " in Chapter Three, in which a
156
Guidelines for Trying Again 157
teacher thought the intervention had not only failed but also made
the situation worse. However, he continued to look for and did
observe positive changes.
3. Repeat the intervention. Check to make sure that you are
using the technique you have chosen properly. Review the "Essen-
tials of . . section at the end of the chapter in which that tech-
nique is discussed and repeat the practice activity for that technique
in the "Resource" section. If you are confident you are using the
technique properly, then repeat the intervention. Chronic problems
consist of stable patterns. Just as it is necessary to allow some time
for the intervention to disrupt the pattern, it may also be necessary
to repeat the intervention in order to disrupt the pattern. As some
of the case examples illustrate, people are sometimes taken aback
initially by the intervention because the new way of responding is
so different. T h e person may have to hear the intervention or
experience your new response more than once to grasp it. See, for
example, the case example "Lazy Troublemakers or Best Friends?"
in Chapter Four.
4. Try another technique. T h e techniques described in this
book are not problem specific, so, for example, it cannot be said that
if you are working on a problem situation in which a student talks
out of turn, you should use reframing. Rather, the success of these
techniques depends on the interaction of the person using the
technique, the person with whom it is being used, and the context
of the problem. If you have tried reframing, and it has not worked,
you might be more comfortable with this particular person, in this
p a r t i c u l a r s i t u a t i o n , trying s y m p t o m prescription or positive
connotation of motive. See, for example, the case example " T h e
T a l k e r " in Chapter Three, in which a teacher tried three different
strategies.
5. Did you use the other person's language? T h e degree to
which you can c o m m u n i c a t e the intervention u s i n g the other
person's figurative language may affect how quickly and to what
extent they grasp the intervention. If you have tried to positively
connote the function of a person's behavior, for example, and they
misunderstood, saying it again in their language might make the
difference between initiating change and having little or no effect.
See, for example, the case example " T h e Quarterback Sneak" in
N
158 Changing Problem Behavior in Schools
160
Refining Your Skills 161
A n a l y z i n g Y o u r Creativity
T h e needs-oriented a p p r o a c h t o l e a r n i n g a b o u t a
c o m m u n i t y actually hides a large part of the true
nature of any g r o u p of people. D u r i n g needs analysis,
m u c h of the capacity so useful to the regeneration of
a c o m m u n i t y remains hidden. Why? Mainly because
preoccupation with searching for needs diverts atten-
tion from all the local strengths that can be e n h a n c e d
[ p . 2 0 ] ,
D o i n g a p e r s o n a l capacity a n a l y s i s m i g h t a l s o i n c l u d e
assessing what you already know about solving problems. When
c o n f r o n t e d with a p r o b l e m situation, ask yourself what you have
d o n e that has worked in the past with a similar problem. Would
t h a t s o l u t i o n w o r k here? W o u l d s o m e m o d i f i e d f o r m o f t h a t
solution fit? What have others tried that m i g h t work here? What is
different a b o u t this problem situation that m i g h t suggest some
m o d i f i e d f o r m of a previously successful solution? What is the
situation g o i n g to look like w h e n you have solved the problem?
You can c o m b i n e the general i n f o r m a t i o n you have learned
166 Changing Problem Behavior in Schools
G e t t i n g Started and K e e p i n g G o i n g
When our students return for the final weekend, most have
had continued success using ecosystemic ideas. However, as a result
of more experience with the ideas, they tend to regard them as
neither tricks nor mystical mechanisms for producing change as if
by magic. By this point, most students have discovered that they can
use ecosystemic ideas quite comfortably in conjunction with their
style a n d the d e m a n d s of their p a r t i c u l a r circumstances. O u r
students also begin to realize that all of the ecosystemic techniques
we have taught them are ways of changing themselves. It is at this
point that students are most interested in finding ways to make sure
that ecosystemic ideas stay with them once the course is over. They
like the changes they have made.
It was working with students w h o had reached this point that
enabled us to understand the essential elements of getting started
and keeping going that we have described in this chapter. We hope
that reading Changing Problem Behavior in Schools will encourage
you to try ecosystemic ideas and to find ways of integrating them
effectively into your personal style, just as participating in the
"Making Schools Work" course has encouraged our students to do.
We wish you well.
Resource:
Practicing Behavior
Change Strategies
172
Resource 173
Practice Activity: R e f r a i n i n g
T h i n k of a p r o b l e m you are c u r r e n t l y h a v i n g . U s u a l l y p r o b l e m s
have n a m e s a n d faces. T h i n k of a real s i t u a t i o n w i t h real p e o p l e
t h a t is c u r r e n t l y a p r o b l e m for y o u . J o t d o w n s o m e n o t e s for
yourself.
1. W h o does w h a t , w h e n , to w h o m , a n d so on?
1. W h o does w h a t , w h e n , to w h o m , a n d so o n ?
T h i n k of a p e r s o n (or g r o u p ) whose b e h a v i o r is c u r r e n t l y a p r o b l e m
for you. J o t d o w n some notes for yourself.
179
180 References
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184 References
positive-connotation-of-func- Therapy:
tion technique for, 95-97 creativity in, 163
predicting-a-relapse technique for disruptive behavior, 140-
for, 146-148, 153-154 142
refraining technique for, 47- referrals to, 42
51 Therapy team, 168-169
sleuthing technique for, 31- " T i m e - o u t , " 18
33,35-38
special assignments and, 146 Umwelt concept, 2
148
standing and talking, 47-49
View from the Oak, The (Kohl
storming-the-back-door tech-
and Kohl), 2
nique for, 129-130
during study time, 31-33
Tardiness, 19, 72-77 Walking, as problem behavior,
Tattling, 58-60 113-116, 150-151
Techniques. See Behavior change
techniques Yelling, 58-60
{continued from front flap)
THE AUTHORS
ALEX MOLNAR is professor of e d u c a t i o n at
the University of Wisconsin, Milwaukee.
He is a family therapist and the a u t h o r of
n u m e r o u s articles on e d u c a t i o n a l policy
a n d practice. B A R B A R A L I N D Q U I S T is a psy-
c h o t h e r a p i s t at the W a s h i n g t o n C o u n t y
Mental Health Center in West Bend, Wis-
consin.
JOSSEY-BASS P U B L I S H E R S
350 Sansome Street, San Francisco 94104
28 Banner Street, L o n d o n EC1Y 8QE
LithoUSAl89