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Behaviour Exceptionalities. By: Barb, Cheri, Monika S. & Andrew. Table of Contents. Chapter 1 ( mis)conceptions Chapter 2 Causes and Assumptions Chapter 3 Defining Behaviour Exceptionalities Chapter 4 Psychology of Behaviour Exceptionalities Chapter 5 The Individual Education Plan
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Behaviour Exceptionalities By: Barb, Cheri, Monika S. & Andrew
Table of Contents Chapter 1 (mis)conceptions Chapter 2 Causes and Assumptions Chapter 3 Defining Behaviour Exceptionalities Chapter 4 Psychology of Behaviour Exceptionalities Chapter 5 The Individual Education Plan Chapter 6 Case Studies Chapter 7 Classroom Strategies
Chapter 1 (mis)conceptions You are a teacher in a high school and you have never dealt with a Behaviour Exceptionality in any of your classes. In fact, you don’t really know what a Behaviour Exceptionality is. You have never read an IEP before and you think Special Education is something that specially trained teachers do.
(mis)conceptions F Students are referred to an IPRC for their behaviour only if they are disruptive.
(mis)conceptions F Very often a student with a behaviourexceptionality is bright but frustrated.
(mis)conceptions F Medication improves academic achievement for students with Attention Deficit/Hyperactivity Disorder.
(mis)conceptions F Aside from those with anxiety or withdrawal symptoms, students with behaviour disorders act out because they want attention.
(mis)conceptions F A student who is apathetic and spends most of their class time daydreaming does not meet the criteria for a behaviour disorder.
Chapter 2 Causes and Assumptions It is November and your class has a new student named Jason, age 17. His OSR has not yet arrived from his previous school. He has been disruptive in your class to an extent that you have never dealt with before. He swears at you and others, gives attitude when treated with respect, refuses to produce any work and manipulates vulnerable students in your class. He tried to start a fight on his second day, but the students broke it up before you could react. The only thing Jason has not been doing is skipping your class. As a relatively new teacher, you are not sure who to ask for help with this challenging student. However, Jason has been talked about in the staff room by his other teachers…
“I bet he is so low functioning that he takes it out aggressively on those around him.” • “He definitely learned this behaviour from home. The boy just lacks discipline. If only he were in my class, I’d show him a thing or two.” • “There has been some new research on the effects of diet and pollution on the behaviour of children. It could have something to do with that.” • “Bad behaviour comes from bad role models. We should brace ourselves for more students like this in the coming years.” • “I feel for the kid. Deep down he probably has some good reasons to be angry at the world.”
Food For Thought: “Myths which are believed tend to become true.” George Orwell (1903-1950) Writer, Author, & Journalist
Chapter 3 Defining Behaviour Exceptionalities That night, you look up what the Ministry of Education says about Behaviour Disorders. You think back to all the students you have taught and wonder how many may have fit the criteria.
The Ministry Definition: Team Analysis • Groups of 4 • Group definition • Share with class • Revise your definition based on new information • The team that gets the most criteria wins
Chapter 4 Psychology of Behaviour Exceptionalities The Ministry of Education definition for Behaviour Exceptionalities has left you wanting to know more. When you get home that night, you research some of the psychological disorders that meet the criteria for Behaviour Exceptionalities. Overwhelmed by the information online, you borrow the textbook from a friend who has done their Special Education AQ course. Behaviour Exceptionalities fit into 4 broad, overlapping categories…
Chapter 4 Psychology of Behaviour Exceptionalities • Anxiety and Depression • Conduct Disorder • Oppositional Defiance Disorder • Attention Deficit/Hyperactivity Disorder
Conduct Disorders: Symptoms • Aggressive • Violent • Disruptive • Attention-seeking • Disrespectful • Hyperactive • Anti-social • Impulsive • Distractible • Ill tempered • Immature • Unpopular
Conduct Disorders: Issues • Largest identified Behaviour Exceptionality in Canada • 6 – 16 % of boys under 18 • 2 – 9 % of girls under 18 • Increased likelihood of substance abuse, bullying and criminal activity
Partial Diagnostic Criteria for Oppositional Defiance Disorder A pattern of negativistic, hostile, and defiant behaviour lasting at least 6 months during which four or more of the following are present: • Often loses temper • Often argues with adults • Often actively defies or refuses to comply with adult’s requests or rules • Often deliberately annoys other people • Often blames others for his/her mistakes/misbehaviour • Often touchy or easily annoyed by others • Often angry or resentful • Often spiteful or resentful
Oppositional Defiance Disorder: Causes • Chemical & Physiological • Neurobiochemical (serotonin) • Genetic • Irregularities in pre-frontal and frontal regions of the brain
Oppositional Defiance Disorder: Assessment • Psychological Assessment, specifically BOSC • Family History • Must cause significant impairment to child’s social, academic or occupational functioning.
Oppositional Defiance Disorder: Clinical Treatment • Behavioural Therapy • Psychopharmacological Therapy
“Lifeguards who watch the water closely don’t have to jump in and rescue people very often.”
Structure & Routine • Downshifting • Check in (1) Choose your battles and (2) Problem solve collaboratively.
Recognize Vapour Lock • Empathy • Validation • Distraction or Humour • “It’s you, not the student, who determines whether this becomes a meltdown”
“Screw you” “I hate you” “I wish I was dead” Translation: My capacity for rational thought is quickly diminishing or is already completely gone.
Attention Deficit/Hyperactivity Disorder:Symptoms • Unable to maintain attention at age appropriate level • Impulsive actions without thinking about consequences • Hyperactivity
Attention Deficit/Hyperactivity Disorder:Causes • Advocates for ADHD see it as a neurological medical condition caused by faulty regulation by the neurotransmitter norepinephrine. • Suspected genetic anomalies in some chromosomes (dopamine transporter gene on chromosome 5 and dopamine receptor D4 gene on chromosome 11) • Suspected dopamine deficiency as well as • Chemical deficiencies in noradrenaline and seratonin also suspected
Attention Deficit/Hyperactivity Disorder:Issues • Being diagnosed with increasing frequency • Debatable if it needs or deserves distinctive status • Concern it is the “label du jour” – an invention of a culture that doesn’t parent its children well and needs an excuse
Chapter 5 The Individual Education Plan Jason's Ontario School Record finally arrives! He has been to 4 secondary schools in 4 years, and only has 8 credits. He has a long history of low achievement and disruptive behaviour. The principal has asked you to attend an IPRC Review. Jason’s Individual Education Plan needs to be updated, you are told. You consult with your department members on how to accommodate the learning environment to prevent Jason’s outbursts.
Environmental Accommodations • form groups of 4 – 5 according to your teachables • brainstorm and record environmental accommodations that could benefit Jason’s behaviour in your class • make the accommodations specific to your subject area, where possible
Chapter 6 Case Studies • The year is finally over and you are not particularly happy with how it went. The situation with Jason was primarily relieved by the fact that he stopped showing up for your class. In order to be more prepared for these situations in the future, you take Special Education Part 1. After all, it is possible that Jason will be back in your class next year. During the session on Behaviour Exceptionalities, you are given scenarios and asked to come up with accommodations in response to them. They may be for instruction, environment or assessment. • Find a partner you have never worked with. • Pick up a scenario from the teacher. • On the back of the scenario, write as many accommodations as you can come up with.
Chapter 7 Classroom Strategies Over the course of your career, you have become increasingly interested in Behaviour Exceptionalities. When possible, you attend workshops and courses to further your understanding of the issue. You are now a leader in your school’s Special Education department. Here are some of the things you have learned…
Teach students to self-monitor behaviours • Select a target behaviour that is resulting in problems in school. • Define that behaviour with the student. • Monitor the frequency of only that behaviour in various settings and times of school day. • Build in rewards for desired behaviours
Strategy: Student Self-Monitoring How-to • Tape a small square of paper next to the student. • Tape a similar piece next to the teacher/E.A.. • Neutrally describe the behaviour which you want the student to stop e.g. "When you speak out while someone else is talking no one can really listen to you. I would like you to wait for your turn." • Ask the student to put a mark on the paper whenever s/he uses that behaviour. • Inform the student you will also make a mark when you notice the behaviour. • At the end of the lesson, compare notes to see if you agree on the number of times the behaviour had occurred. • This is a non-judgmental, no consequence exercise intended to make the student aware of the behaviour. The awareness often results in lessening or extinguishing of the behaviour. Source: http://www.bced.gov.bc.ca/specialed/adhd/app2.htm
Strategy: Collaborative Problem Solving • Belief: Students act out when the demands of their environment exceed their capabilities to adapt. Behaviour stems from a developmental delay. • Response: Behaviour challenges are best dealt with by collaboratively solving the problems that are causing the challenging behaviour.
Cooperative Discipline Prevent Warm-up Their Interests Discovery=Ownership Avert Inclusive Language Reinforcement React Don’t Get Personal Community
