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Addressing Disruptive and Noncompliant Behaviors (Part 1): Understanding the Acting-Out Cycle
Before school began the teacher thought through the classroom management and classroom rules. The teacher also thought about the consequences. Then when school began the teacher went over the clear rules and consequences and then consistently implemented them when needed. Creating a comprehensive behavior management plan is very useful. A behavior management plan may not always work here are some reasons why a students may be acting out:
Are experiencing temporary stressors in their lives (e.g., divorce, death in the family)
Can be considered at-risk (e.g., high poverty background, linguistically diverse)
Have certain disabilities (e.g., emotional or behavioral disorders, learning disabilities)
Due to classes increasing diversity it is essential that teachers know how to handle disruptive behaviors and identify efficient, effective strategies for supporting students who exhibit challenging behaviors. The Acting-Out Cycle, looks at how behavior occurs in a chain. The cycle has seven steps; starting at calm, trigger, agitation, acceleration, peak, de-escalation, and recovery. A trigger can be school based or non-school based but it starts the climb to the peak reaction. If the triggers aren't recognized then then there is agitation, then acceleration and if the behavior is not addressed then the student will reach the peak and act out in their behavior. It is important for teachers to understand the cycle so they can address the behavior before it escalates.
Phase 1-Calm: Students at this phase are working well and are behaving in compliance with the classroom management plan. Teachers can help keep students in this calm phase by being clear about expectations and providing proper levels of attention to the students. Students need both contingent and non-contingent attention.
Phase 2-Trigger: During this phase a students misbehavior can be triggered by something in class or something out of class. Pre-correction plans can help address some of the triggers before they develop further. Be clear about expectations of future events, and helping kids meet those expectation.
School-based triggers may include:
- A negative interaction with a teacher
- An argument with a peer
- A change in the daily schedule (e.g., an assembly)
- High rate of failure on an academic task
- Confusion about an assignment
Non-school-based triggers may include:
- Hunger
- Lack of sleep
- Medical problems
- Stressful home situations
Phase 3-Agitation: This phase is often long, it is a disconnect from learning/ unfocused learning. During this time a student may either increase behaviors, like tapping their pencil, or lessen behaviors, like not talking in their group anymore. When agitation has been identified a teacher can approach the student and ask how they can help or shift something in the class/lesson to help calm the student down.
Phase 4-Acceleration: In this phase the students behavior becomes more focused as they are trying and engage the teachers attention. Some things students may try to get the teachers attention is by; questioning, arguing, refusing to work, or committing minor property destruction. Even though the problem has been building this is often when teachers notice. Often if teachers engage with the students they get into an argument with them and this pushes the students into peak phase. Teachers want to redirect the student and walk away.
Phase 5- Peak: Behavior is out of control at this point. The teacher can no longer prevent the problem but has to deal with it, interrupting learning. Some examples of this out of control behavior are the student may physically assault others, hurt themselves, cry hysterically, or destroy property. Often does not last long. Teachers should find out what the schools policy is to deal with this behavior.
Phase 6-De-escalation: Students coming out of the peak phase may be confused and often far less agitated then before. Students are often responsive to direction at this point but do not want to discuss the incident. Often teachers should separate the student slightly and give them a short separate assignment, this takes the child out of the attention of the class.
Phase 7-Recovery: Students are generally subdued doing this phase but it is important to debrief the incident with the student. Ask them what they were feeling or what they felt like had happened? If a student is removed from the classroom debrief with the rest of the class. Teacher should say how they wished they had seen it earlier and how the class will be supportive of the student later, when they return. Teacher must deal with the student, the class, and their own feelings and mistakes during the incident. The goal is to create a better learning environment.
Teachers are better equipped to handle behavior if they understand the behavior cycle. Teachers need to recognize that behavior does not come from nowhere and so teachers need to view it from a problem solving perspective, where they look to manage the issue.
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