mary margaret kerr and c. michael nelson strategies for addressing behavior problems in the...

Mary Margaret Kerr and C. Michael NelsonStrategies for Addressing Behavior Problems in the Classroom 5eCopyright © 2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved. 1

Chapter 9: Addressing

Aggressive Behaviors

Created by:Elizabeth A. Borreca, Teresa Langford and Ellen Stack

University of St. Thomas, Houston, TX

Mary Margaret Kerr and C. Michael NelsonStrategies for Addressing Behavior Problems in the Classroom 5eCopyright © 2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458All rights reserved.

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Chapter 9:Outline

An Introduction To Antisocial Behavior Documenting and Understanding

Aggressive Behavior Teacher-Mediated Strategies Peer-Mediated Strategies Self-Mediated Strategies


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Chapter 9: Objectives

After completing this chapter, you should be able to:

Offer reasons why students engage in antisocial behavior

Conduct a functional analysis of aggressive behavior

Identify alternatives to verbal confrontations with students

Implement interventions for teaching students with aggression


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Case Study/Introduction

Read the case study on page 260 Form some hypotheses about factors that

contribute to Terylyn’s behavior Why do you think she acts out in some

situations but not in others?


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Discussion

Read the overview on pages 260–261 List factors that contribute to the

development of antisocial behaviors


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Discussion

Use the after-the-fact ABC form on page 262 to detect patterns in aggression

Analysis of incidents of aggression can help develop interventions that prevent these behaviors

Discuss the “Helen” example on page 262. Look for patterns


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Teacher-Mediated Strategies

Academic Intervention

Review Table 9-1 on page 264 Carefully plan instruction that will not

frustrate student Assess student’s academic skills


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Verbal De-escalation Consider normal developmental patterns and

keep your sense of humor Pick your battles—let students win sometimes.

Avoid power struggles Talk with students in private after everyone is

calm Avoid needing the last word Listen carefully to identify the real problem


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Verbal De-escalation (cont) Don’t be sarcastic Let students save face Don’t sweat the small stuff Set limits but avoid ultimatums Take charge of yourself

Get to know your students


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Anger Management Training

Goal is to help students: Identify the antecedents to their anger Identify their own reactions Select good choices


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Social Competence Training Social skills deficits impact aggression Use social competence training (chapter 8) Combine with contingency management Plan for generalization across settings and

people by involving as many people as possible in the training


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Teacher-Mediated StrategiesContingency Management Strategies Pinpoint the target behavior(s) Identify antecedents to the problem behavior Intervene by changing the antecedents to

prevent the behaviorExample: Antecedent to aggression: Peer teasingIntervention: Prevent teasing through teaching or

consequence strategies


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Token Reinforcement

Response Cost Develop system for giving points for

wanted behaviors and fines for unwanted behaviors.

See page 269 for example


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Teacher-Mediated StrategiesGuidelines for Response Cost (cont) Explain system carefully Tie to reinforcement system Implement response cost immediately

after the unwanted behavior occurs Use system each time behavior occurs Don’t let student lose more points than

earned


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Guidelines for Response Cost cont. Control ratio of points earned to points lost Be impersonal when points are lost Praise appropriate behavior


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Time-Out from Reinforcement In-school suspension doesn’t work because

aggressive students are often happy to be removed from their classrooms which are perceived as being aversive

Use frequent positive reinforcement to break vicious cycle

Consult your supervisor


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Crisis Intervention Take annual refresher class on nonviolent

crisis intervention Have a well rehearsed crisis response

plan See Table 9-2 (p. 271) for readiness drill

for aggressive events


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Teacher-Mediated StrategiesWorking with Mental Health ChallengesDo’s: Keep communication simple, clear, brief Ask one question at a time Stick to current issues only Stay calm Minimize distractions Pay attention to nonverbal behavior of yourself and

others Help identify feelings Show empathy for feelings Acknowledge what has been heard and expressed Pick a good time to communicate concerns


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Working with Mental Health ChallengesDon’ts: Don’t argue Avoid giving advice Avoid interrupting Don’t talk down No name calling Don’t generalize or yell Don’t personalize


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Peer-Mediated Strategies

Use the student’s peer group to reduce aggressive behaviors

Peer confrontation Conflict resolution Peers as teachers of anger management


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Peer Confrontation Peers confront the inappropriate behavior

of a classmate Identify the effects of the behavior Engage in joint problem solving Requires supervision and training by

experienced adult leader


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Conflict Resolution Peers meet with classmates and help work

out problems Peer mediators are trained and supervised

by adults


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Peers as Teachers of Anger Management Peer trainers (nondisabled students)

instruct classmates with emotional and behavioral disorders to control their anger

Peer trainers use scripts, role-play situations and a three-step response


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Self-Mediated Strategies

Because aggression is an interpersonal behavior, self-management alone will not remediate the problem

Use in conjunction with contingency management and learning alternative behaviors

Self-recording can be used to teach students to identify the triggers of aggressive behavior

Teach ABC analysis


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Case Study

Read case study on pages 276-284 Discuss questions on page 283


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Summary

Environmentally mediated practices are necessary but not sufficient to change misbehavior.

Teacher-mediated interventions include self-monitoring as well as token economies.

Peer-mediated interventions can be powerful but require preparation and planning

Self-management strategies promote generalization of new behaviors to other settings.

mary margaret kerr and c. michael nelson strategies for addressing behavior problems in the...

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