Transcript Disruptive Behaviour in School powerpoint

Disruptive Behavior in
School
CIE A-Level- Educational Psychology
CIESyllabus Components
• Topic 1: Types, explanations, and effects of disruptive behavior
– Types: Conduct, immaturity, bullying, & ADHD
– Explanations and effects of one (or more) of the above (general)
• Topic 2: Cause and effects of one disruptive behavior
– Choose from conduct, immaturity, and bullying (NOT ADHD)
• Topic 3: Preventive and Corrective Strategies
– Preventive Strategies
• Effective Classroom Management (Kounin, 1990)
• Effective Discipline (Cotton, 1990)
– Corrective Strategies
• Behavior Modification (Presland, 1990)
• Self-Instructional Training (Meichenbaum, 1971)
Types, Explanations, & Effects:
Defining Disruptive Behavior
• There is not one single definition…
– Fontana (1995) notes that it is any “behavior that proves
unacceptable to the teacher”
– Cooper (1996) notes that it is when a child is uncooperative and
prevents themselves and other children in class from working... and
manages to grab a teacher’s attention and prevent the teacher from
giving the other children attention
– “Disruptive behavior is defined as any behaviors that hamper the
ability of instructors to teach or students to learn” (VA Tech website)
• Typically is teacher-specific or may be school-wide
• Often the ‘disruptive behaviors’ change over time & vary by culture
– Thus problems of quantifying & validity across education
• For example…
Disruptive Behavior circa 1848 (U.S. high school)
Disruptive Behavior in today’s colleges
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Use of cell phones/tablets etc. in the
classroom
Eating in class
Bringing children to class
Monopolizing classroom discussions
Failing to respect the rights of other students
to express their viewpoints
Talking when the instructor or others are
speaking
Constant questions or interruptions which
interfere with the instructor’s presentation
Overt inattentiveness (e.g., sleeping or
reading the paper in class)
Creating excessive noise
Entering the class late or leaving early
Poor personal hygiene (e.g., noticeably
offensive body odor)
Refusal to comply with faculty direction
More extreme examples of disruptive
behavior include, but are not limited to:
 Use of profanity or pejorative language
 Intoxication
 Verbal abuse of instructor or other
students (e.g., taunting, badgering,
 intimidation)
 Harassment of instructor or other
students
 Threats to harm oneself or others
 Physical violence
Types, Explanations, & Effects:
Types of Disruptive Behaviors
• CIEhighlights 4 main types of disruptive behaviors:
– Conduct
– Immaturity
– Bullying (verbal & physical aggression)
– ADHD
• CIE notes that you need to be able to:
– describe each of the disruptive behaviors (including ADHD)
– explain the causes and effects of the disruptive behaviors
(excluding ADHD, which is covered in special education unit)
Types, Explanations, & Effects:
Conduct as a disruptive behavior
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Conduct disruptive behaviors- are ones that involve students
acting against the classroom rules and expectations and/or
societal norms

Distracting the teacher and/or others

Attention-seeking behavior

Calling out in class

Being out of their seat

Inappropriate use of electronics in today’s classrooms
Types, Explanations, & Effects:
Immaturity as a disruptive behavior
 Often overlaps with conduct disruptions
 Immaturity is the most widely subjective disruptive behavior as
there are various definitions and causes
May be due to the student not reaching the appropriate
maturity level to display the desired classroom behaviors
The child may lack the attention span to concentrate on the
teacher for long periods, or the capability to understand
instructions given
The student may be academically capable, but more easily
bored with the class
The student may be academically lower
than other students and may become frustrated
Types, Explanations, & Effects:
Bullying as a disruptive behavior
• Bullying is a specific type of conduct disorder
• Defined as “Bullying is unwanted, aggressive behavior among school
aged children that involves a real or perceived power imbalance. The
behavior is repeated, or has the potential to be repeated, over time.
Bullying includes actions such as making threats, spreading rumors,
attacking someone physically or verbally, and excluding someone from
a group on purpose.” (www.stopbullying.gov)
• Can be verbal, physical, emotional, and now digital (cyberbullying)
Types, Explanations, & Effects:
ADHD as a disruptive behavior
 ADHD- Attention Deficit Hyperactivity Disorder
 ADHD has two parts- an attention deficit strand and a hyperactivity strand.
 Attention deficit strand can be illustrated by behaviors such as
inattentiveness in class or being very easily distracted or taken off task
(squirrel…)
 Hyperactivity strand could include over-activity and/or impulsivity
 ADHD can be diagnosed with enough symptoms from one of the
two strands, or a combination of symptoms from both strands
 Need minimum 8 characteristics for at least 6 months
 Restlessness, easily distracted, blurts out answers, difficulty following
directions, difficulty staying on task, goes from one activity to another
without finishing, difficult in playing quietly, excessive talking, interrupts
others, loses things, procrastination, may take physical risks without
considering consequences
Types, Explanations, & Effects:
Poor Teaching as a Cause of Disruptive Behaviors
• Poor Teaching may be the root of the problem as:
– Classroom management style may not exist, be effective, or is too
stringent for the student makeup
http://www.youtube.com/watch?v=JxPBDWjp1qM
– Teachers may provide attention to the student when ultimately that is
what s/he wants or may worsen the situation with their reactions
– The lessons may be either too easy or too difficult leading to
boredom and/or frustration by students
– Students are often given too much ‘free time’ or insufficient
guidelines/directions http://www.youtube.com/watch?v=KfYolxKB_5k
• Fontana (1995) suggests that teachers 1st need to ask themselves
why they consider behavior to be disruptive
– Is calling out with a better answer disruptive?
– Is humor a threat to their authority?
Types, Explanations, & Effects:
Poor Parenting as a Cause of Disruptive Behaviors
• Often results from a lack of rules and/or discipline at home
• Parents may in fact encourage/reinforce misbehavior in school
• Parents may contradict the rules/procedures and even the topics
being taught, thus worsening the situation
• May be due to various parental influences (bullying example):
– Attachment style- Rigby (2013) noted that avoidant and ambivalent
attachment style children are more likely to be bullies in school
– Parenting style- Rigby (2013) noted a strong link between authoritarian
parenting and bullying behavior whereas Laeheem (2013) noted this
and the addition of the child being exposed to parental violence at
home
– Socio-economic status- Jansen et al (2012) noted that students from
lower SES were more likely to be bullies
– Teaching environment- Laeheem (2013) noted that authoritarian
teaching style led to more bullying as well
Types, Explanations, & Effects:
Poor Parenting as a Cause of Disruptive Behaviors
• Loeber & Stouthamer-Loeber (1986) study
– Concluded that the main influence of disruptive behavior was the
neglect, lack of involvement, & poor relationship b/w child and
parent(s)
– Typically worsened by inconsistent, harsh discipline
– Teachers can worsen the situation by often responding in similar way
• Hoeve (2009) meta-analysis revealed that (a) negative aspects of
support including rejection, hostility and neglect, and (b) psychological
control had the strongest links to delinquency (often in conjunction
with disruptive behavior in school)
Types, Explanations, & Effects:
Theoretical Perspectives
• Behaviorists- operant conditioning basis
– Often negative behaviors have been reinforced at home or in the class
and other behaviors have been learned through social learning
• Cognitive- changing the way we think
– Concept is that if the way we think is changed, behavior can be changed
(negative  positive outlook) but that this is often not the case
• Humanistic- unconditional positive regard
– We should be judging the behavior rather than the student, yet this is
seldom used as we tend to rely on behavioristic punishments
Types, Explanations, & Effects:
Possible Effects of Disruptive Behavior
• May lead to negatives for the classroom learning and environment as a whole
– Missed opportunities for learning
– Slowing of pacing required to complete tasks & curricular goals
– May lead to social learning of disruptive behaviors by other students
– Negative reactions from teacher may lead to overall negative attitude and
lack of effort from the class
• Garner & Hill (1995) list some of the possible effects as:
– Prevents children’s participation in educational activities
– Isolates them from their peers
– Affects other students' learning
– Reduces opportunities for involvement in ordinary community activities
– Excessive demands upon teachers, staff, and resources
– Places the child or others in physical danger
CIE Syllabus Components
• Topic 2: Cause and effects of one disruptive behavior
– Choose from conduct, immaturity, and bullying (NOT ADHD)
– (Bullying is focused on here, yet you can discuss conduct or
immaturity on your own as well)
Cause & effects of one disruptive behavior:
Bullying
• Potential “causes” of bullying
– Attachment Style
• Bullies tend to have insecure attachment styles (Rigby, 2013) as
they have not formed an emotionally stable bond at home
– Parenting Style
• Authoritarian parenting is positively correlated (Rigby, 2013)
• Parental violence seen as largest predictor (Laeheem, 2013)
– Socio-economic status
• Children from disadvantaged families with low SES are more likely
to be bullies (Jansen et al., 2012)
– Teaching environment
• Authoritarian classroom management a factor (Laeheem, 2013)
Cause & effects of one disruptive behavior:
Bullying
• Researched Effects of Bullying:
– Ttofi & Farrington (2012)- longitudinal study
• about 1/3 of bullies partake in criminal behavior after
leaving school
• Those who are bullied are 2× as likely to become
depressed
– Sesar et al (2012)- sample of 250 college students who
had been previously bullied showed higher rates of
stress, sleeping problems, and depression
CIE Syllabus Components
• Topic 3: Preventive and Corrective Strategies
– Preventive Strategies
• Effective Classroom Management (Kounin, 1990)
• Effective Discipline (Cotton, 1990)
– Corrective Strategies
• Behavior Modification (Presland, 1990)
• Self-Instructional Training (Meichenbaum, 1971)
Preventive and Corrective Strategies
• Preventive Strategies- classroom management and
whole-school expectations that are used to try to stop
disruptive behavior before it occurs
– Kounin (1970) effective classroom management
– Cotton (1990) effective preventive discipline
http://www.youtube.com/watch?v=_SbkHgx6YIo (Lean on Me- dismissed speech)
• Corrective Strategies- strategies that are employed after
the behavior has occurred, with the aim of preventing it
from happening again
– Presland (1990) behavior modification techniques
– Meichenbaum (1971) Self-instructional training (SIT)
Effective Preventive Discipline- Classroom Level- Kounin
(1970)’s Effective Classroom Management
• “Withitness”- teacher’s awareness of the classroom and the
communication of this awareness (verbally or nonverbally)
• identify problems right way & correct the situation
• recognizing students’ understanding, distractions, etc.
• “Overlapping”- multitasking several things at once
• “Smoothness & Momentum”- starting class right away and
avoiding ‘down time’, also moving from one topic to another
smoothly and/or handling disruptions in stride
• “Group-alerting”- using random questioning of students to make
them accountable for learning by realizing that they could be next
(keeping them on their toes)
• “Stimulating seatwork”- make lessons & classwork interesting to
avoid boredom and/or frustration
• “Ripple effect”- teacher corrects misbehavior of student while
positively influencing the behavior of others
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http://www.youtube.com/watch?v=J1ixzBBvHCw
Preventive Strategies at the School Level
• Concerned with establishing rules, procedures, & routines
– To inform students of what is appropriate & what is not
– To inform students of consequences of inappropriate
behaviors
• Most research has focused on comparing schools with low levels
of incidents and ones with high levels of incidences
 Schools that are successful at preventive strategies focus on
clear expectations for all stakeholders involved and are based on
humanistic ideas of respect for & in the best interest of students
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What are the preventive strategies established here? Are they
effective?
Effective Preventive Discipline- School LevelCotton (1990)
• Based on findings of a world-wide meta-analysis that most schools
with successful preventive strategies shared the following features:
– Commitment - staff must believe in the system & in encouraging good
behavior
– High expectations - staff makes it clear that they expect good behavior
– Clear rules - staff & students must both understand what is and is not
acceptable, and the consequences of good and bad behavior
– Warm school climate - staff take an interest in students as individuals, offering
broader support for their well-being
– Visible, supportive principal - often seen in hallways and classrooms, one who
knows the students in the school
– Delegation of responsibility- teachers are responsible for their classes and
their behavior/consequences policy (and not overruled by admin)
– Close ties with local communities - parents have close involvement with the
school and are knowledgeable about what is going on
Corrective Strategies of Disruptive Behavior
• Ways of dealing with disruptive behavior after it has occurred
– Lefrancois (1997) asserts that consequences should be:
• (a) in the best interest of the student(s)’ self-esteem & humanity
• (b) applied in the best interests of the entire group
• Most likely accomplished through a behavioristic or cognitive outlook
• Research has shown that:
– It is best to speak the student in private rather than in front of the class
as often disruptive students crave that attention
– Students are more likely to respond positively to the teacher’s actions
if they understand that they are being reprimanded for their actions,
rather than who they are
– Using a cognitive approach is preferable to a behavioral one
• Enables the student to change his/her thinking and then behavior to
reduce future incidents
Behavioral Corrective StrategiesBehavior Modification Techniques
• Presland (1990)- Behavior Modification Techniques
– Based on principles of operant conditioning & behavior shaping
– Goal is to change/eliminate disruptive behavior & replace with more
appropriate, desired behavior
– Steps: (1) define the problem (2) measure the problem (3) determine
antecedents & consequences (4) decide whether & how to change
antecedents & consequences (5) plan/implement the intervention
(6) follow up
– 1978 study demonstrated that this strategy was successful for 22/23
teachers who used this with their students (ranging from 3-13years)
• Incidents of disruptive behavior diminished from a 2.4 baseline to
0.4 after two weeks
Behavioral Corrective StrategiesBehavior Modification Techniques
The aim is to replace disruptive behavior with more appropriate behavior, by following a
series of steps:
• 1- Defining the problem - deciding exactly which behaviors need to be changed
• 2- Measuring the problem - e.g. counting the number of occurrences in a lesson
• 3- Determining antecedents and consequences - e.g. find out what triggers or
reinforces the behavior.
• 4. Deciding whether and how to change antecedents - do you really need to do
all this, or would a simple change of the situation, e.g. moving them to a new
seat, actually solve the problem.
• 5. Planning and implementing the intervention - deciding what, and how, to
selectively reinforce the behavior in order to change it. The reinforcement can
also use other behaviorist ideas such as token economies
• 6. Following up - evaluating with the student whether the program has been
successful or not (and devising a new plan as needed)
Cognitive Corrective Strategies
• Based on principles of behavior modification & aligns them with cognitive
strategies to change not just behavior, but how students think about what
they are doing
• Attempts to address not only the maladaptive behavior, but also the
maladaptive cognitions that lead to the behavior in the first place
• Based on aspects of both information processing and constructivism
– The goal is to have students:
• understand the need for a productive learning environment
• accept the responsibility of creating a productive learning
environment
– Can help students be intrinsically motivated to do as they believe that
their responsibility is to help establish and maintain the classroom
environment
– Students are more likely to obey the rules when they understand the
reasons for them and understand that they can influence their own
learning and their surroundings
Cognitive Corrective Behavior- SIT
• Meichenbaum (1971)- Self-instructional training (SIT)
• Focuses on developing one’s understanding of what needs to be
done to succeed at a task and to simultaneously pay attention to
what they are doing, to take their time, and to think about the
next move they need to make (metacognition about behavior)
• Goal is to have disruptive students instead work quietly on a task by
“talking through instructions to self” with “success at a task” while
reducing the disruptive behavior
– SIT is less worried with the exact consequences of the behavior than
about how the student thinks about the behavior
– SIT was created to aid learning with hyperactive and impulsive behaviors
Cognitive Corrective Behavior- SIT
• Consists of five steps:
– 1. Cognitive modeling - Teacher talks aloud while modeling the task/behavior
– 2. Co-working – student this time talks aloud while performing the
task/behavior (where the teacher may guide the student in order to be
successful)
– 3. Imitation - The student repeats the task & vocalizes without teacher
guidance
– 4. Sub-vocal performance (w/lip movement) – repeats task/behavior while
saying instructions ‘in their head’
– 5. Sub-vocal performance (w/out lip movement)- As before, but w/o lip
movement
• 1971 study- N=15 remedial students (8F:7M, 7-9yrs), 3 groups of 5 (2
controls & 1 experimental), results shows that the experimental
group significantly increased their impulse control ability,
performance on an IQ test, and puzzle solving tests