Home  

Book Recommendation

Aspergers Clinic
  Diagnostic Evaluations

Assessments
  ABLLS-R
 
ADHD
 
Aspergers
  Autism
  Dyslexia
 
FBAs
  Indep. Ed. Evals (IEE)
 
Learning Disabilities

  
Intake Packet

In-Home Services
  ABA/VBA
  Problem Behaviors
  Sleep Service
  Toilet Training

  
In-Home
    Intake Packet

Consultation
  Behavior Plans (BIP)
  Indep. Ed. Evals (IEE)
  IEP - Consultation

Workshops
  Staff Training
  Parent Verbal
 
Therapist Program

About Us

Consultants

Contact Us

Directions
  Nearby Accommodations

Fees

Forms

Insurance
  ● TriCare Change
  ●TriCare UPDATE

  ● Retired TriCare -ABA 
  ●
Insurance Policy PDF

 
Is ABA Experimental?
 
Resources in seeking
     Insurance support for
     ABA services

Open Ga Autism List

Public Service

Referral Information

Staff Hiring

Support Groups
  Open Ga Autism List

Testimonials

Articles  
  Sleep - Not Optional
  As a Parent - ABA
  Aspergers & Depression
  ABA, Retirees, and TriCare
  Briefing the Teacher
  Does RU Certify
        Therapists?
  BCBA-D What is it?
  BCABA - Independent?
  How to answer when
  insurance says ABA
  is experimental.
  EIBI and Cost
  "The Autism Puzzle"
  What is BCBA anyway?
  What is the ABLLS-R?
  ASD Evaluations
  SLP & ABA
  Sign vs. PECS
  Diagnosis-Eligibility
  Release Records
  NAS on Autism
  Sleep Tips
  Hire an ABA?
  ADHD or Sleep?
  Aggression
  Communication
  FBA
  NASP & FBAs
  Rx data sharing
  More than Rx needed
  Social Maladjustment
  A good Psych Report?

Links
  Aspergers
  Autism
    Support Groups
 
Behavioral

  Consumer Resources
  Education
  Learning Disorders
  Medical  
  Psychology
  Specific Disorders

 

Discussion:
Topic of the Day

 

"Antisocial Behavior in Schools"

Let me preface my suggestions with some general comments about research findings as the relate to best practices for discipline with antisocial students. Discipline should be viewed as an instrument with its primary purpose to allow effective instruction and learning. Proactive approaches are essential. This translates into knowing your students and staying ahead of them and their problems with positive and constructive problem solving that serves to prevent problems before they get out-of-hand. This means the use of learning objectives which provide the student with new and appropriate skills to replace the problem behaviors and lots of positive reinforcement for both the absence of the problem behavior and the exercise of the new adaptive skills.

  • Support across staff in implementing discipline is essential. This means that staff do not ever undercut each other in front of any students.
  • Maintenance of a consistent, predictable school environment is essential to any progress for antisocial students.
  • Setting high expectations for the students. One of the most serious mistakes is becoming acclimated to the problematic behavior and students and attributing their behavior to outside factors over which they have little or no control. Setting high standards and taking responsibility among staff sets a model for the students and students usually perform substantially better as a result.
  • Clear, functional rules and expectations that make sense, improve the learning environment and which have positive benefits for the student if followed are essential.1
  • Finally, accountability for outcomes is mandatory for any positive program to work with antisocial students. Any plan must include a systematic data-management program to provide such accountability.

The first suggestion that I have is that a set of rules be developed for any classroom that has antisocial students.  These rules must be promulgated clearly to each student and posted visibly within the room itself. I usually offer a set of 4 such rules (no threats or violence, no drug talk, no sex talk, and no profanity) as the absolute minimum starting point. Often, the classroom staff ask if it would be appropriate for the students to be solicited for input on additional rules. I caution them that they do not want too many such rules but that 1 or 2 additional student generated rules might well increase the acceptance of these new limits. Guidelines for developing such rules are:

1) Limit the number of expectations initially to four to six:

  • State the expectations in positive terms using Clear, Concrete, and Concise language using as few words as possible.
  • Identify specific behaviors to illustrate the range of acceptable variations.
  • Identify clear positive and negative examples to illustrate each expectation.

2) Define a process and time lines for identifying expectations:

  • Specify who participates in the development if expectations
  • Specify how suggestions are to be offered and worded
  • Specify how each expectation is going to be agreed upon and how everyone involved will learn about the meaning of each.

The second broad suggestion for the antisocial classroom is that a variety of privileges be identified. It is essential that these be framed for the students as earned privileges and not as lost rights. Such privileges must be both short term/immediate (that day), intermediate (weekly), and long-term (quarterly) to be maximally effective and allow the student the opportunity to test limits and still be able to recover. During my visits I spend a good deal of time observing and asking lots of questions so that I might suggest one or  two obvious privileges for which appropriate behavior can be required of the students. A variety of privileges must be identified in order for there always to be a motivator for each students appropriate behavior. Only the classroom staff, administrators, and students know the circumstances well enough to decide what the range of such privileges might be at any given school. Frequently, in addition to the privileges, there is a list of proscribed behaviors which always "drop" a student immediately to the lowest level (often called "Red" or "Restricted" level), these often include:

  • Harming Self or Other
  • Property Damage
  • Tobacco/Drug talk, use, or possession
  • Physical Aggression or Threats (there is no such thing as a threat that is a "joke")
  • Verbal Aggression or Threats
  • Leaving School Grounds
  • Weapons
  • Other Behavior determined to be dangerous or harmful

Third, the combination of privileges and a level system means frequent and objective feedback is required for each student regarding their behavior. Many schools divide the day into hourly segments (and in some instances even hour segments) with points across 5-6 classroom-wide goals and 2-3 personal goals. Typical classroom wide goals include:

  • Demonstrates Honesty
  • Follows Rules and Expectations
  • Shows Respect for Self and Others
  • Exhibits Safe Thinking/Behavior
  • Maximizes Abilities/Independence

Additionally, personal goals for each student should be added to tailor the system and are typically based on a combination of long-standing needs on the part of the student and recent areas of concern/failure. Examples include such things as "no talking out", "keeping hands/feet to self", "respect for authority", and "absence of abusive language".

Providing adaptive strategies for the student to meet their behavior goal/expectation is the first point of intervention. However, if a student continually has problems with a particular goal or expectation there are a number of strategies, in addition to the privileges discussed above, which may be employed - some of which include:

  • Change teaching strategy
  • Individual student conference (hallway 1:1)
  • Corrective action plan (agreed to by student)
  • Time out
  • Separation from peers
  • Removal of adult attention
  • Redirection
  • Deliver a warning and offer the student a choice with consequences for each explained

Fourth, physical arrangement of the classroom significantly impacts the success or failure in achieving your behavior goals. Examples include:

  • Independent work requires an area with minimum distractions, therefore your use of individual desks is important.
  • Storage of materials is a problem in all classrooms. Materials should be placed in low traffic areas to avoid distractions but allow relatively free access.
  • The teachers desk should be out of the flow of traffic and allow for the maximizing of both personal safety and confidentiality of materials.
  • A notice board (not the blackboard) should be in a highly visible high traffic area of the classroom, but should also be positioned so it does not divert attention from instruction.
  • Etc.

Fifth, transitions are very difficult for antisocial students. Transitions are frequently a time of little or no structure and ambiguity for the student. In order to minimize behavior problems a variety of mechanisms for increasing structure for transitions often help.

  • Establish a schedule, not merely for block or class changes but for transitions between types of activities for each period.
  • Post the schedule so that students know what to expect.
  • Establish procedures for how each transition is accomplished and make certain that the students are aware of these expectations.

Sixth, antisocial students are often seen as low in "self-esteem". One method of addressing this is to offer frequent, realistic, and constructive feedback on both successes and areas of concern. Actual mastery of a goal and the appropriate acknowledgment of that success by a adult will lead to the development of genuine "self-esteem" or a sense of accomplishment and go a long way to improving "attitudes" among antisocial students. A caution here is that antisocial students are accomplished at sniffing out BS and therefore you must focus only on real accomplishments. Perhaps the most powerful strategy for implementing classroom expectations is to frequently reinforce students who exhibit appropriate behaviors.   It is essential that the classroom staff clearly distinguish between cooperation and acquisition of academic skills - both forms of achievement need to be equally acknowledged with antisocial students.

Finally, all correction interventions with antisocial students should contain a series of steps in which the least intrusive step is followed first and more intrusive measures come into play only if the problem behavior persists. Students, particularly antisocial students have a real need to be able to predict what an adults response will be (within a range). An example of such a plan:

  1. Remove attention from the student who is displaying low level inappropriate behavior, and acknowledge other students nearby who are exhibiting the expected behavior.
  2. Redirect the student to the expected behavior with a gesture or verbal prompt, cite the classroom rule being violated, and be sure to acknowledge subsequent cooperation and displays of the expected behavior from the student.
  3. Secure the student’s attention and clearly inform him or her of the expected behavior, provide immediate opportunities for practice, and acknowledge the changed behavior when it occurs.
  4. Deliver a brief warning in a matter-of-fact manner by providing the student an opportunity to choose between displaying the expected behavior or experiencing a penalty or loss of privilege.
  5. Deliver the penalty or loss of privilege in a matter-of-fact manner and do not argue with the student about details of the penalty.

There are a number of additional areas which I could go into, however I feel that the suggestions offered have the best chance of working and are the most fundamental to decreasing suspensions within the antisocial classroom. I will be happy to expand or elaborate on any area which I have failed to express clearly.

1- A clear set of definitions for what entails a Minor School Infraction, a Serious School Infraction, and Illegal Behavior needs to be developed. Your definition must conform to both Board policy and local, State and Federal laws.


tips.gif (506 bytes)  Today's Resource Tip:

ERIC-Logo.gif (3362 bytes)Access ERIC (The National Library of Education's - Education Resources Information Center) for a search of a massive storehouse of information on this and other topics related to special education, and regular education, issues.

 

Copyright 1996-2016 Reinforcement Unlimited. All Rights Reserved
These pages are optimized for viewing in 800x600 format.
HIPAA Notice & Website Useage practices are available for viewing.

Our publications (online, email, or print) do not provide medical advice or a professional service. We are not engaged in providing any medical or professional advice or services through the publication or distribution of articles or comments on this site. Individuals with suspected or diagnosed disorders or syndromes, or any condition discussed on this site, should consult with a qualified professional for advice concerning treatment.  Please be advised that due to issus of confidentiality Reinforcement Unlimited, and its staff, will not correspond about specific children or their services via email or other electronic communication method.  If your inquiry is about a specific child's services please call the office at one of the numbers above.