Behavior in Inclustion Classrooms
Hello. I have several students that are fully inlcluded in the general education classroom. Two students are LD and one is EI. These students constantly disrupt the learning environment with fighting, talking out loud and back to the teacher. There is no family support. We are a Positive Behavior Support school. There are incentives for following directions, they're given time outs, nothing seems to be working. Some days are better than others. If you can suggest some ideas or resources I'd greatly appreciate it. These students are low academically and receives intervention support and accommodations to their work.
Tags: behavior
Replies to This Discussion
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Permalink Reply by Anne Pemberton on
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Kenya,
Sorry to hear about the problems. Probably three special needs students in the classroom are too many. How many students totally are in your class? What grade level is this?
If possible, start keeping records of what was happening just before the problem behaviors occur. If it is a large class and time to write things down are difficult, either make notes, or put a video camera in the room for a few days so you can review what happens. Then you will want to analyze what triggers the misbehavior - does it happen when you are changing from one activity to another? (The student/s may have transitional issues which a professional can address) Does it happen before lunch or recess? (The student/s may be hungry or anxious for a break.) Does it happen when you are giving directions for an activity? (The student/s may need directions right to him/her/them after the others get started.) Does it happen when it is soon their turn to read aloud? (They may have anxiety butterflies.)
In addition to answering these questions, you may want to provide some examples of what happens when the are fighting, talking out loud, or talking back to the teacher. If is physical fighting or an argument? Is it personal, or does it have something to do with what is going on in class? If they are talking out loud, is it during seat work time? If so, what are they saying, and why is it inappropriate? If talking back to you, are they asking for clarification, or is it suggesting that you are not an authority in what you say?
It may be that some of the behaviors (esp talking out loud) were acceptable behaviors in their former placement, in which case, you need to calmly and quietly explain that such talking out loud is inappropriate in you classroom, and why. As a sped teacher in a HS, I always allowed my students to talk during seat work. In fact, I would sometimes carry on conversations with them, I helped calm their nerves. I taught mostly LD kids.
It is always a good idea to move around the class while you are teaching, and spend time standing by the desks of the problem-causers, talk directly to them in a calming, friendly manner, and be close at hand when they are doing seat work. Addressing the class from a position near a problem student is a very effective way to help keep them calm.
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Permalink Reply by rauchell mann on
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Thanks for the reply. I have six students included in a sixth grade classroom of twelve general education students. We have looked at the antecedents, and consequences of their behavior. Behavior occurs during transitions or working in groups. I've talked to the students about their behavior and offered incentives for not disrupting class and following school rules. The behavior has improved since the beginning of the year, but I wasn't sure if someone knew of resource I could use to help me. The general education teachers are upset and tired of their classes being interrupted. I have the same problem in a fifth grade classroom. I have four students in fifth grade.
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Kenya,
If problems are occuring during transitions, you may need to try to make transitions easier. It is a common occurance for transitions to cause problems with some students including those with autism pointers, (which may apply to those with LD or ED labels). Try to provide more time for the transitions, if possible, with more verbalization of what is going on.
If problems occur during group activities, separate out those who are not working in groups and have the work independently. Not all students like or do well in group work. It could also be that the chemistry of the groups are not suited to those who disrupt group activities.
Above all, try to make the accommodations for those special students to work with the regular students. It is best for the special students, and it can enrich the social experience of the regular students to learn how to accommodate people who are not just like themselves. All students will someday be served in the same classroom. You are part of the "transition team" that makes this possible. As happens with the students who find transitions difficult, expect that for yourself and other teachers, that this transition will present problems. Approach them as "problems to be solved".
If you need help, either post your problems here, or write me privately at apembert@erols.com ... As a retired special ed teacher, I have the greatest respect for the teachers who were able to allow my students who achieved past the point where they "had to" be in my class, and helped them be successful in the regular class.
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Thank you. Today, I made a goal sheet for one of the students. I want him to be self motivated. I told him I would remind him of his goals daily until the end of the year. Our goal is for him to receive a citizenship award (good behavior) and for him to complete all assignments. This year has been a struggle, but the positive side is I am seeing some growth in all the students. We have good days and bad. I am attending a training in May for Wilson Reading. I hope I can use this program with my small groups to improve their reading fluency.
Thanks for the advice. It helps to get different points of view.
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Kenya,
I don't know how reading is defined, measured and directed in your district, by my experience with high schoolers is that reading fluency tends to be overrated. What students need to be able to do is comprehend what they read, not necessarily to be able to pronounce the words fluently and with expression. Some students will be able to do that easily, but for some, if they understand what they are reading, it really isn't that important that they be able to read out loud well. To develop fluency, you will have to drop their reading material down to a lower level than perhaps you want to.
I hope you and the student you made the goal sheet for achieve your goals. Helen's suggestions for praise for doing well and limited note when not, is good, but unless you are typically a bubbly person, don't overdo the praise, unless you do it for more than just the inclusion students. All students like to know that they have done well. Too much praise for small matters will strike the student as phoney, especially if they are started suddenly and only for some students. But, you can use a "silent" praise, a thumbs up, a quick, happy smile with eye contact, or (if OK in your school culture), a shoulder squeeze, hand squeeze, high five, thumbs up, OK circle of fingers, or for an exceptional event, a hug.... again, make the response in proportion to what was done and how significant that achievement is to that student. Helen is absolutely right about students knowing they are a pain to their teachers, which lead to them being a pain more often. Letting them know they are good people is important.
Oh, just thought of something. I have written some stories. Many will probably be too easy for your class, but some, such as King Midas, Visit at Jamestown, and others, may work with your students. You will find them at http://www.educationalsynthesis.org/books ... When a student has done something well, you may want to print out one of the stories, with their name and gender in the story, and let them read the story with their own name as hero, either to themselves or to the class (depending on how well they read out loud). They can read from their desk or from the front of the room. The folktales and the history stories will probably have the best stories for your class. But the two government stories may interest them also. If the "make a law" story inspires a writing project, let it happen!
Best of luck to you and your special children, ALL of those in your class!!!
Anne
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My district is focusing on fluency at the moment. We use Reader's and Writer's Workshop. We work on comprehension as well. I haven't had a chance to check out you website yet. It sounds like a great idea.
I have a student that throws tantrums when he doesn't get his way. He says he is not going to do something and he doesn't do it. He lays on the floor or will run away. I don't chase him. This is not a student on my caseload, but I keep him for a time out for another teacher. Lately, this student seems to be with me for longer periods of time. Today, he didn't want to work with me. He wanted me to let him play games on the computer. He gets to use the computer when he completes at least three assignments. He fights a lot. Any thoughts on how I should handle this. I'm trying to build a rapport with him and talk to him about appropriate behavior. In case you haven't figured out yet I am a first year special education teacher.
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Kenya,
Congratulation on chooseing such a rewarding career! I spent 13 years as a special ed teacher and would have lasted more if I'd had better support from the admin. The admin wore me out more than the kids did.
Throwing tantrums may be more behavior than you can change quickly. He's probably been successful with the tantrums for a long time. Best advice is to let the tantrum run it's course, but don't allow him to hurt anyone else. But as an extreme, I will tell you that my sister who raised two autistic children, had times when she and hubby had to wrap Andrew in a straight jacket and carry him (it took both of them when he was bigger) out of the mall where the trantrum started. I'm quite sure you probably will not be allowed to use a straight jacket without authority from someone further up the chain, and it certainly won't be an intervention that will endear you to the other children you are trying to reach by the usual means - it may frighten him. If the tantrums are occuring more than, say, once a week, and especially if more than once a day, you may want to talk to your special ed director about calling a "team meeting" with your school psychologist, the child's parents, the child's personal psychiatrist, and other parties as needed, and develop a plan of action for what is to happen when the trantrums occur. Do NOT tie him to a chair, or lock him anywhere! But, you really do need to seek the advice of professionals who know the child and develop a plan of action.
Anne
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Permalink Reply by Helen Crompton on
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It is simple, but I really believe that to get these students to work effectively in school you need to show them that you really appreciate them as a person. Get to know what they like and try to get them into conversation at lunch and recess. When they do something well, and it does not have to be anything big, give them loads of praise. I see some teachers doing this, but they have a non expressive face and will just say the words. Be dramatic express that you think they rock. Show them that this is what you expect and when they make a bad choice, very quickly without spending any time let them know that they made a choice and this is the concequence. Don't stand over them to see their reaction and don't look angry or sad, just tell them the consequence and move on. Don't give them attention for the negatives, but lavish them with attention for the positives.
I teach 5th grade at the moment and I get all the students in my class that are the most disruptive. I worked for 10 years in a school for children with severe emotional and behavioral difficulties in England at high school level. When students know that you like them they want to do well. Students of this type have usually been disliked in school by every teacher and each teacher has probably expressed very clearly that they find them painful. It is a self fulfilling prophecy.
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I appreciate the advice. The student I talked about earlier started fighting after school and I had to restrain him. I took him to my classroom until the bus arrived. On the way out he saw another student and ran towards him and began hitting him. I stopped the fight and took him out to the bus. He refused to get on the bus. He sat on the stairs and said he wasn't leaving. A male teacher came out and carried him off the bus. We had to call the parents to pick him up. We are in the process of reevaluating him.
It helps to get other points of view sometimes. I appreciate the comments. Thanks.
Also, this is a way to talk to someone anytime without feeling like I'm bothering them. T
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Kenya,
That is the right decision for the school to make. The student either needs to be re-evaluated, or at least the parents and the doctor working with him need to be able to tell the school what is going on. My nephew, severe autistic, had similar behaviors when the meds he was on stopped working for him. He also had such behaviors on new meds. There needs to be a "team" in place for him that communicates with the parents and with you when there could be changes in his behavior, and a quick response when they happen. You have done well, and you can always talk here!!
Anne
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Permalink Reply by Robin Fairfield on
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Hi I have been working the book "Lost at school" by Ross Greene and it sounds like it might help you recognize what skills these students are missing. He states that they usually misbehave because they are lacking skills and don't know how to handle situations and act out. I know that I am going to be trying his Collaborative Problem Solving forms to aid my kindergarten teacher and try to figure out how to help them because I will be getting them next year. Good luck and remember that "if they could, they would do right" they just don't have the skills necessary to do it.
Robin
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Thanks. I will check out this book.
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