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BACK TO SQUARE ONE

TOPICS Accommodations: inclusion Behavior: behavior management plan, behavior management strategies

SCENARIO

Rachel and Leanne were expecting another great year co-teaching a combined 3rd, 4th, and 5th grade class with equal numbers of general education and exceptional education students. Many students were returning from last year including Thomas, a 4th grader with learning disabilities and ADHD. When Thomas’ mother developed significant health problems, his behavior regressed and the whole class suffered.

Rachel Moore and Leanne Reynolds were looking forward to beginning their second year co- teaching at Hidden Stream Elementary School. Both were experienced teachers. Rachel had taught 3rd grade at Hidden Stream for five years and Leanne, new to Hidden Stream last year, was certified in behavior disorders with six years of experience as a resource teacher for students with learning disabilities. Rachel and Leanne shared a combined 3rd, 4th, and 5th grade class of 28 children with equal numbers of general education and exceptional education students.

Last year, the two teachers successfully implemented a class behavior plan that accommodated all of their students, including those who had difficulty with self-control (see appendix). Their plan consisted of a five-step system that was represented by five different colored cards for each child, displayed on a wall chart. Children began the day with a blue card signifying good behavior. If a rule was broken, offenders would get a verbal warning and their card would be changed to yellow. If they continued to be off task, they would be asked to go to a safe space (an isolated desk) where they were given a chance to refocus and continue their work. At this time their card would be changed to orange. Another infraction changed their card to purple and they were sent to the Think-Tank, which was a designated area of the classroom. Before they could return to their seat, students were required to write down the rules they had broken, better behavior choices, and how their behavior had impacted the class and themselves. This log was signed by the teacher and student, and at the end of the day, it was sent home for parental signature. Continued acting out or being off task resulted in a red card and a phone call to parents. As a last resort, if the behavior persisted, students were sent to the office with an official behavior referral, which the principal handled. It was rare for most students in the class to get beyond the purple stage.

Leanne and Rachel modified the class behavior plan occasionally for individuals with special behavioral needs. When necessary, they used a “Choices Chart” designed to monitor good choices, such as going to the safe space without a fuss, and bad choices, such as disrupting the class while in the Think Tank. The teachers also talked with the student after each consequence to encourage appropriate choices. Students needing further modifications were given extra incentives, such as having lunch with the teachers, based on the number of positive choices they made during the day.

CASE BASED ESTIMATED TIME: 1 HOUR

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They were also given an extra warning at each step in the behavior plan.

Thomas, a 4th grader identified as having learning disabilities and attention deficit hyperactivity disorder (ADHD), was returning for his second year in the class. His pediatrician had prescribed Ritalin last year to improve Thomas’ ability to focus in the classroom. Both teachers believed that the medication had helped. A year ago, Thomas had entered the class two grade levels behind academically and displayed a number of disruptive behaviors such as loud angry outbursts, chair kicking, pushing, hitting other students, running from the classroom, hiding, and noncompliance. Even with the behavior plan modifications, he often reached the red card (call home step) and occasionally office referrals were necessary. Rachel and Leanne implemented the Choices Chart with Thomas in an effort to engage him in thinking about and monitoring his own behavior. The sheet went home with Thomas every afternoon so his parents could also monitor his progress. By the end of the year, many of his disruptive behaviors were under control and he was being weaned from the chart. He also had advanced one and one half grade levels academically.

Although both parents were involved in supporting the behavioral consequences, their approach to discipline differed. His mom, Angela, took a more nurturing approach whereas his dad, Chuck, was a strict disciplinarian. Thomas’ younger brother, Timmy, a second grader, was already ahead of Thomas academically. Chuck felt that if he rewarded Thomas for what he considered to be poor behavior or effort at school, it would give Timmy the idea that he didn’t need to work very hard either. Angela tried to work with each boy individually, rewarding the achievements of both relative to their abilities.

As the new school year started, Rachel and Leanne were hopeful that Thomas would continue to make progress and that his old behavior chart would no longer be needed. By the end of the first week, however, they were shocked to find that Thomas’ behavior had regressed to the point that he was talking baby talk and sucking his thumb. He was also more defiant, yelling at his teachers when he disagreed with a class activity or direction. He quickly progressed through the steps of the behavior plan to the red stage. Rachel and Leanne decided it was time to call Thomas’ mother.

Although Angela was concerned and had noticed the babyish behavior at home, she was recovering from surgery. Thomas’ father had been handling the day-to-day household tasks as well as managing the boys. Angela attributed many of Thomas’ problems to her husband’s different style of discipline. Thomas was dealing with more negative consequences than usual because his dad was not as patient with him. “I’m really sorry that he’s acting like this,” Thomas’ mother said apologetically, “we’ll definitely talk to him but, honestly, Thomas’ behavior is not our biggest problem right now. I know how difficult he can be, but, please try to bear with us until I’m feeling better.”

As Rachel and Leanne reviewed the conversation, they agreed that much of Thomas’ acting out was due to the upheavals caused by his mother’s surgery. Perhaps, if they could just carry the load for a while, things would get better as his mom’s health improved.

Unfortunately, things went from bad to worse. Thomas made loud animal noises during a lesson, kicked a chair, and belligerently yelled at Leanne when she directed him to his safe space. Both teachers decided to bring out the Choices Chart they had used the previous year. Back to square one, Leanne thought as she discussed the change of plans with Thomas.

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“Thomas, Ms. Moore and I are thinking that it might be a good idea for you to use your chart again this year. You seem to be having more trouble remembering the class rules and the chart really helped you last year. What do you think?” Leanne said to Thomas as they sat together in the Think- Tank.

“You said I didn’t need that baby chart anymore,” Thomas bellowed indignantly. “I don’t want to carry a dumb paper around all day! No way!” he roared as he ripped up the chart and stormed from the room. Later that day, Thomas and another student had to be separated after a fight broke out, with both exchanging angry punches and kicks.

The teachers began to wonder how much longer they could maintain a patient, accepting attitude with Thomas. All of his disruptive behaviors were taking a toll on the other children in the class. Didn’t they deserve a positive learning environment as well? How long could Thomas be allowed to act out so openly while the other students were expected to follow more stringent rules?

“How come Thomas didn’t get in trouble for running out of the room this morning?” asked Sara when she sat down next to Rachel on the playground during recess.

“He gets away with doing really bad things that we can’t do,” Julie added as she joined them. “And you sat with him at lunch because he was good for a little while, but we are good all the time and you don’t sit with us.”

Rachel began to explain for the tenth time that day why Thomas’ situation was different from theirs. Although they had accepted this concept last year, it was not sitting well with the students in the class now. Thomas had become more open and bold in his defiance of the rules. He actually tried to get to the red stage so he could call his mother on the phone. Even the threat of a visit to the principal didn’t deter him.

After school that day, Rachel reflected on what the girls had said at recess and how much dissension Thomas was creating in the classroom. All of the children were beginning to resent the special treats Thomas received for his small periods of positive behavior.

Rachel shared her thoughts with Leanne about Thomas and the rest of their class. “Yes, he’s definitely put a kink in our system,” Leanne replied. “I don’t know how we can continue to address Thomas’ needs in the classroom and give the other children in our class a fair, consistent environment that is conducive to learning.”

“What are we going to do?” both teachers asked at the same time.

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Leanne and Rachel’s Behavior Management System

Our goal is to build self-esteem, have positive classroom management, and increase motivation for higher academic achievement.

Guidelines: 1. Treat others the way you want to be treated. 2. Treat personal and school property with respect. 3. Make school a positive and safe environment. 4. Come to school prepared to listen and learn. 5. Choose positive actions and accept responsibility for the consequences. 6. Help everyone feel capable, connected, and like an important member of the class.

Incentives For Appropriate Actions: 1. Daily: Terrific Tickets 2. Weekly: Surprise Sack Drawing 3. Quarterly: Team Celebration

Consequences For Inappropriate Choices Step 1: Verbal Warning (yellow) Step 2: Safe Space (Opportunity to regain control) (orange) Step 3: Think Tank (Time to reflect on actions) (purple) Step 4: Phone Call (Student calls parent) (red) Step 5: Removal from Classroom (Discipline or Guidance)

Our classroom management system consists of colored cards for each consequence level. Every student has a clear pocket, which is numbered for confidentiality. All students start the day on blue, which means a great day. Each time a consequence is given, the student is asked to move the card showing to the back. Every consequence is a different color, which allows us to see at a glance where everyone stands.

Modifications made for individual students with special behavioral needs would include conferencing after each consequence to encourage appropriate choices. Some students also have a “Choices Chart” that is designed to monitor their good and bad choices throughout the day. These students are given extra incentives based on the number of positive choices made. The extra incentives include having lunch with the teachers, visiting office staff, extra recess for the class, and helping the teachers at the end of the day.

DISCUSSION QUESTIONS 1. How did the teachers modify the class behavior plan to address Thomas’ disruptive behavior? 2. Why do you think Thomas’ behavior regressed? What other types of external factors could influence a

student’s behavior in the classroom? 3. Considering Thomas’ reaction to the reinstatement of the Choices Chart, what other adaptations might

the teachers explore to modify his behavior? Do you think an inclusive placement is still appropriate for Thomas?

4. How can a teacher balance addressing individual student needs with meeting the needs of the larger group in the classroom? What do you think the teachers in this scenario should do to address some of the other students’ concerns about the differential treatment Thomas is receiving?

★ WHAT A STAR SHEET IS… A STAR (STrategies And Resources) Sheet provides you with a description of a well-researched strategy that can help you solve the case studies in this unit.

DISCUSSION POINTS

• Factors that influence behavior • Inclusion vs. pull-out models of instruction • Addressing behavior problems • Promoting acceptance of students with disabilities

WHAT THE RESEARCH AND RESOURCES SAY… • Four basic categories that are generally used to explain human behavior include biological,

environmental, psychological, and spiritual. Teachers need to pay particular attention to those explanations of behavior that are supported by research and that offer teachers some possibility of control. The two categories of environmental and psychological explanations for human behavior are particularly relevant to teachers. Both of these categories are supported by scientific research and offer teachers the greatest opportunity for influencing change (Kauffman, Mostert, Trent, & Hallahan, 2002).

• There is strong support from research indicating that students with mild disabilities should receive most of their education in regular classrooms. However, inclusion needs to be supported with individualized support and accommodations that may include short, well-designed, and intense pull-out placements (McLeskey, Hoppey, Williamson, & Rentz, 2004).

• In comparing a pull-out instruction model to an inclusion model, Rea, McLaughlin, and Thomas found that students with learning disabilities placed in inclusion classrooms received higher grades, performed as well or better on standardized testing, had no more behavior problems than students in the pull-out model, and attended school on a more regular basis (Rea, McLaughlin, & Walther-Thomas, 2002).

• Functional Behavior Assessments (FBA) are useful tools that should be used to determine the cause of behavior problems as well as identify replacement behaviors that serve the same function as the problem behavior, but are more appropriate (Scott, 2002).

• Reverse peer tutoring has been shown to be effective in reducing behavior problems in inclusive classrooms for students with emotional and behavioral disorders. Reverse peer tutoring involves a student with a disability tutoring a student without disabilities. Benefits include:

- a change in status due to placing a student in a prestigious role - strengths instead of weaknesses become the focus of intervention - students are motivated by the activity itself, thus eliminating the need for tangible rewards - both the tutor and tutee influence one another in a positive manner - classroom behavior improves due to a change in an antecedent, not due to a consequence - behavior changes due to involvement in meaningful activities thus motivating teachers to

emphasize using creative instructional strategies instead of consequences (Tournaki & Criscitiello, 2003)

BACK TO SQUARE ONE CLASS DISCUSSION

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• The curricular modifications of including class-wide student choice and high-interest activities have been shown to reduce disruptive behaviors in inclusive settings. In addition, these modifications were successful in addressing behaviors that had not been responsive to class-wide behavior programs already in place (Kern, Bambara, & Fogt, 2002).

• Strategies to help promote an inclusive learning environment include: - teaching students about disabilities and how these disabilities impact behavior - providing disability simulations - encouraging social interaction through such programs as peer buddies,

lunch mates, or study partners - teaching respect for students with disabilities and tying this teaching into

bullying prevention (Klotz, 2003).

KEEP IN MIND… • Instructional strategies such as cooperative grouping and peer tutoring help promote the value of

everyone in the classroom. • It is important to involve parents when designing possible behavior interventions. • Teachers should build upon any potential strengths that students may have.

RESOURCES

Kauffman, J. M., Mostert, M. P., Trent, S. C., & Hallahan, D. P. (2002). Managing classroom behavior: A reflective case-based approach (3rd ed.). Boston: Allyn and Bacon.

Kern, L., Bambara, L., & Fogt, J. (2002). Class-wide curricular modification to improve the behavior of students with emotional and behavioral disorders. Behavioral Disorders, 27, 317-326.

Klotz, M. D. (2003). Inclusion of students with disabilities: Strategies for teachers and parents. National Mental Health and Education Center. Retrieved December 11, 2004, from http://www.naspcenter.org/inclusion.html.

McLeskey, J., Hoppey, D., Williamson, P., & Rentz, T. (2004). Is inclusion an illusion? An examination of national and state trends toward the education of students with learning disabilities in general education classrooms. Learning Disabilities Research & Practice, 19(2), 109-115.

Rea, P. J., McLaughlin, V. L., & Walther-Thomas, C. (2002). Outcomes for students with learning disabilities in inclusive and pullout programs. Exceptional Children, 68(2), 203-223.

Scott, T. (2002). Removing roadblocks to effective behavior intervention in inclusive settings: Responding to typical objections by school personnel. Beyond Behavior, 12(1), 21-26.

Tournaki, N., Criscitiello, E. (2003). Using peer tutoring as a successful part of behavior management. Teaching Exceptional Children, 36(2), 22-29.

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Development, Individual Differences, and Classroom

Eric's Last Stand

Linda K. Elksnin, Linda Hardin, and Susan P. Gurganus

The call came over the loud speaker for me to go immediately to Mrs. Lang's

trailer. I could tell by the sound of the secretary's voice that something was terribly

wrong. I dismissed my older resource students and asked my teaching assistant to

watch my two remaining students, who were from Mrs. Lang's second grade class. The

look in these students' eyes told me they were frightened because they knew something

was happening in their classroom.

I ran over to Mrs. Lang's trailer and saw her standing outside with her students.

I could see our assistant principal Mrs. Lunsford, standing in the doorway of the trailer.

When she looked at me, her eyes warned me to proceed with caution. I could hear the

banging sound of desks hitting desks and the wailing of an upset little boy. When I

reached the trailer, Mrs. Lunsford moved and allowed me to peek inside.

There he was, just a mite of a boy. Tears were streaming down his face like rain

running down a window pane. I saw him kick a stuffed animal across the room like it was

a kickball. He clenched his little fists by the sides of his head and brought them down in a

quick jerk to his hips. He crossed his arms and pushed against his stomach as a loud

groan filled the disarrayed classroom. He remained in that position for a few seconds and

then very slowly and quietly raised his head. He seemed to be in a state of utter

exhaustion. He just stood there, as if suspended in time.

I walked very slowly toward him and softly called his name. "Eric," I said, "let me

sit on the rug and talk to you." He backed away from me like a suspicious animal. I

thought for a moment and slowly got down on my knees. We were eye-to-eye. I could

feel that he was uncomfortable with that so I scrunched up my body a little bit and made

myself shorter than Eric. I wasn't sure if he was going to lose it again and start whirling

chairs around. I did know that I couldn't get up as fast as I used to and that maybe I had

not made such a wise choice of seating positions. However, Eric began to show signs of

feeling more at ease and so did I. My knees were starting to burn like fire so I sat down

and stretched out my legs. Eric was still standing. I looked at him and very calmly said,

"Eric, please bring me the stuffed bear that looks so lonely just sitting by himself. (This

bear was the stuffed animal that Eric had kicked across the room.) He brought the bear to

me. I examined it and asked Eric, "Do you see any places where he might be hurt?" Eric

reached, for the bear, looked it over, and said, "I think he has a headache because he hit

his head on the wall."

Mrs. Lunsford entered the classroom and told Eric that his mother was here to

pick him up. Eric threw down the stuffed bear and ran out the door to find his mother. We

followed and watched as a stout woman bent down and picked the little boy up. A big

smile came over Eric's face.

"Mrs. Lunsford, I want to apologize for my son's behavior. May I meet with you

and Mrs. Lang this afternoon around 3:30? My mother will be home and she can take

care of Eric." After agreeing to meet with Mrs. Glover, Mrs. Lunsford thanked me for my

help.

The next morning Mrs. Lang came to my classroom and asked if she could talk

with me about Eric during her planning period. When we met at two o'clock, Mrs. Lang

confessed, "I've never had an episode like that happen in my classroom! The only thing I

could think to do was to get the other students outside so that nobody would get hurt. I

need to talk to you about Eric and his disruptive behavior. Mrs. Lunsford wanted to

come, but she has an administrator's meeting."

Mrs. Lang began by giving me a little background information about Eric. He was

seven years old and small for his age. Sometimes the other children in the class teased

him about his small stature, but Eric usually just ignored it or laughed about it. His school

attendance had been very good and he missed only two days as a first grader. Mrs. Lang

had checked his health card and noted that he had passed his hearing and vision

screenings. Eric's mother said he had asthma, but he had not had an attack in the two

years he had attended our school.

Mrs. Lang continued by telling me that Mrs. Glover worked at a downtown

hospital as a secretary. Eric's father, who was a skilled carpenter, had been unemployed

for quite some time. Eric was an only child and he and his parents lived in a small

subdivision that was home to people with low-medium incomes.

After Mrs. Lang finished, I asked her to tell me about Eric's behavior in class.

"Before I answer your question, I should tell you what Mrs. Glover shared with me and

Mrs. Lunsford yesterday. I think it might shed some light on the situation. You have to

promise that you won't say anything to anybody about this. It is very confidential," said

Mrs. Lang.

"Are you sure you are at liberty to tell me?" I asked. I was, thinking that

perhaps the information should not be shared without Mrs. Glover's permission or

without Mrs. Lunsford being at the meeting.

Mrs. Lang assured me that Mrs. Lunsford had requested that the information be

shared with me because they both felt that Eric might have psychological problems. "We

have already talked to the counselor and she will be talking to Eric soon," Mrs. said.

She proceeded to tell me a story that would tug at my heartstrings. Mrs. Glover

told Mrs. Lang and Mrs. Lunsford that her husband was an alcoholic and had been for

several years. When they first were married, she had no idea that Mr. Glover had a

drinking problem. They had met at church and dated only a short time before marrying.

She knew that he liked to go out with the boys once a week and really didn't mind until

he started coming home drunk. She said he started drinking every night and on the job.

He was warned several times by his boss that if he did not stop drinking, he would be

fired. Mr. Glover continued to drink on the job, and eventually was fired.

Several months before he lost his job, Mr. Glover's behavior began to change. He

would get angry easily and curse at his wife and son for no apparent reason. One day he

hit his wife. His violent episodes increased and Eric would lock himself in the bathroom

so that he would feel safe. Last summer Mr. Glover arrived home drunk and proceeded to

beat Mrs. Glover in front of Eric. Eric was so afraid his daddy was going to kill his mama

that he ran to another room and dialed 911. Within minutes, the police arrived and

arrested Mr. Glover. Eric was afraid his daddy would be mad at him, but he was still glad

he had saved his mama.

Because Mr. Glover had no prior record, he was sentenced to probation only. He

promised his wife he would stop drinking and that he would never lay a hand on her

again. To Eric's dismay, Mrs. Glover agreed to take him back.

Eric's behavior at home began to change. He would sometimes get mad at his

daddy and throw things at him. He refused to do his homework and would occasionally

tear up homework he had completed. Several times he locked himself in the bathroom,

where he would fall asleep in the tub with his pillow and blanket.

I was so involved in Mrs. Lang's story I lost track of time. "You're really worried

about your day with Eric tomorrow aren't you?" I asked. Mrs. Lang told me she was

really scared she would do the wrong thing and that Eric would get violently upset again.

When I asked her what happened before Eric's outburst, she said students were correcting

a worksheet that required them to identify the main idea and some details of a story. She

had been working on this for some time, but I thought to myself that this might be

difficult for some second graders.

Eric could state the main idea of the story, but had a hard time listing relevant

details. When his paper was returned for him to make corrections, he threw it on the

floor. When Mrs. Lang told Eric he would have detention unless he tried to correct his

paper, he kicked his desk into another student's desk and knocked it over. Eric totally lost

control when, in a loud voice, Mrs. Lang ordered him to pick the desk up.

Mrs. Lang told me that Eric had difficulty completing his classwork and often had

to stay in from recess to finish it. If the work was still not completed, it was assigned as

homework. She reassured me that Eric was capable of finishing his work, but that he just

wasn't motivated.

Often, Mrs. Lang would assign her second graders to cooperative learning groups

to work on reading, social studies, and science projects. Eric was uncooperative and

complained that group members didn't want him in their group. Mrs. Lang removed him

from the group, but Eric would refuse to work independently. On four of these occasions,

Eric was sent to Mrs. Lunsford for disciplinary action.

The next day Mr. Shapiro, the principal, burst into my room yelling that he

wanted "that Glover kid" tested for emotional disabilities as soon as possible. He said that

Eric had tried to stab another student on the bus with a pencil and that he was out of

control. Eric was in the office waiting for his mother to pick him up. Mr. Shapiro wanted

me to calm Eric down and to have evaluation permission forms ready for Mrs. Glover's

signature.

When I arrived at the office, Eric was crying uncontrollably and trying to pull

away from Mrs. Lunsford. When he saw me, he cried, "Ms. Garver, help me!" My eyes

filled with tears and I had to turn away for a few seconds. I regained my composure and

told Mrs. Lunsford that I would take care of Eric. The look in her eyes told me that she

was very thankful.

I took Eric by the hand and led him into the clinic. I patted my lap and motioned

for him to sit on it. He jumped up and put his arms around me and sobbed. I didn't say a

thing; I just started rocking back and forth. He stuck his thumb in his mouth and started

sucking on it. His eyelids got heavy and before I knew it he had gone to sleep. I just kept

rocking. The secretary came in and said that Eric's mother was on her way. I asked her to

please give the referral papers to the principal so that he could talk to Mrs. Glover about

evaluating Eric.

I was still rocking Eric when his mother arrived. Mrs. Glover saw us in the clinic

and I could see that she was upset. Before she approached me, Mr. Shapiro spotted her

and asked her to come into his office. My back was beginning to hurt and my arms were

getting numb from holding Eric. I was afraid to wake him up until his mother was

finished talking to Mr. Shapiro. After what seemed an eternity, the principal and Mrs.

Glover walked into the clinic. His mother did not wake Eric; she simply took him in her

arms and walked out the door.

When Mrs. Glover was out of sight, Mr. Shapiro told me that he had suspended

Eric for three days. Mrs. Glover had given her signed permission for us to evaluate Eric

for possible special education placement as a child with behavior disorders. Mr. Shapiro

made it clear that Eric's evaluation was a priority. I was to begin assessing his academic

achievement as soon as he returned to school on Wednesday. The school psychologist

was notified that Eric would be tested before any other student was evaluated.

Eric was absent the day he was scheduled to be evaluated by the school

psychologist. I called Mrs. Glover at work, but she had not gone in that day. There was

no answer at home either. Around noon, Mrs. Glover came to school to talk to the

counselor. There had been more trouble at home. Eric found a gun in his father's coat

pocket and he asked him about it. His daddy told him that he was a policeman now and

that he had to carry a gun. Eric thought his daddy was lying so he called 911 and told the

dispatcher that his daddy had tried to shoot him. When the police arrived, Eric met them

at the door. When he was confronted by the police, Mr. Glover denied that he tried to

shoot his son. Eric finally told the police that his daddy didn't really try to shoot him, but

that his daddy carried a gun in his coat pocket. The police found the gun in one pocket

and some cocaine in the other. Eric's father was handcuffed and hauled off to jail.

The following day Eric was back at school. Before the bell rang for school to

begin, he ran around the playground telling nearly all of his classmates what had

happened. By the time the bell rang, Eric was a hero. The students were all excited as

they entered the classroom and Mrs. Lang had a difficult time getting them to settle

down. Eric really seemed to enjoy the sensation he had created. During the morning, Eric

tried hard in his reading group and worked independently on his folder assignments.

When the class lined up for lunch, Eric started crying. He then started screaming

and threw his lunch card on the floor. He stomped on it several times and then yelled, "I

hate this damn school!" Mrs. Lang sent a student to get me. As I approached her

classroom, I saw Eric jump the steps outside her classroom and hit the ground running. I

hiked up my straight blue jeans skirt and took off after him. He ran into the building and

down the fifth grade hall. I was several feet behind him and was running out of breath;

my sides ached. Eric took a turn toward the cafeteria. There was a big crowd of students

and he had to slow his pace. I finally caught him! Eric laughed hysterically as I escorted

him back to class.

Mr. Shapiro had observed the chase and asked to see me in his office. As soon as

I arrived he yelled that he wanted something done with this kid and he wanted it done

fast. When he asked me why Eric hadn't been placed in a behavior disorders classroom; I

explained he hadn't even been evaluated yet. Red-faced, Mr. Shapiro asked his secretary

to get Mrs. Glover on the line. While he waited, he yelled at me to get Eric's lunch and

bring it to the office. He continued to mutter that he would take care of Eric. I felt that

Mr. Shapiro was insinuating that no one else had the capability to solve the problem. I bit

my tongue and wondered what would happen next. Questions:

1. Identify the responses from all adults to Eric’s behavior. What are the different ideas for handling Eric and how does Eric respond to them?

2. Discuss this case from Eric’s point of view. How is it different from the original

case? Why is it different?

3. Identify antecedents, behaviors, and consequences for Eric’s outbursts. What crisis management techniques could both the classroom teacher and Mrs. Garver use?

4. Recommend a behavior management program for Eric involving home and

school. Note what legal rights and responsibilities need to be observed.

5. Identify the needs behind Eric’s behavior. Determine how the teachers could help Eric meet his needs in a positive manner.

6. Identify how the home information affects the school situation. Determine

alternative ways the school can use this information to help Eric and his Mom.

7. Was Mrs. Lang acting ethically in discussing Mrs.Glover’s information with Ms. Garver? Why or why not? Who else needed to know that information? Who does not need to know that information?

8. Mr. Shapiro and Ms. Garver evidently do not agree on how to handle Eric when

he misbehaves. How does Ms. Garver feel Eric and his behavior should be managed? Mr. Shapiro? What would be best for Eric? Are they both working toward this?

Behavioral Approaches to Learning, Classroom Management

What Do I Do with Tim Now?

Hollace Abrahms, Mary Anne Lecos, Shirly Raines, Lucille Sorenson, Kenena Spaulding, Paula Treiber, and Pamela von Bredow

Mary Pappas was at her wit's end. And it was Tim again—always Tim who was driving her there. Mary, gentle and soft spoken, was in her first teaching assignment, having taken over in January for a teacher on maternity leave. The two teachers' styles of teaching were very different, and the former had left behind a legacy of children with poor behavior. Mary had an opportunity to observe the class before taking it over, and she had seen children crawling on the floor, jabbing each other with open paper clips, and no one working quietly. She had also heard unkind comments back and forth, as well as children voicing interest in topics well beyond their years.

Even as a first year teacher, Mary felt she needed to change many of the behaviors she was seeing, for the educational good of the children and for her own survival. She also believed that the administration would approve of such changes. Comments made to her by other teachers indicated that the children's poor behavior had not gone unnoticed by faculty and administration alike.

So, she began her first week of teaching by firmly, but gently, introducing changes in the classroom rules. The children were to sit in their seats, work quietly, speak kindly, and never ever open up a paper clip to use as a weapon. She introduced age-appropriate activities (stories, songs, and poems), and did not allow the salacious joking that she had heard while she was observing the class.

The road was not an easy one for Mary, however. The children had become quite entrenched in their wayward behavior and were not interested in changing it for someone they did not know. They tested her rules, continued to crawl about the room, and laughed at her stories and poetry. Children who should have been good students had drifted into apathy and were quite content to stay there. It did not take Mary long to realize, as well, that five or six of the children in the class seemed to have severe learning difficulties. Upon looking into the matter, she discovered that they had never been referred for a special evaluation of any kind.

Drifting on and off of center stage, with this classroom as a backdrop, was Tim, a child with a difficult home life and little self-confidence. His working parents saw him for about one hour of each day. For the rest of the time, he was at a childcare center or at school. Mary remembered watching Tim misbehave when she observed in the classroom, so she knew that his poor behavior was a continuation of former habits, not something new put on for her benefit. The first few days she taught, he had started out by crying as he said, "I'm no good. I'm stupid. I can't do this work."

When a parent conference elicited little or no change in Tim's work habits, Mary insisted that he try to do his work. His self-pity then turned to anger toward Mary. "I'm going to kill you," he yelled. "I hate you, and I'm going to kill you."

Tim had a store of expletives, and he tried them all. He also threw chairs, and, several times, turned over his desk, spilling its contents all over the floor. Mary realized that this behavior was out of bounds, and with the approval of the school counselor, decided to refer Tim for possible ED (Emotionally Disabled) services. When she called Tim's parents to apprise them of this fact and to invite them to the meeting, she received icy coldness from their end of the line.

"This didn't happen with Mrs. Farmer," was all his mother said.

Mary realized that she would receive little or no help from Tim's parents. In fact, she felt their hostility toward her was growing. It stung that she, who cared enough for Tim to try to work through his problems, was being blamed for a situation she had inherited and not one she created. "This didn't happen with Mrs. Farmer," kept going through her mind, although she knew otherwise.

The screening committee date was set, and Mary was notified that Tim was on the schedule. His parents had the communication also, and they would be attending the meeting. Mary decided to go on with the week's activities and continued to write down her observations of Tim's behaviors so that she would be prepared for the screening committee.

It was Friday afternoon. She had promised the class a party if they received 20 unsolicited compliments over a period of weeks. Plans were made and nothing remained but to wait for the two o’clock party time.

Early in the afternoon, Tim began to test the limits. He refused to take a spelling test, then tore his paper into little pieces and put them into the wastebasket ceremoniously. He stood up with a sneer on his face, when he should have been sitting. Then he swiveled his hips suggestively. He hung across the seat of his chair upside down, flipping bits of crayon and pencil in every direction. No matter what Mary said, he did not change his attitude or his behavior.

What am I to do? He's calling my bluff and he is only in first grade, but knows better and he is doing these things to see my reactions. What am I going to do with Tim now?

Mary Pappas did not allow Tim to attend the class party. After corroborating her decision with the school counselor, she sent Tim to the office for the time of the party and discussed with him afterwards the reasons for her action. Tim was angry, but Mary maintained a calm, quiet posture.

Before the screening committee met to evaluate Tim's behavior, Mary shared her concerns with the principal. She explained why Tim was being referred for services and

that the parents would probably lay the blame on Mary. At the committee meeting, when Tim's mother said, "He never behaved this way for Mrs. Farmer," the principal said, "Oh, but Mrs. Farmer talked to me about Tim's behavior several times." This adroit statement by a perceptive and supportive administrator took the onus from Mary and put it where it belonged. It became Tim's and his parents' responsibilities to face his misbehavior, which they did.

It was not magical, but there was a perceptible change in Tim's classroom behavior from that point until the end of the year. And on the last day of school, when Mary assigned the topic "Who I Am" as a writing assignment, Tim wrote, "I can run. I can read. I am me."

Mary's classroom also began to bond together and with her. By March, Mary felt that the children were really hers and that a mutual love and respect had begun to develop. She attributed this to hard work, genuine caring, a sense of humor, consistency, and an attitude of never giving up on the children (and there were days when it might have been tempting to give it all up).

Between January and May, five children were screened for particular needs, three of whom were found eligible for special services delivered within the classroom. The other two were put on the list of those to continue monitoring. Mary benefited from what she learned during the screening process.

The school principal, counselor, and other specialists remained supportive throughout the year, adding strength and credence to the values Mary worked to instill in the children. The class had an excellent kindergarten background; consequently, Mary was able to reinstate familiar and comfortable patterns of appropriate behavior.

Before the end of the year, Mary realized that her students had become children again, with a genuine enjoyment of age-appropriate activities and an active concern for one another. They had settled into learning activities with enthusiasm and had developed their respect for school and for authority.

The next year, Tim settled into second grade more easily. He received services for his learning disabilities, a condition suspected in first grade but impossible to verify because of his extreme anger and refusal to cooperate with the child study team. He was more cheerful and interacted positively with his friends and teacher. He occasionally stopped by Mary's room "Just to say hello."

Questions:

1. What behavioral approaches did Mary try with her classroom and Tim? 2. What other behavioral approaches would you suggest for this classroom? Make a

list of suggestions.

3. What might have happened if Mary had allowed Tim to attend the party?

4. List the responsibilities of each of the following in preparation for the screening committee meeting: Mary, counselor, principal, parents.

5. What effect does Mary’s teaching style have on the way she handles her new

class? On the way she handles Tim?

6. How would you handle a situation where a parent refused to recognize that his or her child had a discipline issue?