Module:

Addressing Disruptive and Noncompliant Behaviors (Part 1): Understanding the Acting-Out Cycle

Wrap Up

Listen as Kathleen Lane offers some final thoughts about this model. (Time: 1:00) View Transcript

Kathleen Lane, PhD Vanderbilt University Nashville, Tennessee

The most salient point is that—in many cases—teachers have the ability to either prevent or fuel problem behaviors. Those who are not well versed in how the cycle operates, and in when and how to intervene appropriately, run the risk of unleashing more serious and potentially destructive student behavior.

Think back to your initial responses to the following questions. After working through the resources in this module, do you agree with your Initial Thoughts? If not, what aspects of your answers would you change? Ms. Rollison has a comprehensive behavior management plan in place. Why isn't it working for all of her students? How can Ms. Rollison determine what behaviors she should address and when she should address them?

If you are interested in learning more about behavioral interventions, please view the following IRIS Module:
	Addressing Disruptive and Noncompliant Behaviors (Part 2): Behavioral Interventions

That module introduces three behavioral strategies to manage student behavior:

1. Differential reinforcement
2. High-probability requests
3. Choice-making

Each strategy is described along with the steps necessary to implement it to prevent undesirable student behaviors from escalating to more serious levels.