Module:

Addressing Disruptive and Noncompliant Behaviors (Part 2): Behavioral Interventions

Wrap Up

At the beginning of this two-part module series, Ms. Rollison was frustrated by some non-compliant and disruptive behaviors displayed by Tameka and Patrick, two of her students. In the first module, she learned about the acting-out cycle and its various phases, as well as the appropriate student interventions to use for each phase.

Ms. Rollison was able to decrease Tameka's refusal-to-work behaviors and increase initial compliance using high-p requests and choice making.

She then collected baseline data on some of Patrick's behaviors to determine the rate and frequency with which they were occurring. Using these data, she developed several differential reinforcement procedures to reduce the occurrences of behaviors such as making rude comments, excessive hand-raising and calling-out, and out-of-seat activities.

Ms. Rollison has also discovered that the interventions she learned from Ms. Thibodeaux—high-p requests, choice making, and differential reinforcement—are effective interventions that can work with all of her students. She finds that she can use these techniques to increase a range of positive behaviors, all of which contribute to fewer classroom distractions and disruptions and allow for more time in academically engaging activities.

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? What aspects of these students' behaviors do you think Ms. Rollison should focus on? Who can Ms. Rollison go to for help? What can Ms. Rollison do to encourage initial compliance to her requests? What techniques can Ms. Rollison use to manage the disruptive and non-compliant behaviors of students like Patrick and Tameka?