Addressing Disruptive and Noncompliant Behaviors (Part 1): Understanding the Acting-Out Cycle
The acting-out behavior cycle is a useful model for helping teachers to understand the causes of misbehavior and for suggesting strategies for avoiding problems wherever possible.
Listen as Kathleen Lane offers some final thoughts about this model (time: 0:59).
Kathleen Lane, PhD
Professor of Special Education
University of Kansas
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.
Revisiting Initial Thoughts
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?
The second module in this two-part series introduces three behavioral strategies to manage student behavior: differential reinforcement, high-probability requests, and 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. If you are interested in learning more about these behavioral strategies, please view the following IRIS Module:
When you are ready, proceed to the Assessment section.