Disruption in the
Classroom
Prevention, Response, and Restoration
A Student in Crisis
Dubitsky & Quintero, 2010
2
A Student in Crisis
o Children who exhibit explosive or
noncompliant behavior present a difficult
challenge to school personnel and parents.
o The increasing number of students who
attend school with behavioral and emotional
problems is of growing concern.
Dubitsky & Quintero, 2010
Smallwood, 2003
3
The Teacher’s Challenge
o Teachers who lack the ability to cope
with student misbehavior may perceive
themselves as unsuccessful
o Teachers have expressed more anger and
helplessness concerning the child they
perceived as most disruptive
Dubitsky & Quintero, 2010
Stoughton, 2007; Spilt & Kooman, 2009
4
The Teacher’s Challenge
Dubitsky & Quintero, 2010
5
Training Outline
o Prevalence of childhood mental disorders
o Classroom strategies:
– Prevention
– Response
– Restoration
Dubitsky & Quintero, 2010
6
Pre-test
Dubitsky & Quintero, 2010
7
Mental Health Needs of Students
o Prevalence
o Common Childhood Mental Disorders
o Cultural Considerations
o Educational Implications
Dubitsky & Quintero, 2010
8
Prevalence
o According to a 2000 Surgeon General Report on
Children’s Mental Health, a high rate of disruptive
behaviors exists
o Approximately 15 million children and adolescents in
the United States have mental health problems
o Less than 35% receive treatment for these disorders
Dubitsky & Quintero, 2010
National Health Interview Survey
Centers for Disease Control
9
Medical Trends
2008 National Health Interview Survey
o Parents of 15% of US students 4-17 y.o. sought help
o 89% of these children were prescribed medication
for Attention-deficit/Hyperactivity Disorder (ADHD)
o Increase in children receiving stimulant drugs and
antidepressants
Dubitsky & Quintero, 2010
National Health Interview Survey
Centers for Disease Control
10
Common Childhood Mental Disorders
o Attention-deficit/Hyperactivity Disorder
(ADHD)
o Anxiety
o Depression
Dubitsky & Quintero, 2010
11
ADHD
o ADHD is a neurobiological disorder
o Marked by inattention, hyperactivity, and
impulsivity
o Approximately 3% to 7% of the school-age
population has ADHD
Dubitsky & Quintero, 2010
American Psychiatric Association, 2000
12
ADHD
o In the classroom this may look like:
–
–
–
–
–
–
–
Difficulty organizing tasks and activities
Loses things
Easily distracted
Difficulty remaining seated
Blurts out answers before questions are asked
Memory difficulties
Difficulties with social and adaptive functioning
Dubitsky & Quintero, 2010
Brock, Grove, Searls, & Martinez, 2008;
Sattler, Weyandt, & Willis, 2006
13
Anxiety
o Worry: repetitive thoughts related to possible
threatening outcomes and potential
consequences
o Girls twice as likely as boys
o Separation Anxiety Disorder is specific to
children
Dubitsky & Quintero, 2010
Huberty, 2008
14
Anxiety
o In the classroom this may look like:
– Restlessness
– Erratic behavior
– Withdrawal
– Worry
Dubitsky & Quintero, 2010
Huberty, 2008
15
Depression
o Depression and anxiety frequently occur
together
o Anxiety most likely preceded depression
o The ratio of girls to boys is about 2:1 to 3:1
o Rates for girls tend to increase at about 13-15
years old
Dubitsky & Quintero, 2010
Huberty, 2008
16
Depression
o In the classroom this may look like:
– Shows limited effort
– Irritability
– Inappropriate responses to events
– Concentration problems
Dubitsky & Quintero, 2010
Huberty, 2008
17
The Impact of Poverty
o Children from impoverished communities are more
likely to have behavioral and academic difficulties
o Acute stressors: Exposure to community violence and
homelessness
o Chronic stressors: Hunger, insufficient household
heat, decrepit living conditions, and worries about
the safety of loved ones
Dubitsky & Quintero, 2010
Mendez, 2010;
Buckner, Mezzacappa, & Beardslee, 2009
18
A Model of Prevention,
Response, and Restoration
Classroom
Environment
Restoration
Dubitsky & Quintero, 2010
Crisis
Response
19
A Model of Prevention,
Response, and Restoration
o Classroom Environment
– Teacher-student relationships and a strengthbased classroom
o Crisis Response
– Response to a child experiencing a crisis
o Restoration
– Psychological intervention for the student and
reintegration of the student into the classroom
Dubitsky & Quintero, 2010
20
Classroom Environment
o Efficacy of positive teacher-student
relationships
o Creating a Safe Place
o Building a strength-based classroom
o Incorporating Solution-focused Brief Therapy
techniques in the classroom
Classroom
Environment
Dubitsky & Quintero, 2010
21
Classroom Environment
o Efficacy of positive teacher-student relationships
– Development of early competencies linked to the
quality of the teacher-child relationship
– Emotional support and closeness function as
protective factors for children with behavior
problems
Dubitsky & Quintero, 2010
Pianta & Stuhlman, 2004; Spilt and Koomen, 2009
22
Classroom Environment
o Efficacy of positive teacher-student relationships
– Students who feel connected to teachers are more
likely to:
• use those teachers as models
• accept feedback from them
• try to meet their behavioral expectations
• perform better academically
Dubitsky & Quintero, 2010
Osher et al., 2008
23
Classroom Environment
o Creating a Safe Place
– A safe place provides a safe haven
– Allows students to regain composure
– Can be used to remove a student
experiencing an emotional crisis from the
main classroom space
Dubitsky & Quintero, 2010
Bafumo, 2006; Smallwood, 2003;
Dwyer et al., 1998
24
Classroom Environment
o Creating a Safe Place
– Located in a corner of the classroom,
behind a partition, or in an alcove
– Fairly private, comfortable, and accessible
for all students
Dubitsky & Quintero, 2010
Bailey, 2001
25
Classroom Environment
o Strength-based classroom
– identifies a student’s “signature strengths” strengths that students already possess
– The teacher tries to change the context
from one of failure (problem-focused) to
hopefulness (solution-focused)
Dubitsky & Quintero, 2010
Cantwell, 2006;
Melvin, Korthase, & Marquoit, 2005;
Metcalf, 1999
26
Classroom Environment
o Solution Focused Brief Therapy (SFBT) in
the Classroom
– From a solution-focused approach, kids
know what would make life better and have
some ability to make it happen
Dubitsky & Quintero, 2010
27
Classroom Environment
o Solution-focused Brief Therapy Techniques
– Strength-Based Language:
• Highlights what the student is doing that is
working.
• It invites the student to do more of what is already
working or to try changes to achieve success.
• The teacher asks the student, “How did you do
that?” or “How have you managed to prevent
things from becoming worse?”
Dubitsky & Quintero, 2010
Metcalf, 1999
28
Classroom Environment
o Solution-focused Brief Therapy Techniques
– Miracle Question:
• Helps the student describe small, realistic doable steps
they can take as soon as the next day
• For example, “If you woke up tomorrow and
discovered that a miracle had occurred overnight, what
would be different as you went through your day that
would tell you things were better for you?”
• To encourage the student to begin taking action, “How
could you begin achieving that on a very small scale, on
your own, just for the next week?”
Dubitsky & Quintero, 2010
Metcalf, 1999
29
Classroom Environment
o Solution-focused Brief Therapy Techniques
– Exceptions:
• Something that happens instead of the
problem
• Often spontaneously and without conscious
intention
• The question asked to the student is, “What is
different about the times when this is less of a
problem?”
Dubitsky & Quintero, 2010
Metcalf, 1999
30
Classroom Environment
o Solution-focused Brief Therapy Techniques
– Scaling:
• Scaling is useful in helping students to assess their own
situations, track their progress, or evaluate how others
might rate them on a scale of 1 to 10.
• “On a scale of 1 to 10 with 1 being the problem is in
control to 10, you are in control of the problem; where
are you at today?”
• “Where would you like to be next time and what will
you need to do to get there?”
Dubitsky & Quintero, 2010
Metcalf, 1999
31
Crisis Response
o Establishing a Plan
o Early Warning Signs
o Responding to Disruptive Behavior
Crisis
Response
Dubitsky & Quintero, 2010
32
Crisis Response
oEstablishing a Plan
– Develop a procedure
– Identify which staff members will be
involved
– Partner teachers
– Select community outlets
– Include steps for keeping everyone safe
Dubitsky & Quintero, 2010
Dwyer, et al., 1998; Barbetta, Norona, & Bicard,2005;
33
Adamson & Peacock, 2007
Crisis Response
oActivity: Creating a Plan
- The teacher’s responsibility:
• Who to Call
• Partner Teacher(s)
• Evacuation Areas
Dubitsky & Quintero, 2010
34
Crisis Response
oEarly Warning Signs
– Students with mental illnesses and severe
behavioral difficulties
– May express frustration with severe emotional
outbursts or self-injurious behavior
– Be aware of the early warning signs associated
with emotional outbursts and violence
Dubitsky & Quintero, 2010
Gecker, 2008; Dwyer et al., 1998
35
Crisis Response
oEarly Warning Signs
–Environmental:
• being a victim of violence
• drug and alcohol abuse
• gang affiliation
• access to weapons
Dubitsky & Quintero, 2010
Dwyer et al., 1998
36
Crisis Response
oEarly Warning Signs
–Social:
• social withdrawal
• being bullied
• intolerance of differences
Dubitsky & Quintero, 2010
Dwyer et al., 1998
37
Crisis Response
oEarly Warning Signs
–Emotional:
• feelings of isolation
• rejection
• uncontrolled anger
Dubitsky & Quintero, 2010
Dwyer et al., 1998
38
Crisis Response
oEarly Warning Signs
–Behavioral:
• low school interest
• depictions of violence in writings or drawings
• bullying others
• a history of past aggressive or violent behavior
• a history of discipline problems
• serious threats of violence
Dubitsky & Quintero, 2010
Dwyer et al., 1998
39
Crisis Response
o Imminent Warning Signs
– Can signal that a student is close to dangerous or
severely disruptive behavior
– Behaviors are much more severe
– Require an immediate response
– Safety is the foremost priority
– Initiate the response plan for a child in crisis
Dubitsky & Quintero, 2010
Dwyer et al., 1998, Dwyer & Jimerson, 2002
40
Crisis Response
o Imminent Warning Signs
– serious physical fighting with other students or
family members
– severe destruction
– extreme rage for seemingly minor occurrences
– detailed threats of serious violence
– possession of a weapon
– self-injurious behavior
– threats of suicide
Dubitsky & Quintero, 2010
Dwyer et al., 1998
41
Crisis Response
oResponding to Disruptive Behavior
–Initiate the crisis plan
–Try to remain calm
–Ensure the safety of all students and
staff members
Dubitsky & Quintero, 2010
Loucks, Rutledge, Hatch, & Morrison, 2010;
Widger, 2007; Merchen, 2010
42
Crisis Response
oResponding to Disruptive Behavior
– Avoid attempting to de-escalate the crisis
through physical or threatening means
– Validate the child’s feelings
– Reinforcing appropriate behavior or coping
strategies
– Just standing in the room may be the best
course of action until help arrives
Dubitsky & Quintero, 2010
Merchen, 2010
43
Crisis Response
oThe ABC’s of Crisis Response
–Alert Response Staff
–Be Safe!
– Keep Calm
–Don’t Interfere
–Evacuate Students (if necessary)
– Validate Feelings until help arrives
Dubitsky & Quintero, 2010
44
Crisis Response
o Responding to Disruptive Behavior
– Contact identified responders
• school administrators, school psychologists,
and partnering teachers
• quick response from these personnel may
lessen the emotional, psychological and
physical damage a student in crisis may cause
Dubitsky & Quintero, 2010
Dwyer et al., 1998
45
Crisis Response
o Responding to Disruptive Behavior
– Ensure safety
– If the student is violent or destructive, the
classroom may need to be evacuated
– If the student is not violent, but selfinjurious or inconsolable, the student may
be moved away from the classroom space
Dubitsky & Quintero, 2010
Dwyer et al., 1998; Dwyer & Jimerson, 2002
46
Crisis Response
o Responding to Disruptive Behavior
– Stay within a safe proximity to the child in crisis
until help arrives
– Model composure and facilitate communication
– Speak calmly
– Allow the child to vent
– Validate the child’s feelings
Dubitsky & Quintero, 2010
Widger, 2007
47
Crisis Response
o Responding to Disruptive Behavior
– Do not to physically intervene to protect
school or personal property
– Do not take items from the student or stand
in the student’s way
Dubitsky & Quintero, 2010
Merchen, 2010; West & Kaniok, 2009
48
Restoration
o Psychological Intervention:
Psychological First Aid
o Reintegration into the Classroom
o Changing Behavior Through Positive
Behavioral Interventions
Restoration
Dubitsky & Quintero, 2010
49
Restoration
o Psychological Intervention: Psychological First Aid
– Restore the classroom environment
– Let the child know he or she is cared for
– Calmly discuss the situation with the
student upon their return
Dubitsky & Quintero, 2010
Brock, 1998; Dwyer et al., 1998;
Dwyer & Jimerson, 2002
50
Restoration
o Psychological Intervention: Psychological First Aid
– Other students may also need to discuss their
feelings
– Students may need guidance on how to act when
the child in crisis re-enters the classroom
– The classroom community can design a plan that
makes it easier for the students to cope
Dubitsky & Quintero, 2010
Brock, 1998; Ruzek, et al., 2007;
Dwyer et al., 1998
51
Restoration
oPsychological Intervention:
Psychological First Aid
–Listen
–Protect
–Connect
Dubitsky & Quintero, 2010
Schreiber, Gurwitch, & Wong, 2006
52
Restoration
oReintegration into the Classroom
– Re-enter the child who experienced the
crisis back into the place where the crisis
occurred
– Discuss with the child how their actions
affected other students
Dubitsky & Quintero, 2010
Brock, 1998; Schubert, 2007
53
Restoration
o Using SFBT to help the student reintegrate
– Focus on prevention of future incidents
– Help the child realize that change is possible
– Set goals together that will facilitate positive
change
– The child can walk away from the conversation
feeling hopeful
Dubitsky & Quintero, 2010
Metcalf, 1999
54
Restoration
o Using SFBT to help the student reintegrate
– Exceptions
– Strength Based Language
– Miracle Question
– Scaling
Dubitsky & Quintero, 2010
55
Restoration
o Changing Behavior Through Positive
Behavioral Interventions
– An FBA may prevent future occurrences of the
behavior
– Outside counseling with a community agency
– Students can be taught to monitor their feelings
for signs of a meltdown
– They can advocate for their own emotional wellbeing
Dubitsky & Quintero, 2010
Smallwood, 2003; Sandoval et al., 2009
56
Post-test
Dubitsky & Quintero, 2010
57
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