1 Designing Interview Questions Lisa Jacobi American College of Education CI5523 - Interventions for Students with Challenging Behaviors Dr. Dawn Hickman, PhD April 23, 2023 This study source was downloaded by 100000868971142 from CourseHero.com on 07-24-2023 07:31:40 GMT -05:00 https://www.coursehero.com/file/204516542/module-2-assignmentpdf/ 2 Designing Interview Questions Many students display negative behaviors at some point in their educational careers. Most of these behaviors are minor such as calling out, being off task, or using cell phones when they are not permitted. Although these behaviors can be disruptive, they are usually handled quickly by the teacher. Challenging behaviors are those that disrupt instruction and adversely affect the learning atmosphere. Examples of these behaviors are task avoidance (which often results in the student participating in a noisy or visually distracting behavior), work refusal, physical aggression, verbal aggression, and property damage. Teachers should investigate the reasons behind all behaviors because even when the lowest-level behaviors are ignored they can rapidly escalate into more serious ones. All adverse behaviors in the classroom impact the amount of instructional time the teacher can provide, students’ academic achievement, student involvement and interest, and teacher motivation and stress (Glenn, 2023). When students engage in challenging behaviors, intervention strategies need to be executed quickly and effectively to avoid wasting instructional time (Young & Martinez, 2016). Reasons For Challenging Student Behaviors Skill Deficits (frustration) may cause the student to withdraw, cause anxiety and low selfesteem which can result in tantrums, or other behaviors to mask the student’s lack of understanding. Students with skills deficits are more likely to have classroom behaviors. When a student has skills deficits, they often try to hide their deficits by engaging in disruptive inappropriate behaviors. Often these behaviors hide their anxiety, depression, or feelings of loneliness and lack This study source was downloaded by 100000868971142 from CourseHero.com on 07-24-2023 07:31:40 GMT -05:00 https://www.coursehero.com/file/204516542/module-2-assignmentpdf/ 3 of acceptance. If these behaviors are permitted to continue, results can be extreme. The student falls so far behind they feel as though they will never catch up. They often fail out or drop out of school. When a student’s cause of the behavior is identified as a learning or skill deficit, they need to learn to ask for help. Problem analysis interview questions could include: • Is Response to Intervention being used? • Do accommodations or alternate teaching styles offered to the student help diffuse the behaviors? • If parents are willing to provide additional support on instructional material at home, do the student’s behaviors continue? • When the student is provided with strategies or extra assistance to learn the material, can the student focus on instruction? • When distractions around the student are eliminated, can the student learn the material better? Motivation – apathetic toward school and learning Students who lack motivation at school often exhibit classroom disruptions to overcome feelings of insecurity and poor self-image. When a student lacks motivation teachers need to acknowledge and encourage the student by ensuring them they are in a safe and secure environment. Teachers should let the student know they are valued for giving their best effort. Patiently building on students’ strengths will gain their trust and can lead to success at school. Often students lack motivation as a defense mechanism against the overwhelming feeling of pressure to do well. Many times students are not motivated at school due to a lack of support at home. The indifferent student is difficult to understand and understanding the source of academic This study source was downloaded by 100000868971142 from CourseHero.com on 07-24-2023 07:31:40 GMT -05:00 https://www.coursehero.com/file/204516542/module-2-assignmentpdf/ 4 apathy can be difficult to determine (Cave, 2018). When a student’s cause of the behavior is identified as a lack of motivation, they need to learn to ask for help. Problem analysis interview questions could include: • When new subjects are introduced with real-world applications, is the student more motivated to learn? • When the student is provided with frequent positive reinforcement and made to feel valued, does their interest in learning increase? • Are there priorities outside of school that compete for the student’s time? (Carnegie Mellon University, 2023). • Can the student’s preferred style of learning be incorporated into lessons to increase their motivation to learn? Work Avoidance- strategies students use to try to avoid doing classwork When students use work avoidance to get out of activities or classes, their behaviors usually affect others. When a student wants to avoid working or participating in a nonpreferred activity, they often engage in disruptive inappropriate behaviors or avoid work by asking to use the restroom, wandering around the class, asking the teacher multiple questions, or fidgeting with something at their desk. Often these behaviors are used to avoid topics that do not interest them or are too difficult for them. When a student’s cause of the behavior is identified as work avoidance, they need to understand that they need to participate in the lessons or subject even if they do not like it. They need to know skills taught at school are important for them to rely on in the future. Problem analysis interview questions could include This study source was downloaded by 100000868971142 from CourseHero.com on 07-24-2023 07:31:40 GMT -05:00 https://www.coursehero.com/file/204516542/module-2-assignmentpdf/ 5 • Does the student only avoid tasks in specific subjects? • Does the student avoid tasks at certain times of the day? • Does the student avoid working around specific peers? • Does the student engage more if the instruction is modified to make it more engaging? • If the teacher pairs preferred with non-preferred activities, does the student work better? Sensory issues can result in quick mood changes, avoidance of the classroom, or constant movement Students with sensory issues often have difficulty handling sensory input. When they are in school they are required to adjust to smells, noises, bright lights, and different textures they may find adverse. Changes in routines and schedules can affect them as well. Their bodies sometimes crave movement or stillness. When they cannot regulate the stimuli around them, classroom behaviors may occur that disrupt their learning and the learning of others. Sometimes they hum or make other noises to cope with sounds that distract them. They may seek another place in the room where distractions don’t bother them but at the same time, they are distracting their peers. If sensory issues are not resolved, behaviors often intensify. The student feels out of control and copes with these feelings by falling farther out of control. This often results in disciplinary issues and loss of instructional time. When a student’s cause of the behavior is identified as a sensory issue, they need to learn to self-regulate or ask an adult for the accommodations they need. Problem analysis interview questions may include: • How are self-regulatory skills taught? • Can the sensory stimuli cause problems for the student to be eliminated without causing adverse reactions from the other students? This study source was downloaded by 100000868971142 from CourseHero.com on 07-24-2023 07:31:40 GMT -05:00 https://www.coursehero.com/file/204516542/module-2-assignmentpdf/ 6 • If the student is allowed to learn in a different position (standing, sitting on a ball, etc) does their focus increase? • When the student has fidgets to play with, can they concentrate better? Access to tangibles - Children may engage in certain behaviors because they are looking to gain access to something (DeFranco, 2022). Students with skills deficits are more likely to have classroom behaviors. When a student has skills deficits, they often try to hide their deficits by engaging in disruptive inappropriate behaviors. Often these behaviors hide their anxiety, depression, or feelings of loneliness and lack of acceptance. If these behaviors are permitted to continue, results can be extreme. The student falls so far behind they feel as though they will never catch up. They often fail out or drop out of school. When a student’s cause of the behavior is identified as a learning or skill deficit, they need to learn to ask for help. Problem analysis interview questions could include: • Will the student engage in an activity if a preferred object is offered? • Is there an alternative the student can be given until the preferred object is earned? • Does the student always want to work for a single preferred object or are there different objects they will work for? • If the student is given visual step-by-step directions in a lesson with the tangible as the last step, are they more likely to do their work? Managing challenging behaviors can be one of the most difficult parts of teaching, and is an area that all teachers, even those with the best behavior management plans, face. When teachers understand why students exhibit challenging behaviors, they can implement strategies to This study source was downloaded by 100000868971142 from CourseHero.com on 07-24-2023 07:31:40 GMT -05:00 https://www.coursehero.com/file/204516542/module-2-assignmentpdf/ 7 manage them. Effective implementation of behavior strategies provides students with more instructional time, increases student engagement, and promotes a positive atmosphere in the classroom and the school. Challenging Behaviors Blog and Module 2 entry available at: https://lgjacobi064.blogspot.com/ This study source was downloaded by 100000868971142 from CourseHero.com on 07-24-2023 07:31:40 GMT -05:00 https://www.coursehero.com/file/204516542/module-2-assignmentpdf/ 8 References: Carnegie Mellon University. (2023). Students Lack Interest or Motivation - Eberly Center - Carnegie Mellon University. Cave, M. (2018, April 10). PBISApps | Teach By Design—Motive, Motivate, Motivation: Why Are My Students Doing That?! DeFranco, D. (2022, September 21). The Four Functions of Behavior: Understanding Your Child’s Actions. Sunny Days Sunshine Center. Glenn, P. (2023). IRIS | Page 1: Challenging Behavior. Young, A., & Martinez, R. (2016). Teachers’ explanations for challenging behavior in the classroom: What do teachers know about Functional Behavior Assessment? This study source was downloaded by 100000868971142 from CourseHero.com on 07-24-2023 07:31:40 GMT -05:00 https://www.coursehero.com/file/204516542/module-2-assignmentpdf/ Powered by TCPDF (www.tcpdf.org)
