Behaviour Exceptionalities
By: Barb, Cheri, Monika S. & Andrew
Table of Contents
Chapter 1 (mis)conceptions
Chapter 2 Causes and Assumptions
Chapter 3 Defining Behaviour Exceptionalities
Chapter 4 Psychology of Behaviour Exceptionalities
Chapter 5 The Individual Education Plan
Chapter 6 Case Studies
Chapter 7 Classroom Strategies
Chapter 1 (mis)conceptions
Chapter 1 (mis)conceptions
You are a teacher in a high school and you have never dealt
with a Behaviour Exceptionality in any of your classes. In
fact, you don’t really know what a Behaviour Exceptionality
is. You have never read an IEP before and you think
Special Education is something that specially trained
teachers do.
(mis)conceptions
Students are referred to an IPRC for their behaviour only if they are
disruptive.
(mis)conceptions
Very often a student with a behaviour exceptionality is bright but
frustrated.
(mis)conceptions
Medication improves academic achievement for students with Attention
Deficit/Hyperactivity Disorder.
(mis)conceptions
Aside from those with anxiety or withdrawal symptoms, students with
behaviour disorders act out because they want attention.
(mis)conceptions
A student who is apathetic and spends most of their class time
daydreaming does not meet the criteria for a behaviour disorder.
Chapter 2 Causes and Assumptions
It is November and your class has a new student named
Jason, age 17. His OSR has not yet arrived from his previous
school. He has been disruptive in your class to an extent
that you have never dealt with before. He swears at you and
others, gives attitude when treated with respect, refuses to
produce any work and manipulates vulnerable students in
your class. He tried to start a fight on his second day, but
the students broke it up before you could react. The only
thing Jason has not been doing is skipping your class. As a
relatively new teacher, you are not sure who to ask for help
with this challenging student. However, Jason has been
talked about in the staff room by his other teachers…
“I bet he is so low functioning that he takes it out
aggressively on those around him.”
“He definitely learned this behaviour from home. The boy
just lacks discipline. If only he were in my class, I’d show
him a thing or two.”
“There has been some new research on the effects of diet
and pollution on the behaviour of children. It could have
something to do with that.”
“Bad behaviour comes from bad role models. We should
brace ourselves for more students like this in the coming
years.”
“I feel for the kid. Deep down he probably has some good
reasons to be angry at the world.”
“Myths which are believed tend to become true.”
George Orwell (1903-1950)
Writer, Author, & Journalist
Chapter 3 Defining Behaviour Exceptionalities
That night, you look
up what the Ministry
of Education says
about Behaviour
Disorders. You think
back to all the
students you have
taught and wonder
how many may have
fit the criteria.
The Ministry Definition:
Team Analysis
Groups of 4
Group definition
Share with class
Revise your definition based on new information
The team that gets the most criteria wins
The Ministry Definition:
Team Analysis
(1) A learning disorder
(2) Characterized by specific behaviour problems
(3) Behaviour occurs over a period of time
(4) Behaviours negatively affect educational performance
(5) Behaviours may be accompanied by:
(a) Inability to make/maintain relationships
(b) Excessive fears/anxieties
(c) Compulsive reactions
(6) Learning deficiency can’t be traced to intellectual,
seonsory or other health factors or combination of
Chapter 4 Psychology of Behaviour Exceptionalities
The Ministry of Education definition for Behaviour
Exceptionalities has left you wanting to know more.
When you get home that night, you research some of
the psychological disorders that meet the criteria for
Behaviour Exceptionalities. Overwhelmed by the
information online, you borrow the textbook from a
friend who has done their Special Education AQ
course. Behaviour Exceptionalities fit into 4 broad,
overlapping categories…
Chapter 4 Psychology of Behaviour Exceptionalities
Anxiety and Depression
Conduct Disorder
Oppositional Defiance Disorder
Attention Deficit/Hyperactivity Disorder
Anxiety and Depression
(Withdrawal vs. Acting Out)
Conduct Disorders: Symptoms
Aggressive
Anti-social
Violent
Impulsive
Disruptive
Distractible
Attention-seeking
Ill tempered
Disrespectful
Immature
Hyperactive
Unpopular
Conduct Disorders: Issues
Largest identified Behaviour Exceptionality in Canada
6 – 16 % of boys under 18
2 – 9 % of girls under 18
Increased likelihood of substance abuse, bullying and
criminal activity
Interlude
Partial Diagnostic Criteria for
Oppositional Defiance Disorder
A pattern of negativistic, hostile, and defiant behaviour lasting at least 6 months
during which four or more of the following are present:
Often loses temper
Often argues with adults
Often actively defies or refuses to comply with adult’s requests or rules
Often deliberately annoys other people
Often blames others for his/her mistakes/misbehaviour
Often touchy or easily annoyed by others
Often angry or resentful
Often spiteful or resentful
Oppositional Defiance Disorder: Causes
Chemical & Physiological
Neurobiochemical (serotonin)
Genetic
Irregularities in pre-frontal and frontal regions of the
brain
Oppositional Defiance Disorder: Assessment
Psychological Assessment, specifically BOSC
Family History
Must cause significant impairment to child’s social,
academic or occupational functioning.
Oppositional Defiance Disorder: Clinical Treatment
Behavioural Therapy
Psychopharmacological Therapy
“Lifeguards who watch the water closely don’t
have to jump in and rescue people very
often.”
Structure & Routine
Downshifting
Check in (1) Choose your battles and
(2) Problem solve collaboratively.
Recognize Vapour Lock
Empathy
Validation
Distraction or Humour
“It’s you, not the student, who determines whether this
becomes a meltdown”
“Screw you”
“I hate you”
“I wish I was dead”
Translation: My capacity for rational thought is quickly diminishing or is already
completely gone.
Ross W. Greene video
Attention Deficit/Hyperactivity Disorder:
Symptoms
1. Unable to maintain attention at age appropriate level
2. Impulsive actions without thinking about
consequences
3. Hyperactivity
Attention Deficit/Hyperactivity Disorder:
Causes
1. Advocates for ADHD see it as a neurological medical
condition caused by faulty regulation by the
neurotransmitter norepinephrine.
2. Suspected genetic anomalies in some chromosomes
(dopamine transporter gene on chromosome 5 and
dopamine receptor D4 gene on chromosome 11)
3. Suspected dopamine deficiency as well as
4. Chemical deficiencies in noradrenaline and seratonin
also suspected
Attention Deficit/Hyperactivity Disorder:
Issues
Being diagnosed with increasing frequency
Debatable if it needs or deserves distinctive status
Concern it is the “label du jour” – an invention of a
culture that doesn’t parent its children well and needs
an excuse
Chapter 5 The Individual Education Plan
Jason's Ontario School Record finally arrives! He has been to 4
secondary schools in 4 years, and only has 8 credits. He has a long
history of low achievement and disruptive behaviour. The principal
has asked you to attend an IPRC Review. Jason’s Individual
Education Plan needs to be updated, you are told.
You consult with your department members on how to
accommodate the learning environment to prevent Jason’s
outbursts.
Environmental Accommodations
• form groups of 4 – 5 according to your teachables
• brainstorm and record environmental
accommodations that could benefit Jason’s
behaviour in your class
• make the accommodations specific to your
subject area, where possible
Chapter 6 Case Studies
The year is finally over and you are not particularly happy with
how it went. The situation with Jason was primarily relieved by the
fact that he stopped showing up for your class. In order to be more
prepared for these situations in the future, you take Special
Education Part 1. After all, it is possible that Jason will be back in
your class next year. During the session on Behaviour
Exceptionalities, you are given scenarios and asked to come up
with accommodations in response to them. They may be for
instruction, environment or assessment.
•Find a partner you have never worked with.
•Pick up a scenario from the teacher.
•On the back of the scenario, write as many accommodations as
you can come up with.
Chapter 7 Classroom Strategies
Over the course of your career, you have become increasingly
interested in Behaviour Exceptionalities. When possible,
you attend workshops and courses to further your
understanding of the issue. You are now a leader in your
school’s Special Education department. Here are some of
the things you have learned…
Teach students to self-monitor
behaviours
Select a target behaviour that is resulting in problems
in school.
Define that behaviour with the student.
Monitor the frequency of only that behaviour in
various settings and times of school day.
Build in rewards for desired behaviours
Strategy:
Student Self-Monitoring How-to
Tape a small square of paper next to the student.
Tape a similar piece next to the teacher/E.A..
Neutrally describe the behaviour which you want the student to stop e.g.
"When you speak out while someone else is talking no one can really listen to
you. I would like you to wait for your turn."
Ask the student to put a mark on the paper whenever s/he uses that
behaviour.
Inform the student you will also make a mark when you notice the behaviour.
At the end of the lesson, compare notes to see if you agree on the number of
times the behaviour had occurred.
This is a non-judgmental, no consequence exercise intended to make the
student aware of the behaviour. The awareness often results in lessening or
extinguishing
of the behaviour.
Source: http://www.bced.gov.bc.ca/specialed/adhd/app2.htm
Strategy:
Collaborative Problem Solving
Belief: Students act out when the demands of their
environment exceed their capabilities to adapt.
Behaviour stems from a developmental delay.
Response: Behaviour challenges are best dealt with by
collaboratively solving the problems that are causing
the challenging behaviour.
Cooperative Discipline
Positive
Attitude
Flexibility
Respect
Prevent
Avert
Warm-up
Inclusive Language
Their Interests
Reinforcement
Discovery=Ownership
React
Don’t Get Personal
Community
Behaviour Contract
Restorative Practices