1. The document discusses strategies for managing challenging behaviors in classroom settings, including defining target behaviors specifically, understanding the functions of behaviors, and avoiding negative consequences. 2. It also provides examples of antecedents that can encourage good behavior, such as making clear expectations, providing countdowns for transitions, and giving students choices, as well as antecedents to avoid like negative attention, delayed consequences, and disproportionate consequences. 3. Examples of challenging behaviors seen in primary schools are discussed, including aggressive, disruptive, withdrawn, stereotypical, self-injurious, and destructive behaviors.

1. 1
Dr. Sushma Rathee
assistant clinical psychologist
PGIMER, Chandigarh
email: sushmaratheecp@gmail.com

2. 
 Is the range of actions and mannerisms made by
individuals, organisms, systems, or artificial entities in
conjunction with themselves or their environment.
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Behaviour

3.  The first step in a good behaviour management plan is to
identify target behaviours. These behaviours should
be specific (so everyone is clear on what is
expected), observable, and measurable (so everyone can
agree whether or not the behaviour happened).
 An example of poorly defined behaviour is “acting up,” or
“being good.” A well-defined behaviour would be running
around the room (bad) or starting homework on time (good).
3
Cont…

4. 
 Every behavior has a function
 Four primary reasons for
disruptive behavior in the
classroom
 Power
 Revenge
 Attention
 Want to be left alone (i.e.,
disinterest or feelings of
inadequacy)
Functions of Behavior
1. Many misbehaviors
exhibited by students are
responses to a behavior
exhibited by the teacher
2. Do not tolerate undesirable
behaviors no matter what the
excuse
3. Understanding why a person
exhibits a behavior is no
reason to tolerate it
4. Understanding the function
of a behavior will help in
knowing how to deal with
that behavior.

5. 
 Emerson et al (1987): “behaviour of such intensity,
frequency and duration that the physical safety of the
person or others is likely to be placed in serious jeopardy
or behaviour which is likely to seriously limit or delay
access to, and use of ordinary facilities”.
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What is Challenging Behaviour

6. 1. Children with communication difficulties may engage in challenging behaviour. If a
child is unable to express needs or wants, because of a lack of understanding or
ability to use language, inappropriate behaviour may be used to express these needs.
In cases like this, teaching a child to use acceptable ways to communicate their
needs may form part of the solution. Intensive and early intervention from a speech
and language therapist will be very beneficial for such children.
2. Environmental factors may contribute to the problem. Children may react
negatively to noise, heat, cold or to invasion of their space. Some children,
particularly children with autistic spectrum disorders may be over sensitive to
certain stimuli such as noise, and may therefore react by displaying challenging
behaviour.
3. Attention-seeking is often identified as a cause of challenging behaviour. This begs
the question as to why the child needs to seek attention in this way. Some children
may be unable to manage a particular task and may be frustrated or bored. However,
attention-seeking behaviour can also be a learned behaviour, which has been
effective in the past in ensuring that children get what they want. Even negative
attention can be motivating for some children, especially if they feel that this is the
only attention they receive.
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In what Contexts does Challenging Behaviour
occur?

7. 4. Factors associated with socio-economic disadvantage also influence the
prevalence of challenging behaviour. Poor social skills and language
development, associated with poor parenting skills may lead to a child
exhibiting challenging behaviour. This behaviour may be used as a
survival technique in the child’s environment.
5. Challenging behaviour may have an underlying medical cause or reason,
such as pain, illness or sensory difficulties. Some forms of challenging
behaviour are particularly associated with certain conditions and
disabilities such as repeated and involuntary body movements (tics) and
uncontrollable vocal sounds (Tourette’s Syndrome) or ritualistic or
obsessive behaviour (Autistic Spectrum Disorders).
7
Cont….

8. 
 Other factors causing the challenging behaviour

9. 
1. Assuming expectations are understood: Don’t assume kids know
what is expected of them — spell it out! Demands change from
situation to situation and when children are unsure of what they are
supposed to be doing, they’re more likely to misbehave.
2. Calling things out from a distance: Be sure to tell children important
instructions face-to-face. Things yelled from a distance are less likely
to be remembered and understood.
3. Transitioning without warning: Transitions can be hard for kids,
especially in the middle of something they are enjoying. Having
warning gives children the chance to find a good stopping place for an
activity and makes the transition less fraught.
4. Asking rapid-fire questions, or giving a series of
instructions: Delivering a series of questions or instructions at
children limits the likelihood that they will hear, answer questions,
remember the tasks, and do what they’ve been instructed to do. 9
Antecedents to AVOID:

10. 1. Giving negative attention: Children value attention from the important
adults in their life so much that any attention — positive or negative — is
better than none. Negative attention, such as raising your voice or spanking
— actually increases bad behavior over time. Also, responding to
behaviors with criticism or yelling adversely affects children’s self-esteem.
2. Delayed consequences: The most effective consequences are immediate.
Every moment that passes after a behavior, your child is less likely to link
her behavior to the consequence. It becomes punishing for the sake of
punishing, and it’s much less likely to actually change the behavior.
3. Disproportionate consequences: Parents understandably get very
frustrated. At times, they may be so frustrated that they overreact. A huge
consequence can be demoralizing for children and they may give up even
trying to behave.
4. Positive consequences: When a child dawdles instead of putting on his
shoes or picking up his blocks and, in frustration, you do it for him, you’re
increasing the likelihood that he will dawdle again next time.
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Consequences to AVOID

11. 
 Here are some antecedents that can bolster good
behaviour:
1. Be aware of the situation: Consider and manage
environmental and emotional factors — hunger, fatigue,
anxiety or distractions can all make it much more difficult
for children to rein in their behaviour.
2. Adjust the environment: When it’s homework time, for
instance, remove distractions like video screens and toys,
provide a snacks, establish an organized place for kids to
work and make sure to schedule some breaks — attention
isn’t infinite.
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Antecedents to EMBRACE:

12. 
3. Make expectations clear: You’ll get better cooperation if both
you and your child are clear on what’s expected. Sit down with
him and present the information verbally. Even if he “should”
know what is expected, clarifying expectations at the outset of a
task helps head off misunderstandings down the line.
4. Provide countdowns for transitions: Whenever
possible, prepare children for an upcoming transition. Let them
know when there are, say, 10 minutes remaining before they must
come to dinner or start their homework. Then, remind them, when
there are say, 2 minutes, left. Just as important as issuing the
countdown is actually making the transition at the stated time.
5. Let kids have a choice: As kids grow up, it’s important they
have a say in their own scheduling. Giving a structured choice —
“Do you want to take a shower after dinner or before?” — can
help them feel empowered and encourage them to become more
self-regulating.
Cont…

13. 1. Challenges the right of staff and pupils to a safe and orderly
environment;
2. Has a duration, frequency, intensity or persistence that is
beyond the normal range of what schools tolerate;
3. Is less likely to be responsive to the usual range of
interventions used by the school for pupil misbehaviour. A
perusal of the behaviour records of most primary schools will
provide clear examples of different types of challenging
behaviour which are displayed by children. These include:
4. Aggressive behaviour, which can include pushing, punching,
kicking, biting, scratching and threatening behaviour;
5. Disruptive behaviour, which can include screaming,
tantrums, verbal abuse, non co-operation, running away;
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Challenges the day to day functioning of the school

14. 
6. Withdrawn behaviour, which can include failure to respond,
or avoidance of people or activities;
7. Stereotypical behaviour, particularly in children with learning
disabilities and autistic spectrum disorders, which can include
rocking, repetitive vocalisations, ritualistic hand movements;
8. Self-injurious behaviour, including head banging, scratching
and poking.
9. Destructive behaviour, which can include destruction of
property and the environment;
Cont….

15. 
1. Acceptable behaviour is then reinforced in a school and classroom
climate which is supportive of positive behaviour. Mainstream
schools are becoming increasingly inclusive and, therefore, regularly
encounter a situation where they meet children with challenging
behaviour as an aspect of special education. A positive approach to
the promotion of good behaviour benefits all children, including those
with special educational needs. However, approaches must be
modified to ensure that they are developmentally appropriate to the
child with special educational needs.
2. Support teachers (teacher counsellors), who are available in
some disadvantaged schools, can play a significant role in
guiding children towards positive behaviour.
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Strategies for Promoting Positive Behaviour

16. 
3. Develop clear and simple classroom rules in discussion with the
children. These can be displayed in the classroom, perhaps with
pictorial clues for non-readers. About five to seven rules, stated in
terms of observable behaviours is sufficient for most classes. Positive
statements such as “Keep your hands and feet to yourself” are
preferable to negative statements such as “No kicking or pushing”.
4. Rules can be taught and practised as role plays, and reinforced by
praise or reward. It is important that there should be positive
consequences for children who keep the rules. There must also be
consequences for those who do not. All children respond to attention
and, therefore, a focus on positive behaviour will reinforce positive
behaviour. Many teacher make a point of trying to catch children being
good and praise or reward them for this, placing the focus of attention
in the classroom on the majority of children who behave appropriately.
In many classrooms, teachers have adopted a formalised approach to
rewards and praise, where children earn tokens, points or stickers for
positive behaviour. 16
Cont….

17. 5. A sense of common purpose in the promotion of positive behaviour is
very effective in dealing with behaviour in public areas, such as corridors,
assembly areas and the yard. A shared understanding of what constitutes
acceptable behaviour in these spaces, a willingness by all staff to deal
with all children, and facilitating other members of staff to become
involved in situations leads to a cohesive approach to behaviour which is
more easily accepted by children. Children will test the limits of every
system, and so it is particularly important that a school’s induction policy
should ensure that new or substitute teachers are given a clear
understanding of procedures related to behaviour.
17
Cont….

18. 
 Schools in general report that such an approach to the
promotion of positive behaviour has been more effective.
Several areas have been highlighted as benefiting from a whole
school approach. A shared ethos for the school which
emphasises care, respect and responsibility can be both a
starting point and a result of an emphasis on positive behaviour.
Practical manifestations of such an ethos include school
assemblies where success is celebrated, a welcoming attitude to
parents, buddying of younger children or children with special
education needs, a sharing of responsibility with students and
the use of children’s first names. The cornerstone of such an
approach is that it is shared by the whole school community,
including staff, children, parents and the board of management.
The approach taken by the school must also be appropriate to
the context in which the school operates, including factors
related to the broader community.
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A Whole-School Approach