Disruptive and Noncompliant Behaviors

Disruptive and Problem Behaviors
Name
Institution
Course
Instructor
Due Date
Disruptive and Problem Behaviors
Part I
Despite the presence of good classroom management in place, there are still reasons why some students are likely to engage in problem behaviors. To this end, there might be school-based and non-school-based triggers that are highly likely to influence the extent to which a student maintains calm in a properly managed classroom. An educator should consider the following three reasons that are likely to lead to problem behavior. First, learners who have underlying medical conditions are likely to engage in problem behaviors regardless of existing classroom management practices. An educator should be aware that medical conditions such as autism spectrum disorders, ADHD, and others make it challenging for most students to regulate their classroom behaviors and respond effectively to the implemented classroom management strategies.
Second, problem behaviors in learners can be a result of factors outside of school, such as stressful home situations. A student experiencing challenging circumstances at home such as neglect and abuse is highly likely to display problem behaviors even with a well-designed classroom management plan. Problem behaviors from such learners serve as a means of expressing distress and reflect the challenges that the children experience at home. Third, problem behaviors in a well-managed classroom may result from a consistent struggle or failure to accomplish a task. The resulting frustration and lack of motivation emerge as the problem behavior. That is, the learner acts out to divert attention from their academic struggles or to cope with their feelings of frustration and inadequacy.
Intervening early in the acting-out cycle to mitigate problem behavior has its benefits. Notably, addressing problem behaviors at an early stage allows for early intervention during a period when the behavior is less serious and can respond to interventions. Problems at an early stage are less entrenched and can be easily modified (Colvin & Scott, 2015). The use of early interventions ensures that educators can take a proactive approach that prevents the escalation of certain behaviors and equips learners with the tools and support the need for success. On the other hand, the likelihood of overlooking problem behaviors is a key challenge to early intervention. During the early phase, there is a high likelihood that an educator will be preoccupied with managing the overall classroom dynamics, delivering lessons, and attending to administrative tasks, making it difficult to identify subtle behavioral changes in individual students.
In a situation where Ms. Rollison has trouble with Patrick, there are three strategies that the teacher can use to determine Patrick’s triggers. First, Ms. Rollison can carefully observe Patrick during various classroom activities and note any patterns or specific situations that seem to trigger his rude and disruptive behavior. By paying close attention to the circumstances preceding his problematic behaviors, she may identify triggers that contribute to his negative responses. Second, Ms. Rollison should consider a one-on-one conversation with Patrick to ...