There are many different types of behavior problems and different underlying reasons why a child demonstrating a problem behavior. The top of the iceberg, or what we see, is the outcome or demonstrated behavior and where we form beliefs, presumptions, or attitudes about that child. This behavior comes from the reasons why the student is demonstrating that behavior, or the bottom part of the iceberg.
The following list is a variety of problem behaviors that may be, but not limited to, demonstrated by a student:
| Trouble Expressing Emotion | Impulsive Behavior | Disrespect | Disengaged |
| Anger issues | Inappropriate touching | Defiance | Distractible |
| Anxiety | Inability to control body | Excessive talking | Trouble focusing |
| Shutting down | Repetitive behavior | Instigating peers and/or teacher | |
| Trouble getting along with peers | Tattle taling |
Once you pinpoint your student’s behavior issue, you can then determine what the best intervention is for that student. The following list will guide you on appropriate interventions for your student based on their problem behavior.
Anger Issues:
- Cool down corner with self care (mediation, stress balls, coloring, calm down kits)
- Breathing strategies
- Ask “how,” “what,” and “why” questions to show a genuine interest in how the student feels
- Have regular class meetings so students can gain the life and communications skills they need in order to be empathetic towards one another
Anxiety:
- Breathing strategies
- Peace corner/safe space
- Positive self talk
- Calming music
- Ensuring the daily schedule is posted so students know about routine changes
- Break up work
Shutting down:
- Find motivation
- Find out if it is a lack of understanding of the material? Or maybe something going on at home?
- Break up work
Trouble getting along with peers:
- Explicitly teach relationship skills
- Explicitly teach social skills
- Use proximity control so the student is always close to the teacher
Inappropriate touching:
- Set personal boundaries for the student (ex. a “bubble” or “box”)
- Model what is appropriate touching
Inability to control body/Repetitive Behavior
- Many times when we see students who have repetitive behaviors, we see this as a sign of autism. According the National Autism Association, signs of autism include social impairments, cognitive impairments, communication difficulties, and repetitive behaviors.
- Listed below are resources helpful for teachers of students with Autism.
https://educationandbehavior.com/how-to-set-up-the-classroom-for-students-with-autism/
https://www.autismspeaks.org/sites/default/files/2018-08/Challenging%20Behaviors%20Tool%20Kit.pdf
https://www.stanleygreenspan.com/
Defiance:
- Look at your own behavior to make sure the defiant behavior is not a reaction to your control
- Avoid power struggles
- Give lots of praise to positive behavior
- Maintain structure and a predictable routine in the classroom
- Give lots of opportunities for choice
- Keep a calm and neutral tone
Excessive talking:
- Give that student a job in the classroom to use their ability to talk in a constructive way.
- Examples include introducing new students, making announcements, or draw out students or rarely talk.
- Set up a signal with that student when they begin to talk too much.
- Because many talkative students miss important instructions, ask “what” and “how” questions to show them how their talking interferes with their ability to follow directions.
Instigating peers and/or teacher:
- Model how to verbalize thoughts and feelings rather than acting them out
- Develop a cue or hand signal whereby when the teacher gives the cue to the student, the student understands that they need to stop instigating or bothering their peers.
- Remember to give praise when the student is demonstrating positive behavior.
Tattling:
- At the beginning of the year, discuss the difference between tattling and sharing important information.
- Explain to the students that you are not able to talk to them about problems between the students during regular class time but to put the issue on the class meeting agenda to be discussed during that time.