Understanding and Addressing Challenging Behaviour in Students

This is the third post in our series on promoting positive behaviour in the classroom!

In this post, we will explore how to understand and address challenging behaviour in students, including discussing types of challenging behaviours, potential influences, and the Antecedent-Behaviour-Consequence (ABC) Model.

Challenging behaviour in the classroom can disrupt the learning environment and hinder student success. Understanding the root causes of these behaviours and implementing effective strategies to address them is crucial for creating a positive and productive classroom. Let’s delve into the different types of challenging behaviours, their potential influences, and how the ABC Model can help in managing them.

Types of Challenging Behaviours

Challenging behaviour is any behaviour that interferes with the safety or learning of the student(s). It can manifest in various forms, including:

Withdrawn Behaviours: Shyness, rocking, staring, anxiety
Disruptive Behaviours: Interruptions, talking out of turn, defiance
Violent and/or Unsafe Behaviours: Physical aggression, throwing objects
Inappropriate Social Behaviours: Inappropriate comments, invading personal space

Potential Influences on Student Behaviour

Understanding the potential influences on student behaviour is essential for addressing challenging behaviours effectively. These influences can include:

Biophysical Factors: Medical conditions, disabilities
Psychological Factors: Emotional trauma, lack of social skills
Behavioural/Social Factors: Learned behaviours through reinforcement
Historical Community Factors: Past experiences and community environment
Cultural Factors: Cultural norms and values
Student Group Dynamics: Peer influences and group behaviour
Environmental Factors: Classroom organisation, inconsistent routines
Teacher Behaviour: Teacher’s response and interaction with students

In many cases, there is no single cause for challenging behaviour, but rather a combination of multiple factors. Identifying and understanding these influences can help in developing effective strategies to address the behaviour.

The Antecedent-Behaviour-Consequence (ABC) Model

The ABC Model is a valuable tool for examining and addressing challenging behaviours. It helps in identifying the triggers behind the behaviours and the impact of those behaviours on the learning environment. The model consists of three components:

Antecedent: What happens before the behaviour occurs? This includes triggers or events that lead to the behaviour.
Behaviour: What is the observable behaviour? This is the specific action or response of the student.
Consequence: What happens after the behaviour? This includes the outcomes or reactions that follow the behaviour.

By analysing these components, teachers can develop strategies to modify the antecedents and consequences to promote positive behaviour.

Example of the ABC Model:

Antecedent: The teacher is moving around the classroom, and Bob is on her phone.
Behaviour: Bob is using her phone to obtain information or support.
Consequence: The teacher asks Bob to put her phone away as per school policy. Bob refuses, leading to a potential conflict.

In this example, the antecedent (teacher moving around) and the consequence (teacher’s request) can be modified to address the behaviour. For instance, the teacher could provide clear instructions and support before moving around the classroom, and use positive reinforcement for compliance.

Real-World Applications

Imagine a student who frequently disrupts the class by talking out of turn. By using the ABC Model, you can identify the antecedents (e.g., lack of engagement), the behaviour (talking out of turn), and the consequences (teacher reprimands). Modifying the antecedents by providing engaging activities and using positive reinforcement for appropriate behaviour can help in reducing disruptions.

Understanding and addressing challenging behaviour is essential for creating a positive learning environment. By recognising the types of challenging behaviours, understanding their potential influences, and using the ABC Model, teachers can develop effective strategies to manage and modify these behaviours.

Observe a challenging behaviour in your classroom this week and document it using the ABC Model. Reflect on the antecedents, behaviour, and consequences, and consider how you can modify them to promote positive behaviour. Share your experiences and insights in the comments below. Let’s learn from each other and continue to improve our classroom management skills.

References

Leigh, A. (2010). Estimating teacher effectiveness from two-year changes in students’ test scores. Economics of Education Review, 29(3), 480-488. https://doi.org/10.1016/j.econedurev.2009.10.010

Sanders, W. L., & Rivers, J. C. (1996). Cumulative and residual effects of teachers on future student academic achievement. University of Tennessee Value-Added Research and Assessment Center. Retrieved from https://www.beteronderwijsnederland.nl/files/cumulative%20and%20residual%20effects%20of%20teachers.pdf