Embedded Files
The book, authored by Dr. Nancy Rappaport and Jessica Minehan, concentrates on strategies for elementary teachers to target classroom interventions for students with:
- anxiety-related
- oppositional
- withdrawn; and
- sexualized behaviors
This resource provides an easy-to-read specific personalized approach for teachers with Special Education backgrounds to hone in on the triggers leading to the presenting behaviours, and highlight more proactive, productive ways to change the problem behaviours over time.
The intent of the book is to break the “Behavior Code” and shape the child’s environment to allow them to develop the necessary tools to thrive (very similar to Ross Greene's ALSUP - unsolved problems).
Understanding what drives behavior helps provide a clear framework for intervention that the authors call the FAIR Plan. The goal of this plan is to change inappropriate behaviour to appropriate (more desirable) behaviour for the long term, rather than simply "managing the behavior".
The first three components of the FAIR Plan emphasize gathering information and preventative strategies:
• F - functional hypothesis of behaviour where teachers document behaviors and make an informed hypothesis about what the student is communicating through their behaviour.
• A - accommodations that need to be in place to help the student function better (scaffolding)
• I - interactive strategies that will promote desired behaviour (leading to greater independence).
The last component outlines what the teacher does after the student behaves inappropriately.
• R - response strategies that may be considered if prevention efforts fail.
To successfully carry out the FAIR plan, one would have to continually reflect on and pose many questions to help provide insight into what the function of the overt behavior is showing.
Questions to ask during the first element (functional hypothesis):
-Why might the child be exhibiting this behavior?
-What is the child communicating by these actions, and why?
-What does the behavior look like - withdrawn, oppositional, antagonizing, avoidant?
-What patterns of behavior are evident?
Once the function of behaviour is identified, the teacher would review what accommodations or modifications would be appropriate to help curb the inappropriate behaviour and teach the underdeveloped skill.
Questions to help address which accommodation would be most appropriate:
-What acc &/or mod could help the student be successful
-What acc &/or mod would hinder the student from being independent?
-Can the acc &/or mod be reduced gradually after a significant period of success?
-Which acc &/or mod will be most successful in certain times of day/activity?
The third element is to build an authentic relationship with the challenging student - this part of the plan is the most forgotten part when setting up traditional school behaviour plans. It's an art, especially to create an authentic rapport with those students who are defensive or withdrawn, or who have traumatic histories. Having a positive relationship between teacher and student has a significant impact on the behavior and de-escalation techniques.
Traditional ways that teachers interact with noncompliant students often backfire as the behaviour typically occurs so frequently that frustration occurs, emotions run higher and the teacher’s voice becomes louder, directive or more authoritative. If the teacher-student relationship is not positive or authentic, the challenging student will likely see right through it. Student’s behaviour will be a mirror of what the teacher expects (ie: low expectations will garner mediocre effort on the part of the student).
This last component of the FAIR plan outlines what the teacher does after the student behaves inappropriately. The teacher’s response could escalate the situation (power/control struggle), reinforce the behaviour, or help to diminish it. Function-matched responses are crucial in eliminating or extinguishing challenging behaviour.
Yes, the strategies offered in Bennett's Theory of Bumps can help maintain decorum amongst most students, but this plan is a targeted intervention approach that is specific to students who have significant challenges with regulating their behaviour in the classroom.
Please see my prezi on this resource by clicking HERE
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