Menu
Turning away from someone or something might indicate disinterest or annoyance...
At school, students communicate with behavior every day. However, our school-aged children are still developing their sense of social-emotional awareness. A child who is struggling in school might communicate their needs (stress, confusion, emotions) by displaying challenging or disruptive behavior. These challenging or disruptive behaviors are a way for the student to meet their needs and lessen stress, confusion, emotions, etc.
For example, let’s look at a student who struggles with basic reading skills. This student should receive appropriate school support in the form of specialized instruction and accommodations or modifications. If not given these supports, the student may resort to using their own ”tools” to mitigate a reading issue. The student’s “tools” might be disruptive or challenging behaviors.
Consider a situation where a teacher asks this student to read aloud in class. Presented with this task, the student might feel embarrassed, stressed or overwhelmed. In attempt to relieve themselves of the stress of the situation, the struggling student might act out using challenging behavior as their “tool” with which they are most familiar. By pulling the hair of the child next to them, or getting up and leaving the room without permission, or skipping school altogether, the student is immediately relieved of the task of reading.
Getting in trouble for behavior can be less stressful than completing an overwhelming task.
These challenging behaviors disrupt the learning environment of the student and their classmates. However, the student is behaving poorly because it is less emotionally difficult for the student to be reprimanded, than to have attempted to, for example, read aloud in class.
If the student is consistently successful in avoiding the overwhelming task by displaying a challenging behavior, they are going to continue to use and develop this “tool” and others, to avoid work in the future. This can create a spiral of behaviors, low-self esteem, and low motivation, moving into high school where grades are critical to graduation.
We should see each challenging behavior as a communication of a need. If the student receives appropriate instruction at their reading level, then they may feel successful. If they experience success, they are then more likely progress in their reading abilities without resorting to challenging behaviors.
And, if we consistently follow the accommodations and modifications required to assist in reading, this student may gain confidence in their ability to succeed at their level and stop trying to avoid the overwhelming tasks.
When your child’s behavior seems to be affecting their learning, it is time to speak to the IEP team. It is important that you push the team to figure out the “why” behind the behaviors. You may want to ask about starting a Functional Behavioral Assessment (FBA) and a Behavior Intervention Plan (BIP) – If you would like to read more about the FBA/BIP please see my previous blog CLICK HERE.
Getting to the reason or the “why” behind a behavior is the first step in moving toward improving services and supports to match the changing needs of your child. Click HERE to watch my video on behavior as communication.
Perhaps you have questions about your child’s behavior, the impact it is having on their ability to learn, or how a behavior might be discussed with the IEP team.
Speaking up in team meetings, and asking for what you believe your child needs, can be a scary and even frustrating prospect.
I am here to discuss your student’s situation with you. Give me a call so we can set up your complementary consultation.
This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service.