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PLAN A

It is not always necessary or even beneficial to use an involved plan. If the inappropriate behavior has just begun, the following actions, along with making the student aware of your concerns, may resolve the situation.

1. Define "being aggressive."

a. Review the information in your anecdotal notes (see SUGGESTED STEPS FOR DEVELOPING AND IMPLEMENTING A PLAN) and list all of the student's aggressive acts to date. Then decide upon a definition of what constitutes an aggressive act. You may want to establish two categories--mild and severe. Often a student will begin with mildly aggressive behaviors that eventually lead to an aggressive act. If you are able to consistently intervene with the mild acts you might reduce the probability that the student will engage in more aggressive acts.

b. Identify a corresponding "cooperative" behavior for each aggressive act you have identified, and create a chart, like the sample following.

Cooperative Acts Keeping hands and feet to self Stating opinions calmly Stating requests calmly Working independently Following playground rules Following classroom rules

Mild Aggressive Teasing Name calling Knocking things off someone's desk Arguing with teacher Poking, tickling, getting in the way Making fun of someone's ideas

Severe Aggressive Pushing Poking with pencil Hitting Tripping Grabbing Fighting

2. Respond consistently to the inappropriate behavior.

a. Determine a mild consequence to use when the student engages in a mild aggressive act. The consequence must be one that you will feel comfortable implementing every time. One possibility is time owed--for example, each time the student exhibits a mildly aggressive act, he loses (owes) one minute of recess. Or you might set up a response cost system in which the student begins the day with points (tickets or tokens for a younger student), and loses one for each infraction. Any points (tickets/tokens) remaining at the end of the day can be saved up to "purchase" a reinforcer of the student's choice.

b. Determine consequences for the more severe aggressive acts that reflect the nature/magnitude of the acts themselves. For example, if the student hurts someone, he should have to go to the office where an administrator will contact his parent(s), and/or implement a consequence, and/or contact a law enforcement agency if necessary. If the student destroys or damages property, he should have to repair or replace the item or property. If the student engages in a behavior that might have hurt someone, but didn't (e.g., pulling a chair out from behind someone), an appropriate consequence might be 15 minutes of lunch time owed or after school detention.

c. If the student argues with you when you assign a consequence, let him know that if he feels something is unfair he can make an appointment to talk to you about it at a later time. If he continues to argue, use the "broken record" technique--calmly restating the consequence and what the student should be doing. "The consequence for knocking Lou's book off the desk is owing one minute of recess, and now you need to take your seat and begin your math assignment."

d. Keep in mind that although consequences are necessary for aggressive acts, when they are implemented poorly they can backfire. If the consequence communicates the idea that adults are trying to use their power to "control" the student, there is a good chance that he will work hard to rebel and/or engage in power struggles. Thus, always use as mild a consequence as reasonably fits the infraction and be very calm in communicating the consequence to the student, avoid intensifying the consequence to "get back" at the student.

Additionally, while the student has to learn that there are consequences for his actions, reinforcing his appropriate "cooperative behavior" will actually have more impact on reducing his aggression.

3. Use reinforcement to encourage appropriate behavior.

a. Give the student increased praise. Be especially alert for situations in which the student is not acting aggressively and praise him specifically for demonstrating his ability to be cooperative. "Dan, for the last hour you have been cooperative. You've kept your hands to yourself and used a very respectful voice during our class discussion."

If the student would be embarrassed by public praise, praise the student privately or even give the student a note. Remember that any time the student is not being aggressive, you can praise him for being cooperative. Don't forget to praise the student for other positive behaviors he exhibits as well.

b. In addition, give the student frequent attention (e.g., say "hello" to him as he enters the classroom, call on him frequently during class activities, or occasionally ask him to assist you with a class job that needs to be done). You might also get to know the student's interests and talk to him about these subjects (unless they involve fighting, guns, etc.--in which case, try to find other topics which you can talk to him about).

Aggression-Verbal and/or Physical

If you have a student who is physically and/or verbally aggressive toward adults or peers, you will want to read this chapter (pg. 31 in book).

Chaos/Classroom Out of Control

If you have many students in your class who frequently engage in a variety of misbehaviors, you will want to read this chapter (pg. 175 in book)

Dr. Randall Sprick graciously has given his permission to post two problem behaviors and all plans listed within these two chapters. We sincerely thank him for providing this resource to the teachers of Kentucky so that they may effectively serve students with challenging behaviors. Please visit the The Teacher's Encyclopedia of Behavior Management Web page.