In a situation where a child exhibits problematic behavior, it is natural for
parents and educators to want to stop that behavior. What I have learned,
however, is that it is important to not just concentrate on the behavior, but
figure out why it is occurring. This is when RtI² can be useful because it does
not immediately move onto punishment, but rather investigates the reasons behind
the behavior through pattern observation and data collection. The support
becomes more personalized depending on the needs of the child. Two children may
show the exact same behavior for completely different reasons. One may be
avoiding work that feels too difficult, while another may be looking for
attention. The same intervention probably won't work for both. When we
understand the reason behind a behavior, we have a much better chance of giving
a child the support they actually need (Knoff et al., 2011).
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Reference: Knoff,
H. M., Haley, L., & Gonzales, J. (2011). Integrating the School Prevention,
Review, and Intervention Team (SPRINT) and Response-to- Instruction/Intervention
(RtI²) process: A model implementation guidebook for schools and districts.
Project ACHIEVE Press.
I have worked with students who refuse to start an assignment, challenge redirection, or lay their heads down when an assignment is given. Such behaviors may seem defiant at first glance. However, I have found out that such behavior is not always indicative of what is actually going on. Questions must be asked in order to get to the bottom of things. Is the behavior taking place when challenging tasks are involved? What occurs prior to this? What follows after this in terms of attention or avoidance? Where does it take place? Functional assessment allows us to investigate this kind of data and better understand the factors behind this kind of behavior (McDaniel & Flower, 2015). While some students need motivation, other students need assistance, teaching, or a different approach. Prior to addressing the problem, we must know its cause. ______________________________________________________________________________________ Reference McDaniel, S. C., & Flower, A. (2015). Use of a ...