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.
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Reference McDaniel, S. C., & Flower, A. (2015). Use of a behavioral
graphic organizer to reduce disruptive behavior. Education and Treatment of
Children, 38(4), 505–522.
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). __________________________________________________________________________________ Referen...
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