Altering the inappropriate comments of a student with multiple disabilities

Journal of Instructional Psychology, March, 2006 by Sharon Faith Schoen, Rachel Thomas

This article offers an example of how teachers may successfully use a process for addressing problem behaviors in the classroom. The process includes (1) framing critical questions, (2) collecting relevant data, (3) taking well-researched actions, and (4) reflecting on the impact of these actions. Guided by these steps, the inappropriate comments of a 16-year-old male student were expediently reduced through intervention strategies drawn from various theoretical approaches.

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The dynamic nature of the classroom and the multiplicity of needs of the learners demand flexible pedagogical practice. In order to understand and improve the quality of interactions and instruction in classroom situations, teachers may benefit from a systematic way to address the needs and plan their actions (Johnson, 2003; Stringer, 2004). By entering a cyclical process of framing critical questions, collecting relevant data, taking well-researched actions, and reflecting on the impact of these actions, a deliberate and organized approach to classroom challenges will be embraced.

The challenge in this case is Michael, a 16-year-old male student who experiences multiple disabilities, including cerebral palsy, mental retardation, attention deficit/hyperactivity disorder, vision problems, and behavioral difficulties. For the latter, a package of interventions was designed to address Michael's inappropriate comments. Strategies were carefully selected from four theory families: social learning, humanistic, cognitive, and behavioral approaches. Over the course of 14 days, unwanted verbalizations decreased significantly. The infusion of a myriad of individualized interventions holds the potential for producing expedient and desired outcomes.

Planning the Process: Facing the Challenge

Inappropriate social behaviors will likely preclude acceptance and integration in natural settings. The challenging behaviors in this case involved sexist and ageist comments that offended others at the school site. Actions were taken to interrupt this pattern of behavior and improve the student's social interactions for functioning in current and future environments.

Phase 1: Framing Critical Questions

Michael is a 16-year-old student participating in a segregated special education program for vocational skill training in a public, urban school. Considering his age, primary focus was placed on job skills that would equip him for competitive employment in society. Inherent in this goal is the development of appropriate social interactions. To avoid bringing negative attention to himself through the verbal derisions leveled at women and elderly individuals, research questions readily emerged. How can suitable interactions be promoted? Can Michael learn to regulate his own behavior? Will Michael be able to differentiate between socially appropriate and inappropriate behaviors?

Phase 2: Collecting Relevant Data

Insightful sources of information included interviews with the classroom teacher and occupational therapist, observations of Michael, and a review of the related literature.

Interviews and observations. The classroom teacher identified the target behavior as an interference to successful attainment of the student's Individualized Education Plan (I.E.P.) goal focusing on vocational skill development. This kind of social validation of need justifies the efforts expended in planning and implementing an intervention package (i.e., four strategies representing four theoretical approaches). In addition, input from the occupational therapist further substantiated the pattern of inappropriate comments in the context of therapy sessions. A reportedly effective strategy employed by the occupational therapist was ignoring. When applied in the classroom and vocational settings, however, data gathered during continuous observation (i.e., Antecedent-Behavior-Consequence recording) demonstrated the ineffectiveness of this strategy in these more social contexts. A tentative interpretation might be the maintenance of the misbehavior under conditions that drew attention, positive and/or negative, to Michael. Discussion with the occupational therapist generated pertinent information regarding physical limitations as well. Limited use of Michael's left hand due to cerebral palsy impacted on his ability to place food on trays prior to delivery. This frustration provoked a higher incidence of inappropriate social interactions. Specifically, over a 3-day period during the vocational training period, Michael made 25 offensive comments on average. Determining possible causation enhances success in tailoring personalized interventions.

Literature review. A review of the recent literature offered additional considerations for planning. Glenn (2002), for instance, recommended that teachers assist students in monitoring their own anger and frustration in order to prevent undesirable reactions. Knowing how to resolve intrapersonal and interpersonal problems constitutes a critical aspect of social competence (Asarnow & Callan, 1985). While the majority of children develop appropriate social skills through interactions with parents, siblings, relatives, and peers (Powless & Elliot, 1993), the myriad of Michael's disabilities necessitated direct instruction and modeling of the complex set of social skills that involves communication, problem solving, decision-making, assertion, and self-management (Asarnow & Callan, 1985).