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Challenging Behaviors: Time-Out Procedures

For week 4 of my challenging behavior journey, I learned a lot about the time-out process. Time-out is often seen as a punishment that is cruel, but correct use of time-out procedures are quite the contrary. There are four types of time-out procedures and the purpose of each procedure is to reduce inappropriate student behaviors, such as inappropriate social behaviors, disruptions, disobedience, and aggression (Ryan et al., 2007). Type one is called inclusion time-out. During this procedure, the child is removed from a positive reinforcement activity or setting and he/she is unable to participate in the activity at hand (Ryan et al., 2007). The child is still able to observe the teacher's instruction, but now he/she can only observe the activity and participate in a different way--maybe a writing activity. Inclusion time-out is the least restrictive time-out. Type two is called exclusion time-out. During this procedure, the child is either removed from the room or placed away from
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Challening Behaviors: The Importance of Intervention

 This is week number three on my journey to learning about challenging student behaviors. This week, I learned about the effect of intervention on students with behavior issues and how important and crucial intervention is for students when the intervention plan is made specifically to meet their targeted needs/behavior. Coupled with the problem-solving approach, an intervention plan can be used to identify a problem behavior that is the root of the surface behavior problems that the student may be experiencing in the classroom. It does take time, but having a team of different disciplines there to collaborate and come up with the appropriate recommended solutions to an intervention plan is super beneficial to the student who needs it (Coleman & McHale-Small, 2019). I learned about evidence-based strategies like skill instructions or positive reinforcements, and group contingencies that are very helpful for students in the classroom (American College of Education, 2023). Perhaps on
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Challenging Behaviors: Investigating the Reasons

 During class this week, I was tasked with looking into reasons why students present challenging behaviors. I am a general education teacher, so obtaining this knowledge is very insightful. I honestly think many general education teachers lack the training and knowledge on how to identify reasons behind challenging behaviors. Looking back on my years of teaching, there were a few times when I had students who had challenging behaviors, and I wish that I knew then what I know now. I had a student who sought attention any way he could. He purposely avoided his work, and he would break down and get extremely angry and aggressive when his answers were wrong. He would shut down altogether. No one wanted to work with him because he brought little to the table. Any encouraging or praising on my part made him temporarily happy, but he would revert to being angry again. It got to the point where we had to have a meeting with his parents which included all his teachers, his parents, an administr
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Challenging Behaviors

  To parents and teachers who struggle with understanding  what Response to Instruction and Intervention (RtI2) with the problem-solving protocol is, here is a brief summary of the framework. RtI2 is a multi-level framework aimed at helping students who struggle with academics, social and emotional learning, and behavior (Valadez, 2014). The first tier universally screens students in the areas mentioned, and from there, students’ assessment data are used to determine whether they need intervention or not. With the problem-solving approach, once the skill deficits are identified, solutions for these deficits are created and provided for students through interventions. If students respond positively to the interventions, they are monitored until they test out of the intervention assistance. If necessary, students will move into tier two or three where the intensity of the intervention will increase with each level for the sake of student achievement. The problem-solving protocol continue
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