TEACHING BEHAVIOURAL LEARNERS:
RETHINKING MY PRACTICE

Cam Cobb, Toronto District School Board

Introduction

Learners with exceptionalities may display characteristics from a spectrum of possibilities. This is especially true for behavioural learners. From teaching primary, junior, and intermediate children at a public school in Toronto , Ontario , I have found that behavioural learners present a unique challenge to educators. In this paper, I explore some parameters of the exceptionality defined by the Ontario Ministry of Education (n.d.) as a “behaviour disorder.” My intention is to provide a portrait of this exceptionality, and outline how educators may support students who have been formally identified as being behavioural, or demonstrate characteristics commonly attributed to behavioural learners. I have drawn from my own teaching experiences and discussions with colleagues and parents both at my school, and in the Special Education Additional Qualification Course (Part 1) I completed earlier this year.

There are four sections to this paper. The first provides an overview of the characteristics and needs of behavioural learners. The second, third, and fourth sections are more pragmatic in nature, as they detail three accommodations and/or modifications educators may apply, provide a detailed resource for teachers to employ, and outline how to evaluate behavioural learners when utilizing this resource. In the concluding segment, I reflect on some key points and consider how they connect to the Standards of Practice for the Teaching Profession.

1. Overview

Characteristics
Before investigating characteristics often attributed to behavioural learners, it is vital to consider the complex nature of this exceptionality. In “Learning Disabilities and Behavioural/Emotional Problems,” Chaban (n.d.) notes that, “the behavioural definition has to capture a diverse student population” (p. 1). Bennett and Weber (2004) make a similar observation:

Above all, behavioural anomalies are exclusive to an individual; there is really no set of symptoms common enough to permit a description, much less a definition that would be applicable to all cases, and be helpful to those who work with the individuals in question. (p. 82)

As behavioural learners display a wide range of characteristics, the exceptionality has been divided into various subcategories. Two examples of behaviour-oriented exceptionalities are Reactive Attachment Disorder (RAD) and Oppositional Defiant Disorder (ODD) (Bennett & Weber, 2004, p. 80-81). RAD and ODD stem from different circumstances and manifest themselves in manners that are similar in some ways and dissimilar in others. While RAD symptoms include destructiveness, and frequent lying, ODD symptoms include regular arguing with authorities and defying authority (Bennett & Weber, 2004, p. 81-82). Both RAD and ODD children may demonstrate rage (Bennett & Weber, 2004, p. 81-82).

Another dimension to explore in behavioural learners is the fact that a significant number also have learning disabilities (Chaban, p. 1). There is no simple definition, or profile, of a behavioural learner.

There are several overarching characteristics of behavioural learners. Bennett and Weber (2004) offer a list of six traits that often lead teachers to suspect a behaviour disorder. These traits include: a deviation in a significant manner from behaviour that is normally expected in a situation; breaking social or cultural norms that are usually well established for the age level; showing a tendency towards compulsive and impulsive behaviour; having poor interpersonal relationships, and low self-esteem; having low academic achievement owing to conduct; and demonstrating any or all of the above characteristics in a reoccurring manner (Bennett & Weber, 2004, p. 78).

Needs
There are numerous factors to consider regarding the needs a behavioural learner may have. These needs are often closely connected to environmental factors in a classroom and school:

since schools are where students spend a major portion of their wakeful day, it is logical to conclude that what goes on in the classroom, under the direction of the adults there, has a major influence on behaviour. (Bennett & Weber, 2004, p. 80)

Community Living Ontario supports this view. In “Workshop for educators, parents in Brampton speaks to inclusion, says organizer,” Benns (2003) notes that “‘Kids with special needs … often act out due to frustration if there are even small changes in their environment” (p. 1). Many behavioural learners require particular atmospheric conditions in the classroom and school in order to succeed on an affective and cognitive level. In some cases, modifying environmental conditions could prevent a child from ever being considered behavioural. In other cases, changes in the school and/or class environment could lead to a situation where a child is no longer considered to be behavioural.

To create an environment that is conductive to a behavioural learner’s success, teachers need to focus on some (or all) of the following strategies: recognize the specific needs of the learner; be aware of the importance of personal conduct; establish a realistic, consistent, and predictable learning environment; focus on positives; establish a positive momentum; keep academics front and centre; and provide an adequate amount of suitable work for learners (Bennett & Weber, 2004, p. 93-95). The multi-exceptionality factor connected to many behavioural learners demands that educators may also need to address the multi-dimensional needs of their learners (Chaban, p. 1).

2. Modification / Accommodation Strategies

In this section I outline one combined modification and accommodation, and two accommodations. I subsequently identify teaching strategies that could be employed to reach the modified and/or accommodated expectations.

Modification / Accommodation 1: Alternative Organizational Planner
A school may utilize an agenda where students record their homework and assignments. To support the needs of a behavioural learner (who may also be Learning Disabled), a teacher may provide an alternative organizer that is more visual. Rather than focusing on academics, this planner could also record behaviour goals (Bennett & Weber, 2004, p. 92). This could help behavioural students to have ownership over their learning. In Teaching Exceptional Children and Adolescents, Hutchinson recommends teachers to “focus on self-management and self-monitoring” (Hutchinson, 2004, p. 49). If the goals relating to organizational skills were taken from a different grade level, then this accommodation would also become a modification.

Accommodation 2: Seating Arrangement.
A classroom’s physical environment, such as the seating arrangement could be adjusted to create a calmer atmosphere. Learners with specific needs could be placed in locations that will better enable them to focus. For behavioural learners who are highly distractible (i.e. AD/HD), Bennett and Weber advise teachers to seat a child “so that particularly stimulating students are not in [his/her] natural line of sight” (Bennett & Weber, 2004, p. 91).

Accommodation 3: Discreet Praise.
Some behavioural learners do not appreciate, or respond to, public praise. Bennett and Weber (2004) attribute this to a “profound cynicism” (p. 94). These conditions create a challenge for educators who seek to use positive reinforcement to build a child’s self-esteem. Bennett and Weber (2004) suggest that teachers use “discreet praise” for some behavioural learners (p. 94). One method of applying discreet praise could involve the use of stick-it notes. A teacher could jot a comment on a stick-it note when she observes a behavioural child demonstrating responsible or caring behaviour. Rather than voicing the praise aloud, the teacher could put the stick-it note in the student’s planner at the end of the day.

3. Resource

In this section, I provide a resource that may be used with behavioural learners who need to develop social skills while dealing with challenging issues at home. The approach is loosely based on a previous strategy I took to support a behavioural child in one of my own classrooms. The tactic outlined below is a refined version of my previous strategy. Redeveloping my behaviour log strategy has been an ongoing process, which has been enriched through dialoguing with colleagues, both at my school and in courses, and seeking out materials on the subject of supporting exceptional learners. I have framed this resource around a fictitious Grade 5 student, named “Alec” who has been identified with the behavioural exceptionality RAD (also LD).

Pertinent Characteristics
Alec has poor interpersonal relationships with his peers. He has been bullied by some of the more popular students in his grade, and he himself has bullied some of the shier females in his grade. According to the Government of Canada (1997), “Bullying is less prevalent in schools were there are supportive relations among school staff, warm relations between staff and students, and shared decision making among staff and students” (Government of Canada). To read more on this subject, a detailed article, entitled “Bullying and Victimization: The Problems and Solutions for School-Aged Children” (1997), is available at the following URL: http://www.prevention.gc.ca./en/library/publications/children/violence/.

Alec has low academic achievement owing to conduct. He rarely attempts to complete homework, although it is modified in content (expectations), and accommodated in quantity. Alec plays violent video games all evening at home, and goes to a computer store or web café whenever his mother tells him to stop. His father usually works in the evening and has been violent in the past. Alec recently ran away from home and was missing for one day. Alec has a younger sister in Junior Kindergarten. The Children’s Aid Society (CAS) has been involved with Alec’s family, as has the local police force. Alec’s father is presently taking an anger management course and both parents are taking a parenting course.

Alec is also Learning Disabled (LD). This may be a result of the fact that his mother was severely malnourished while she was carrying Alec.

Strategy
Develop an effective behaviour log may include the five steps outlined below:

Assess: Take an inventory of Alec’s needs regarding social skills, using observational comments. As Bennett and Weber (2004) observe, many behavioural learners do not know “how to conduct themselves socially in any way other than in the manner that brought on their problems in the first place” (p. 93).

Set Goals: Dialogue with Alec. Discuss social dynamics, through positive and negative choices he has made. In doing so, do not over praise the positives and do not attach the negatives to Alec’s personality. With Alec, identify a few achievable goals in how to extend his periods of ongoing appropriate behaviour in the classroom and school. Including Alec in the goal-setting process will give him a sense of ownership over his behaviour log. There is an informative article on how to set up target goals at the schoolzone Web site, entitled “Behaviour Contracts.” In the article, Corinne Abisgold (n.d.) offers the following advice, “The targets set need to be very specific and achievable and described in ‘doable’ form” (Abisgold). The article is available at the following URL: http://www.schoolzone.co.uk/teachers/jft/GoodPractice/classroom/Special_needs/
Behaviour.htm.

Behaviour Log: Work together to create a behaviour log entry and reflection procedure. Dialogue in order to set up a system where entries are made on a regular basis (Alec could have class time set aside for this during a calm time of the day) and information relating to feelings and choices is first summarized in the log, and then reflected on in meetings (perhaps on a biweekly basis). The log itself would operate like a student planner (or agenda), but the focus of Alec’s daily entries would be on affective, rather than cognitive, dimensions of Alec’s time in school.

Behaviour Log Meetings: Determine who will be involved in Alec’s behaviour log meetings. This can be discussed with Alec. It can also be discussed with the special education team leader at the school. If the school does not have a special education team leader, classroom teachers could seek the advice of a colleague with extensive special education and/or behavioural experience. Among others, the behaviour log team could include Alec, Alec’s homeroom teacher, Alec’s parents, a member of administration, a guidance counselor, and a school social worker.

Further Considerations: I have outlined a complex situation. Because of Alec’s family history, I would be inclined to gather as much support as possible for the team. The issue of abuse at home has been addressed and is still being monitored. However, if further abuse is suspected at any point, it is crucial to contact administration, CAS, and perhaps the local police force immediately. Hutchinson (2004) offers guidance for teachers on this matter, “Right after a child discloses abuse to you, or as soon as you suspect it, you have a legal obligation to report the disclosure or your suspicions immediately” (p. 103).

4. Evaluation

The behaviour log I outlined in the previous section combines student anecdotal and reflective comments with teacher anecdotal and reflective comments. It also involves ongoing dialogue with other members of a behaviour log team, such as a school social worker.

But how is the behaviour log to be evaluated? To begin, it is crucial to set achievable goals. Then, it is vital to develop a schedule for regular meetings to establish a routine. The ongoing behaviour log meetings are a learning tool, and are not scheduled to deal with incidents as they occur, although incidents may be discussed in the meetings. At each meeting the team can dialogue with Alec on how his behaviour is progressing. Some questions to discuss might include: How have the past two weeks been? What kinds of decisions have you made during the past two weeks? Have you had to make any difficult choices?

The behaviour log could serve four key central purposes. It could act as a running record (i.e. to record goals and performance). A log could also provide a springboard for discussion during regular meetings. It could be used as a mode of communication (i.e. in the form of a dialogue journal). Finally, a behaviour log could be used as a method of assessing progress (i.e. whether or not the goals have been achieved).

Neither is a behaviour log a simple tool to utilize, nor is Alec’s situation a simple one to approach. The log represents a tool to be utilized in an ongoing manner in conjuncture with meetings. Utilizing a behaviour log and meeting strategy could help to support an emotionally damaged child, and enable that child to reestablish trust with adults.

Conclusion

Carefully constructing lessons and classroom atmospheric conditions to address the needs of behavioural learners is effective teaching practice. Not only is it effective but also it directly links to the Standards of Practice for the Teaching Profession, a document created by the Ontario College of Teachers to offer guidance for educators in Ontario. Below, I revisit a number of key points put forward in this paper and connect them to the five central sections of the Standards of Practice for the Teaching Profession.

Teaching behavioural learners requires careful planning and reflection on the part of educators. Educators who teach behavioural learners, whether they have been formally identified or not, must be careful in how they interact with learners, and how they develop accommodations for learners. These choices will have a tremendous impact on both classroom and school dynamics. Bringing a caring and individualized approach to programming represents a commitment to Student Learning and dynamic and reflective Teaching Practice (Ontario College of Teachers). Teachers need to consider the needs of behavioural learners, and adjust their teaching accordingly, a practice that requires a base of Professional Knowledge that teachers can supplement, and augment, through Ongoing Professional Learning (Ontario College of Teachers).

In investigating how to strategize modifications and accommodations for behavioural learners, educators have come to realize that education needs to move into a different mindset, and away from traditional thought patterns of a non-inclusive mainstream classroom dynamic (Bennett & Weber, 2004, p. 9-12). To help frame thoughts from a behavioural learner’s perspective, a sample resource and evaluation method has been provided in sections three and four. I have highlighted how maintaining a team approach to dialoguing and conferencing can utilize Leadership and Community to provide support for a child with unique needs (Ontario College of Teachers). While teaching behavioural students places tremendous responsibility on teachers, a professional and patient approach will lead educators to have a meaningful impact on the lives of children.

As previously mentioned, I have developed this paper and, behaviour log resource, as an encapsulation of new knowledge gathered and old knowledge reconceptualized. To further develop ourselves as teachers, we need to frame our past approaches from new perspectives stemming from reflection, experience, and dialogue with others.

References

Abisgold, C. Behaviour Contracts. (n.d.). Retrieved August 1, 2004 , from schoolzone, Teachers, good practice Web site: http://www.schoolzone.co.uk/teachers/jft/GoodPractice/classroom/
Special_needs/Behaviour.htm

Bennett, S. & Weber, K. (2004). Special education in Ontario schools (5th ed.). Palgrave: Highland Press.

Benns, Roderick. (2003, February 13). Workshop for educators, parents in Brampton speaks to inclusion, says organizer. Community living leaders: Building inclusive communities. Retrieved November 24, 2004 from http://www.communitylivingontario.ca/Daily_News/2003/Feb/feb13.htm

Chaban, P. (n.d.). Learning disabilities and behavioural/emotional problems. Retrieved July 30, 2004 from http://ldao.ca/about_ld/articles/general/ldbep.html

Government of Canada . (1997, June). Bullying and victimization: The problems and solutions for school-aged children. Retrieved August 1, 2004 from http://www.prevention.gc.ca./en/library/publications/children/violence/

Hutchinson, N. (2004). Teaching exceptional children and adolescents: A Canadian casebook (2nd ed.). Toronto : Pearson Education Canada Inc.

Learning Disabilities Association of Ontario . (n.d.). About learning disabilities. Retrieved August 1, 2004 from http://ldao.ca/about_ld/index.html

Ontario College of Teachers. (n.d.). Standards of practice for the teaching profession. Retrieved July 20, 2004 from http://www.oct.ca/en/professionalaffairs/standards-practice_e.asp

Ontario Ministry of Education. (n.d.). An introduction to special education in Ontario . Retrieved August 1, 2004 from http://www.edu.gov.on.ca/eng/general/elemsec/speced/ontario.html

Viscardis, L. (2003, February 14). Guide leads to better understanding. Community living leaders: Building inclusive communities. Retrieved November 24, 2004 from http://www.acl.on.ca/Daily_News/2003/Feb/feb14b.htm

Biographical Note:

After a summer teaching in Korea , Cam Cobb has returned to his role as educator at the Toronto District School Board and is presently working towards an M.Ed. at OISE with a focus on Educational Administration. He can be reached at: camsukja@hotmail.com