Dealing with a disruption is more effective if you can identify the specific circumstances or event that triggers it, rather than focusing on the personality of the student doing the disrupting. A wide variety of factors can trigger inappropriate behavior (Heineman, Dunlap, & Kincaid, 2005):
- physiological effects”including illness, fatigue, hunger, or side-effects from medications
- physical features of the classroom”such as the classroom being too warm or too cold, the chairs being exceptionally uncomfortable for sitting, or seating patterns that interfere with hearing or seeing
- instructional choices or strategies that frustrate learning”including restricting students' choices unduly, giving instructions that are unclear, choosing activities that are too difficult or too long, or preventing students from asking questions when they need help
By identifying the specific variables often associated with disruptive behaviors, it is easier to devise ways to prevent the behaviors, either by avoiding the triggers if this is possible, or by teaching the student alternative but quite specific ways of responding to the triggering circumstance.
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