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Strategies for Promoting Good Behavior in Children with Special Needs
 An interview with Sam Goldstein, Ph.D. co-author of Learning Disabilities and Challenging Behaviors: A Guide to Intervention and Classroom Management. From the May 2001 Education newsletter.Q: What is the teacher’s role when teaching a child with an emotional or behavioral problem? A: Teachers represent one of the very best first line sources to identify children with problems, assist in their evaluation and, most importantly, implement effective teaching and behavioral strategies to help this group of children function more effectively. It is important for teachers to recognize that one out of five children in school today experiences some type of emotional, behavioral, or developmental difficulty that makes it difficult for them to function effectively in some or many aspects of the classroom. Thus, it is important for teachers to possess a working knowledge of the types of emotional, behavioral, and learning problems children present in the classroom, to understand how to identify these problems based upon their daily interactions with these children, and to be available to work with special education consultants. With the inclusion initiative, classroom teachers will play an increasing role in providing support, education, and care for this group of children. Finally, it is important for teachers to start with empathy, recognizing that most children are doing the best they can. Q: What are some behavior modification techniques that work with students who are disruptive? A: It is important for a teacher to understand why a particular student may choose to behave in disruptive ways. For some children, disruptive behavior results from a biological immaturity in their capacity to develop self-control. Thus, behavioral interventions alone for these children are not likely to lead to much improvement in the classroom. For other children, disruptive behavior is the consequence of feeling unintelligent or hopeless in the classroom. For these children, simple rewards and punishments will also be ineffective unless their skill weaknesses are identified and supported. Once teachers understand the reason a particular child may be disruptive, the most effective techniques are those that are preventive rather than reactionary. That is, rather than waiting for a problem to occur, strategies involving positive reinforcement for appropriate behavior are more effective than punishment. I particularly like the use of differential attention. In this technique, teachers ignore the disruptive behavior, wait until the child exhibits some positive behavior, and then immediately pay attention to the child in a positive way. Q: How can teachers structure their classrooms to promote good behavior and minimize disruptions? A: First, it is important for teachers to understand and think about those qualities in their students that lead to good behavior. This includes understanding what skills, abilities, and attitudes are important for students to be successful in the classroom. Once teachers understand these important criteria, when a student experiences a problem they can examine their checklist of success factors to determine the areas in which a student may be struggling. Overall, to promote good behavior, it is important for teachers to make certain the material being taught and the work being requested is within students’ abilities. Teachers must also help students feel accepted in the classroom by providing every student with an opportunity to feel special, appreciated, and to help others. When students are actively engaged in learning and feel good about themselves, classrooms function well. Q: What should a teacher do if positive reinforcement doesn’t work? A: Punishing techniques can be effective so long as students have the ability to behave differently and are afforded the opportunity to do so once punishment is completed. Unfortunately, teachers at times punish students for behaviors beyond their control. Punishing a child for having difficulty sitting still or being unable to read will not lead to improvement. If positive reinforcement is ineffective, teachers must first make certain the student is capable of engaging in the appropriate behavior or activity. Once they are certain, I suggest the use of response cost along with positive reinforcement. Response cost penalizes students with loss of partial privilege, activity, or points based upon the exhibition of negative behavior while providing reinforcers when positive behavior is exhibited. I do not advocate punishment for any child absent accompanying positive reinforcement.
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