Behavior is Communication

When a student is exhibiting challenging behavior, it is important to remember that behavior is communication. Dr. Ross Greene writes that children exhibit challenging behaviors (whining, withdrawing, screaming, swearing, hitting, spitting, etc.) when the expectations placed on them outstrip their skills to communicate in other ways. This behavior is an indication that a child is having difficulty meeting certain expectations.

The best ways in which to reduce these challenging behaviors are to identify the specific expectations they are having difficulty meeting. Use the following strategies to aid in this practice…

1. Ask the student directly what they are communicating through their behavior. Others may have insight into what’s going on but asking directly is respectful and includes them in the communication learning process
2. Confirm the students’ understanding by watching their facial expressions and body language. Repeat and rephrase instructions, wait 10 seconds for a response, repeat using different words if necessary.
3. Simplify your language by using short simple phrases. Always speak as you would to any member of the class. Acknowledge gestures, vocalizations and facial expressions. Finally confirm with the student your understanding is correct.
4. Treat all communication as meaningful. Never brush off any method of communication a student uses. Thoughtfully process and attempt at communicating a student makes.
5. Provide visual supports. Visual supports can aid in expression. Non-tech picture boards are both easily accessible and functional.
6. Develop a personal communication dictionary, PCD. A tool that shares the knowledge of people who know the student well and can give a common understanding of what the student is saying. The more consistently people respond to a student’s attempt to communicate, the more likely they are to communicate. Having a team of people who are all on board of the PCD allows the educational staff to have a common understanding. A 3 step response is recommended…
   • Tell the student what you see them doing
   • Tell the student what you think they mean
   • Respond to the student
7. Design for Intrinsic reinforcement. Design classroom activities so that the reinforcement is intrinsic for all students (the reward is embedded in the activity).
8. The Students “Zone of Proximal Development”. Choose learning objectives that target the student’s ZPD. This is the sweet spot where the student is stretching their learning, but the learning is not too big of a stretch that it becomes overwhelming.
9. Teach one new thing at a time. Implement singular learning objectives and progress when the student achieves the desired level of learning.
10. Be flexible.  Adjust expectations as often as necessary. Be prepared to lower expectations when the student is tired, in pain, returning to school after a prolonged absence, etc. Lower expectations could just look like offering more support for tasks, more frequent breaks, practicing familiar skills.