Case
Ignoring or acknowledging aggressive student misbehaviors in special education classrooms

In my experience working in a special education classroom, I have been advised to ignore student misbehaviors such as punching desks, flipping chairs, kicking walls, shoving teachers, etc. As a result, the student does eventually stop the aggressive behavior, but the behavior continues every time the student gets told no or does not get their preferred choice by the teacher. I am concerned with ignoring aggressive student behaviors because the student continues to think their reactions to undesired events are appropriate. On the other hand, because the student is not getting attention or a response, they stop seeking it. Which method do you think is most effective ignoring or acknowledging aggressive student misbehaviors in special education classrooms?

Posted on: 10/08/23 | Views: 86
Solution #1
Is using positive discipline an option? If you clearly communicate what behaviors are appropriate, which ones are inappropriate, and what the rewards for good behavior and the consequences for bad behavior are, obviously on a level that they understand, and enforce the guidelines maybe that would help. Positive discipline is a more effective way to manage misbehaving students in the classroom, it allows students to learn and adapt their behaviors to meet expectations in the classroom.
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Solution #2
In special education classrooms, deciding between ignoring or acknowledging aggressive student behaviors requires a balanced, individualized approach. "Planned ignoring" can be practical for attention-seeking behaviors that are not harmful, teaching the student that aggression won't yield desired responses. However, when unsafe behaviors indicate unmet needs, they should be addressed directly. This involves implementing de-escalation strategies, teaching appropriate communication methods, and adjusting the environment to reduce triggers. Collaboration with behavioral specialists can be crucial in understanding and responding to these behaviors. Above all, the safety of all students and staff is paramount. A combination of ignoring certain behaviors while actively addressing others, based on each student's specific context and needs, tends to be the most effective strategy.
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