A Collaborative Approach to Managing Challenging Behaviors of Students with Disabilities: A Review of Literature

Abstract

Managing challenging behaviors of students with special needs is not only a concern within the confines of the educational setting, but it is also an issue that can significantly impact effective collaborations between school personnel and the families of the students. Identifying challenging behaviors at an early age, developing effective intervention strategies to manage these behaviors, in addition to fostering cohesive collaboration between teachers and parents; are all important in addressing this issue. Studies have shown that effective parent-teacher collaboration is the most crucial element when analyzing the overall outcome of behavior interventions.

Discipline within the field of special education is an issue that continues to garner public attention and is oftentimes a very divisive issue amongst the population of people who are most affected. Managing challenging behaviors of students with special needs is not only a concern within the confines of the educational setting, but it is also an issue that can significantly impact effective collaborations between school personnel and the families of the students. Being cognizant of current legislation concerning discipline within the field of education, early detection of challenging behaviors, formulating a plan for intervention, in addition to creating authentic opportunities for parents and teachers to learn and share information regarding these issues; are all important components in creating a cohesive collaboration between the school and home environments’.

Historical Background

Disciplinary procedures in the field of special education have brought about controversy and division between administrators, teachers, and the families of the students involved. Administrators and teachers oftentimes felt that students with special needs were afforded differential treatment, which in turn promoted a system of inequality and segregation (Ryan, Katsiyannis, Peterson, & Chmelar, 2007). To address some of these mounting concerns, in 2004 a major revision to the Individuals with Disabilities Education Act (IDEA) was signed into law by President George W. Bush. The revision of IDEA 2004 focused on changes to disciplinary procedures for students with disabilities, thus potentially improving the overall quality of special education programs within the context of developing effective disciplinary procedures that take into account the concept of manifestation of disability.

Importance of Early Intervention

Young children who exhibit challenging behaviors generally encounter many difficulties if early intervention is not received (Wood, Cho, & Ferro, 2009). These difficulties arise not only in the school environment, but in the home environment as well. Increased negative interactions with teachers and family members, higher instances of peer rejection, and increased risk of school failure can be effects of challenging behavior that is not addressed early, as the child reaches the K-12 school environment (Wood et al., 2009). To address these difficulties, research has shown that a function-based intervention plan, developed from functional behavioral assessment (FBA), is an effective recommended practice for children with challenging behaviors. Wood et al. (2009) reviewed thirty-five studies conducted over a 17 year span analyzing the most effective components of FBA. The results of their review revealed that one of the most effective elements in an FBA was collaboration with family members throughout the intervention planning and implementation process. According to Wood et al. (2009), “Research has shown that parents who were involved in their children’s FBA and intervention processes gained experience using behavioral supports and also increased the likelihood of long-term benefits for the families” (p. 76). These results support the idea that increased teacher and family collaboration throughout the planning of the intervention can increase the overall effectiveness of the implementation process.

As early identification and intervention of challenging behaviors is addressed at varying stages of early childhood development, the importance of identification and intervention increases as a child transitions into kindergarten. For children with developmental and behavioral difficulties, a difficult transition may lead to long-term social and academic problems (Pears, Kim, Healey, Yoerger, & Fisher, 2015). Pears et al. (2015) conducted a study to examine the effects of a school readiness intervention program involving children with developmental and behavioral difficulties who were transitioning into kindergarten. Two hundred and nine children and their families participated in this study which focused on school readiness skills of students with developmental and behavioral difficulties, parents’ discipline strategies, in addition to parental involvement. The school readiness intervention program, Kids in Transition to School (KITS), is a five- month intensive program that was administered to children as they transitioned into kindergarten. The results of this study showed that KITS had a positive impact on improving the school readiness skills of children with developmental and behavioral difficulties. These results also showed that KITS had a positive impact on improving the parenting skills of the families involved in the study, which in turn led to more positive parental collaboration with school personnel. Findings from this study also support the idea that positive parent and school collaboration can have positive long-term effects for a high-risk group of children (Pears et al., 2015).

Daily Intervention Strategy

In addition to early identification, developing intervention strategies that can be effective at various grade levels is also important. The use of Daily Behavior Report Cards is a method of behavior intervention that has a long history of implementation as a method of contact between the home environment and school (Vannest, Davis, Davis, Mason, & Burke, 2010). However, examining the specific components of the DBRC to improve behavior outcomes for students is being addressed through ongoing research. Vannest et al. (2010) conducted a study reviewing existing research pertaining to effective moderators used in various DRBCs. Seventeen studies were reviewed and coded to determine the moderators that were associated with stronger intervention outcomes.The results of their review showed that home involvement was one of the most influential moderators in the overall outcome of the use of DBRCs. These results reaffirm the importance of the home collaboration component involved in an effective behavior management intervention.

Changing the Culture

Beyond early identification and intervention of challenging behaviors, the specific roles that parents and teachers play in the facilitation of effective communication and collaboration are equally as important in managing these challenges. The importance of effective communication between parents and teachers is vital in building cooperative relationships that can lead to effective collaboration (McNaughton, Hamlin, McCarthy, Head-Reeves, & Schreiner, 2007). McNaughton et al. (2007) conducted a study to examine the effect of instruction on the active listening skills of pre-service education professionals. Active listening skills, which have been shown to play an important role in effective communication, are described as a multistep process which includes asking appropriate questions, making empathetic comments, and paraphrasing what you hear for the purpose of verification (McNaughton et al., 2007). Ten pre-service educators were administered an active listening strategy instructional package consisting of three phases including a pretest, intervention, and posttest. The four components of the instructional package included (a) listening, showing empathy, and communicating respect; (b) asking questions and asking for permission to take notes; (c) focusing on the issues; (d) determining how much of the problem is within their zone of control (McNaughton, 2007). After completion of the intervention, the posttest results showed that all of the pre-service teachers had improved their active listening skills. Results of this study suggest that active listening skills can be taught in an effective and efficient method, and that the use of these skills are viewed in a positive manner by parents of school- aged children. These results support the idea that teachers are an important component in creating successful parent-teacher collaboration, which as stated is essential in managing challenging behaviors of students.

In addition to equipping educators with the skills necessary to be effective communicators, it is also important to educate parents on how to participate in effective communication and collaboration. Strengthening the capacity of educators and families to work effectively with students’ challenging behaviors requires commitment, dedication and an understanding of shared goals (Cheney, Osher, & Caesar, 2002). Cheney et al. (2002) stated that, “Having shared goals as well as a common mission, helps educators and families develop an operational framework within which they can work together effectively” (p. 80). Valuing and including input from families generally helps to promote a sense of equity in the collaborative process. When effective learning and sharing take place between educators and families, decreased isolation and increased involvement in school programs are often a direct result (Cheney et al., 2002).

Creating valued and trusting relationships between teachers and parents can be a complicated process that can involve issues pertaining to individual beliefs about educational goals and cultural values (McNaughton et al., 2007). Despite possible complications, developing effective parent-teacher relationships can increase the overall effectiveness of early intervention and implementation, when managing challenging behaviors of students with special needs. Studies have consistently shown that collaborative relationships between teachers and parents may be as important as any specific intervention provided to the child (McNaughton et al., 2007).

References

Cheney, D., Osher, T., & Caesar, M. (2002). Providing ongoing skill development and support for educators and parents of students with emotional and behavioral disabilities. Journal of Child and Family Studies, 11(1), 79-89.

McNaughton, D., Hamlin, D., McCarthy, J., Head-Reeves, D., & Schreiner, M. (2007). Learning to listen: Teaching an active listening strategy to preservice education professionals. Topics in Early Childhood Special Education, 27(4), 223-231.

Pears, K. C., Kim, H. K., Healey, C. V., Yoerger, K., & Fisher, P. A. (2015). Improving child self-regulation and parenting in families of pre-kindergarten children with developmental disabilities and behavioral difficulties. Prevention Science, 16(2), 222-232.

Ryan, J. B., Katsiyannis, A., Peterson, R., & Chmelar, R. (2007). IDEA 2004 and disciplining students with disabilities. National Association of Secondary School Principals.NASSP Bulletin, 91(2), 130-140

Vannest, K. J., Davis, J. L., Davis, C. R., Mason, B. A., & Burke, M. D. (2010). Effective intervention for behavior with a daily behavior report card: A meta-analysis. School Psychology Review, 39(4), 654-672

Wood, B. K., Cho Blair, K., & Ferro, J. B. (2009). Young children with challenging behavior. Topics in Early Childhood Special Education, 29(2), 68-78.

About the Author

Born and raised in Potlatch, Idaho; a small rural town in the northern part of the state, Amy Wright earned her BS in Early Childhood/Special Education at Mercer University in Macon, Georgia. She is currently working on her MS in Special Education with an endorsement in autism. Her grandmother, who was an elementary school teacher, is her motivation and inspiration.