DEBATE

Debate
Michlin Durazo
HD426
February 27, 2106
Laura Fierro

Debate
The California Teachers Association (CTA) Code of Ethics states that it is the responsibility of
the educator to strive to help each student realize his or her potential as a worthy and effective
member of society. The educator therefore works to stimulate the spirit of inquiry, the acquisition
of knowledge and understanding, and the thoughtful formulation of worthy goals. Educators
have the responsibility of supporting a student, not only intellectually, but also socially and
emotionally. This is not always an easy feat to accomplish though, especially at times when an
educator is faced with students that display challenging behaviors. These challenging behaviors
may be seen in various forms and to varying degrees, so it is the responsibility of the teacher to
take the appropriate steps to not only maintain control of their class so that the learning for all of
the students is still possible, but to also try to understand the causes of the challenging behavior
and implement strategies for intervention and future prevention.

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A basic component to all behavior is that it serves two functions: to obtain something, or to
escape something. A behavior is always preceded an antecedent, and followed by a consequence
(a reaction). In order to implement effective strategies for intervention, it is important for the
teacher to observe the factors surrounding the difficult behaviors so that the antecedents and
consequences can be determined. When we understand the antecedents of a behavior, we have
information on the circumstances in which the behavior was reinforced and was punished
(BCOTB).
Antecedents can be events that happened immediately before the behavior, or an event that
has happened in the past that has been building up in the student (such as bullying), or a setting
event (such as lack of sleep, hunger/thirst, or medications). Consequences are how others react to
the behavior. This could be in the form of a praise, reward, attention (or lack of), reprimand, etc.
Consequences for behavior can impact the future of the behavior (i.e., increase or decrease the
behavior). Pleasant consequences that increase the occurrence of future behavior are called
reinforcements. Undesirable consequences that decrease the occurrence of future behavior are
called punishments (Project Ideal, 2013)
The importance of understanding behavior interventions is seen in the implementation of
Assembly Bill 420, which took effect in January, 2015. This bill (AB420) states that no student
can be expelled for disruption or willful defiance. When school districts comply with AB 420,
more students will be spending more time in a learning environment and receiving needed
support rather than being without adult supervision (CSBA, 2015).
There are going to be times when positive behavior interventions fall short, and a student may
become escalated to the point in which they become a danger to themselves or others, and
physical restraint and/or seclusion is necessary. These practices are highly controversial,
dangerous, and should only be used as a last resort effort. Teachers should be requesting

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specialized training in crisis prevention in order to comply with their school districts guidelines
and policies on circumstances surrounding the use of physical restraint and seclusion.

References
Antecedents: The A in the ABC's of Behavioral Analysis - Behavior Analysts Tampa: ABA
Therapy, Autism, Behavior Problems, ADHD/Learning Disabilities. (2013). Retrieved February
25, 2016, from http://bcotb.com/antecedents-the-a-in-the-abcs-of-behavioral-analysis/
About CTA. (n.d.). Retrieved February 25, 2016, from http://www.cta.org/About-CTA/WhoWe-Are/Code-of-Ethics.aspx
http://www.projectidealonline.org/v/basic-behavior-components/
FactSheet - CSBA. (n.d.). Retrieved February 25, 2016, from
https://www.csba.org/GovernanceAndPolicyResources/~/media/CSBA/Files/GovernanceResour
ces/GovernanceBriefs/201503_AB420DisciplineFactSheet.ashx