• JOHN IS A FOURTEEN YR.

OLD MALE STUDENT AT EVANS

HIGH
• HE HAS A PASSION FOR WRITING
• EXCELLED IN HISTORY AND ENGLISH
• HE HAS BEGAN TO UNDERPERFORM IN SUBJECTS OVER THE
TERM

• HAS BEEN A VICTIM OF PEER-BULLING , TURNING INTO THE

BULLY HIMSELF

• JOHN HAS STARTED ACTING OUT IN CLASS REFUSING TO FOLLOW

TEACHER INSTRUCTION

• HE HAS BEGIN TO EXPRESS EMOTIONAL EPISODES CONSISTENLY

Demonstrating anger

Struggling to stay on task

Peer-pressure

Bullying

Emotional outbursts

Lacking motivation

Struggling to find purpose in education

Failing to follow instruction

 Cascading effect

John started to decline academically , due to this he was bullied by his

peers

He redirected that anger towards his classmates and teacher

John than lost motivation in his work acting out emotionally. John could
find the work meaningless and boring (Cothran, Kullina & Garryhy, 2009)

Its clear John seeks power and positive attention (De Noble, Lyons,
Arthur-Kelly, 2017)
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•
• STUDENT MISBEHAVIOUR CAN DISRUPT THERE PEERS
LEARNING (DEMANET & VAN HOUTTE, 2012)
• EXTRA TEACHER ATTENTION ON JOHN AT THE EXPENSE OF
OTHER STUDENTS LEARNING

• CAUSE TEACHER STRESS

• EXTRA TEACHER ATTENTION ON JOHN AT THE EXPENSE OF

OTHER STUDENTS LEARNING.

• TEACHER MUST ADAPT THEIR TEACHING AND LEARNING

STRATEGIES FOR JOHN UNFAIR TO OTHER STUDENTS.

• NEGATIVE STUDENT BEHAVIOR CAN IMPACT CLASSROOM

CLIMATE (DE NOBLE, LYONS, ARTHUR KELLY, 2017.)
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Antecedent Behaviour Consequence

1. Teacher asks John John groans loudly, 3. Class becomes
to take his feet of the talks back. distracted
desk
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• WE HAVE ESTABLISHED ANTECEDENT CONTROL;
HOWEVER, IT IS CRITICAL TO DEFINE THE TARGET
BEHAVIOUR IN ORDER TO ESTABLISH LONG- AND SHORT-
TERM BEHAVIOUR OBJECTIVES.

I) JOHN REFUSING
TO FOLLOW INSTRUCTION HAS
OCCURRED CONSISTENTLY ACROSS THE TERM.

II) WHEN JOHN REFUSES TEACHER INSTRUCTION THE

BEHAVIOUR CAN LAST FEW MINUTES.

III) IF JOHN IS NOT LEFT TO HIS OWN DEVICES THE INTENSITY

OF THE BEHAVIOUR CAN INCREASE.

IV) JOHN GROANS, SAYS “I DON’T WANT TO”, “IT DOESN’T

MATTER”, “I DON’T CARE ANYMORE”

V) THE BEHAVIOUR ONLY OCCURS WHEN THE TEACHER

APPROACHES HIM TO GET BACK ON TASK.
 1 2
Now we establish long- In Johns case we want
and short-term behavior to reduce emotional
objectives for John, outbursts, refusal to
include him in drafting follow instruction and
objectives we both encourage more pro-
want to accomplish. social on task
behaviour.
3 4
These objectives can Successful ABA- based
be broken up in stages interventions can
e.g. this lesson when I achieve significant
asked john to move results in a relatively
seats his reaction was short time (Nobile, Lyons
moderate. & Arthur-Kelly, 2017 p.
153)
 Menu of consequences and reinforcements

Lose computer Time out Gain computer Remain with

time time your friends

Stay back at Gain points in Choose next Loss of privileges

lunchtime the class game activities
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Choice theory GOAL theory
 
If students don’t complete the work Goals might not be achievable or
chosen, then it may have a negative impact challenging enough
on the student. If students don’t achieve their goals, then it
The psychological approach does not take into may have a negative impact on the student.
consideration students physiological and
biological capacity.