| Answer: hanks
for writing Karen. BIG question!!
On the surface, the function of passive
aggressive behavior, which usually takes the form of work refusal, looks like
avoidance. First, check to see if the function of the behavior is to avoid
a task because of a skill deficit. That is, let's begin by assuming the most optimistic
outlook: the student would but can't.
There are many possible
reasons a student appears to be resisting work, e.g.,
Reason | Response | | Doesn't
understand the task | Check for understanding | | Doesn't
know how to ask for help | Teach how to
ask for assistance. | | Has
difficulty getting started | Teach organizational
skills; increase the structure of the task. | | Doesn't
see how to approach the task | Teach how
to break a task into smaller pieces;Sit by a peer who can model what to do | | Feels
that what he produces will not be good enough or look the way he wants it to look
| Offer accommodations, e.g, word processing;
Use cooperative learning and highlight the student's strengths | | Feels
that there is no end in sight |
Provide
schedule that shows a preferred activity will follow | | Has
limited coping skills | Teach to ask for
a break or other coping skill |
However,
despite it's logic, I have found that the function of most passive aggressive
behavior is not to avoid work but to gain: attention, assistance, release from
feelings incompetence or powerlessness. This hypothesis calls for different strategies:
The first three focus on avoiding power struggles:
1. Try to remove the issue (work production) from the power struggle arena.
One way to do this is by creating activity checklists, that is, task cards or
mini-schedules that are accompanied by visuals and include the steps for completing
various assignments. Teach the student to cross off each activity as she completes
it. When she is off-task, walk by and point to her card. This way, you avoid direct
confrontation. 2. Another technique to avoid a power
struggle is to share some of the control by offering some choices:
·
Do you want to use pen or pencil?
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Do you want to do this in the workbook or on your slate?
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Do you want to do this after or before lunch?
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Do you want to sit at your desk or in the book corner?
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Do you want to do the odd or the even number?
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3.
Another technique to avoid power struggles is: Never argue!! Try the "Broken Record"
routine:
·
You: " The assignment begins on page 17."
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Student: "Ra ra ra."
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You: "The assignment begins on page 17."
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Student: "Ra ra ra ra ra."
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You: "Nevertheless, the assignment begins on page 17." Walk away.
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Another version of this is called "Praise-Prompt-Leave": ·
First, praise by stating exactly what the student has done correctly (e.g., "You
put your name on the paper").
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Next, prompt by stating the next thing he needs to do. Be specific, provide examples
if needed and ask him to repeat what he is to do
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Say that you will come back and check, then leave for the time necessary for the
student to complete the step.
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Repeat
the process as needed. The next one helps avoid reinforcing
the behavior by reinforcing the opposite behavior.
4. To avoid giving attention to work avoidance, heavily reinforce the tiniest
output. If this is a student who sits with a blank paper, turn somersaults if
she writes the first letter of her name on the paper.
This one is crucial
because it's our own reactions to passive aggressive behavior that makes it so
powerful.
5. Monitor your own reactions. Passive aggressive students make
teachers feel frustrated and angry. This often leads you to try to exert control.
The student expects that! Instead, try an empathic response, which acknowledges
the communicative intent of the behavior, such as "Looks like you're having a
bad day" or "I think this is a difficult assignment. If I were you, I might have
a hard time getting started."
Let the student know that you reject the
behavior, not the student: "Ripping up your math sheet is not okay, Linda, but
I'll get you another and together we can get started on it." It's best to do this
privately.
This one is to counteract the feelings of powerlessness that
so often accompany passive aggressive behavior. 6.
Involve the student in solving this problem. Let her know that you need her participation
so that she will be able to succeed in your class and that you are willing to
make accommodations to help her do this. Problems solve together some solutions.
Try to get her to set some very modest goals. Typically, reward systems (different
from reinforcement) don't work. Neither does punishment. However, natural consequences
and acc It might help to reach way down far ay to
find a place where you can feel empathy for this type of student is to view him
as frozen in this behavior. He really wants your help (which is likely to be emotional
first-aid as much as it is academic assistance) and he doesn't even know it, so
he is stuck with an infantile response until you can rescue him. Passive aggression
seems to be powerful but it is really the response of those who feel incompetent
or powerless.
Resources: The You Can Handle
Them All Web Site
http://www.disciplinehelp.com/behavior
They Fear Failure
http://maxweber.hunter.cuny.edu/pub/eres/
Understanding Why Students Avoid Writing
http://www.ldonline.org/ld_indepth/writing
Passive Aggressive Behavior Tip Sheet
http://ici2.umn.edu/preschoolbehavior/tip_sheets/passagg.htm
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