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Justin seemed to delight in irritatingMr. him in the learningprocess and in mon- culties associated with educating stu-
Howe. Even the simplest request from itoring his own behavior. dents who exhibit oppositional and defi-
Mr. Howe resulted in resistance from Mr. Howe also tried to change his ant behaviors (see box, "Labeling
Justin. Although Mr. Howe initiallydealt demeanor and facial expressions with Students"). Although this article pres-
with Justin's resistance by trying to Justin.He calmly gave Justin brief, easy- ents these suggestions in the context of
cajole, convince, or bribe him to comply, to-follow directions and provided him promoting the learning of students who
he was losingpatience with Justin. Now,' with some choices. If Justin resisted, Mr. engage in oppositional and defiant
when Justin refused to do something, Howe briefly listened to Justin's expla- behaviors, they can be used to support
Mr. Howe became angry and quickly nation and either discussed it privately the learning of all students.
threatened him in front of the class, with him or quickly exited the situation.
which Justin seemed to enjoy even more. When Justin complied with Mr. Howe's
Mr. Howe realized that he was play- requests, Mr. Howe occasionally and pri-
ing into Justin's hands and contacted vately acknowledged this behavior by Gpponsionzg azl Deicznt
the school's prereferral team, which employing quick walk-by reinforcement Behaviors
included Ms. Douglas, a special educator such as a gesture, whisper, or pat on the
who had worked with Justin and his back or left a note for Justin to find later Students who exhibit oppositional
family. The team collected information in the day. and defiant behaviors engage in a
L about Justinand his behavior. They ana- persistent pattern of manipulative or
ul
lyzed several recent incidents to identify Educators like Mr. Howe teach a noncompliant behavior. These
_n the actions of Justin and Mr. Howe that range of students with special needs, behaviors, which occur frequently
precipitatedand maintained their power including students who exhibit opposi- for a minimum of 6 months, may
struggles. Justin's family also discussed tional and defiant behaviors (Jenson, include a combination of the follow-
how they use routines and how they 2001; Woolsey-Terrazas & Chavez, ing:
Z
m structure transitionsto avoid confronta- 2002). Such students engage in a variety "*Refusing to comply with rules.
tions with him at home. On the basis of of behaviors designed to resist the "*Blaming or arguing with others.
C.
this information, the team concluded requests of authority figures. These "*Losing their temper.
,d
z that Justin truly enjoyed his confronta- behaviors often interfere with school "*Being easily angered, frustrated,
C'4
1'.
tions with Mr. Howe. The team then col- performance (see box, "Oppositional and annoyed.
laborated with Mr.Howe to create a plan and Defiant Behaviors"). "*Cursing and using inappropriate
to try to reduce Justin'spower struggles. Teachers must be knowledgeable language.
C They determined which classroom rules about the unique characteristics of their "*Having low self-esteem.
C were nonnegotiable and what the conse- students so that they can plan and "*Appearing to enjoy annoying and
quences would be for violating them. implement educational programs that bothering others.
They used these rules to establish a address the students' individual "*Seeking attention (Jenson, 2001;
home-school contract with Justin'sfami- strengths and needs. This article uses Woolsey-Terrazas & Chavez,
ly. They also discussed ways for Mr. the experiences of Mr. Howe and Ms. 2002).
Howe to change his instructional tech- Douglas to provide suggestions for
niques to motivate Justin and involve understanding and addressing the diffi-