Challenging Behavior in School 

 

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What is challenging behavior?

Challenging behavior is when a child repeatedly acts in ways that make it hard to learn, get along with others, or impacts their quality of life. This can include yelling, hitting, disrupting class, tantrums, self-injury, withdrawing, or running away. Some of these behaviors may be common for a child’s age, but when they happen often, they can interrupt learning and daily activities for the child, their classmates, and their families. It is important to understand that challenging behaviors often show that a child has an unmet need.
Behaviors can happen at home, school, or in the community. The same behaviors are often seen in different settings. However, parents may see behaviors at home that aren’t seen at school, or school sees behaviors that aren’t happening at home. Working with the school can help everyone understand why the behavior is happening and create a plan to support the child in all settings.

How does the school support students with challenging behavior?

All schools and school districts handle challenging behavior differently. Many schools use a system called Positive Behavioral Interventions and Supports (PBIS). This system teaches clear behavior expectations and rewards all students for positive actions, such as turning in homework, helping a classmate, or walking quietly in the halls. Some schools also use curriculum and lessons to teach students about their emotions and how to manage them in healthy ways. If you have questions about your school’s behavior supports, contact your child’s teacher or a school administrator.
If a student continues to have trouble with behavior at school, the school may try increased levels of support with general education resources, called interventions, to address it. These Multi-Tiered Systems of Supports (MTSS) are a framework designed to help schools identify students who need extra help and provide support early. Many schools have an intervention team that looks at student data to see who may need extra support. This first level of support might include meeting in a small group with a counselor or social worker, or having daily check-ins with an adult. Schools may also use accommodations, such as giving breaks after work is done or breaking assignments into smaller parts so it is more manageable.
When interventions are used, the school should collect data to see if they are helping. Parents can ask the school to share this data with them. Interventions should be time-limited with adjustments made if needed.

What if current interventions are not working or supports are needed long-term?

If a student still needs ongoing support or continues to struggle, the intervention may not be the right fit. In that case, the school may want to consider an evaluation for a 504 plan or special education services.
The school may also complete a Functional Behavior Assessment (FBA) and/or a Behavior Intervention Plan (BIP). An FBA helps identify the root cause of the behavior(s). Based on this information, a BIP is created as an individualized plan that guides how school staff respond consistently to the behavior and teach more appropriate skills. A simple way to collect data and find a pattern is to use the ABCs of Behavior.
Antecedent: What happened before the behavior
Behavior: What did the child do (must be observable and measurable)
Consequence: What happened after the behavior (how did adults respond)

Parents can ask the school to complete an FBA or request an evaluation for special education or a 504 plan at any time. Regardless of a child’s diagnosis, they should have access to the supports and services they need to make progress in school.

How can parents be involved?

Parents can be a valuable resource for the school. Having open communication with the school can help everyone in managing challenging behaviors. Parents can talk about what is happening at home, what other providers suggest, and what ideas have worked or not worked in the past. It may also be helpful for parents to collect data at home so that they can share examples of how often and how long the behavior lasts outside school.
A meeting should be held anytime things aren’t going well to discuss which pieces of the plan are working and which are not. The team can make adjustments to the plan and consider whether additional assessments would be helpful at that time. Sometimes, the adults working with the child would benefit from training about the child’s disability or behavior strategies. If training is needed for the staff to be effective in working with the child, it can be written into the plan.
If you are worried about your child’s behavior, you can talk to your family doctor, who may suggest helpful things like specialists, mental health support, therapies, or medications.

Can my child still be disciplined for Challenging Behavior in Schools?

Discipline issues can be complex, and schools must consider many factors when responding to student behavior. Parents can review their school district’s discipline policies in the Student Handbook.
An Individualized Education Program (IEP) team may decide that different responses, instead of the usual school discipline, are more appropriate. These responses should be written into the student’s IEP or BIP. For example, instead of being sent to the principal’s office, a student may be directed to take a break with a special education teacher to practice coping skills.
Students with disabilities are generally subject to the same suspension and expulsion rules as other students, but additional protections may apply. If a student with an IEP or 504 plan is suspended for 10 or more days in a school year, a manifestation determination meeting may be required and could prevent further suspension or expulsion. See ASK’s Manifestation Determination document for more information.
Iowa offers Challenging Behavior Teams at each Area Education Agency (AEA) to assist IEP teams in addressing complex behavioral issues. Responses to behavior—such as the following—can be signs that more in-depth behavior assessments and expert support are needed:

  • Being sent home early
  • Having a shortened school day
  • Frequent use of a time-out room
  • Use of restraint
  • Police involvement
  • IEP team discussions about moving to a more restrictive setting

See ASK’s Removal of Students with Disabilities From School document for more information.

Related Resources

Look for the following information sheets on ASK's website, www.askresource.org/resources

  • Functional Behavior Assessment (FBA)
  • Behavior Intervention Plan (BIP)
  • ABCs of Challenging Behavior
  • Removal of Students with Disabilities From School
  • Seclusion and Restraint in Schools: Chapter 103
  • Manifestation Determination

ASK Essential Questions

  • What interventions has the school tried with my child?
  • Is a Functional Behavior Assessment (FBA) needed?
  • What helpful information can I share with the school team?