Dealing with challenging behaviors is something most teachers, Special Ed or not, face on a daily basis. Often times, the more severe the disability: the more challenging the behaviors. I teach students with severe disabilities, and have been blessed to do this for quite a while! I have experienced the gamut of challenging behaviors, from the screamers, runners, climbers, to the head bangers and self-abusive! From the aggressors, to the aggressive hitters, pinchers, biters, spitters, scratchers, and kickers! I have dealt with repetitive, self-absorbed, finger gnawing, hand sucking, poop smearing, self-stimulating, furniture/object throwing, avoidant, selfish, spoiled rotten, manipulative, anti-social behaviors… you get the picture.

There is a lot to be said about behaviors: books on the subject, trainings/workshops/seminars on understanding behaviors and on how to deal with them, behavior therapists helping teachers and parents to implement best practices, and tons of behavioral aides and advice. Yet, with all of these options in place, often times, teachers are still not seeing positive outcomes when it comes to dealing with behaviors. That is why a lot of teachers do not like dealing with them and the students who exhibit them. Unlike a lot of teachers, I relish behaviors! I know it sounds weird, but I do. I like the challenge!

Not the challenge of why the behavior is occurring. Most common theme is some form of communication. Not the challenge of how, we have great assessment tools for that. Not even the challenge in dealing with the behaviors. We have tons of labels, behavior specialists, assessments, and behavior management plans for that. Even with all of this in place, we still face challenges in addressing behavior problems successfully. The part of dealing with challenging behaviors I like the most is creating and understanding the big picture. I like to think of problem behaviors as a puzzle. My job is to form a picture, utilizing every puzzle piece of the problem behavior.

There have been a number of studies over the years addressing problem behaviors in students with severe disabilities. In each study, what is apparently clear is that there is a tendency for children with severe disabilities to have behavior problems and that we have only limited understanding of the origins of challenging behaviors. It is that lack of knowledge that often poses treatment dilemmas, which are difficult to resolve. If challenging behaviors are to be prevented, and treatment effective, theories as to its origins are indispensable.

You see most behaviors are dealt with utilizing only a few pieces of the puzzle. We are good at addressing why, how, when, and where the behaviors occurs. But those puzzle pieces does not create a complete picture of the behaviors. There are still pieces missing. I believe a student’s behavior is more then his or her disability. I believe a lot of behaviors have absolutely nothing to do with the disability and everything to do with what the student has been allowed to get away with! What is the home environment like; consistency, boundaries, rules, expectations, discipline, siblings, both parents in the home, etc. What is the history behind the student’s disability; hospitalizations, constant doctor’s appointments, illnesses, medical conditions, etc.

These puzzles pieces are important in understanding a student and his or her behaviors. But, unfortunately, it is those puzzles pieces that are often missing. As a result, reasons for behaviors can be misunderstood and misdiagnosed; and how behaviors are addressed can be wrong. When we are able to plug in those holes, when we are able to figure out those missing puzzle pieces, then maybe, just maybe, we will have more success at addressing problem behaviors.

No doubt it’s a challenge. No doubt it is hard to do! After all, we don’t call them challenging behaviors for nothing!!!!