Rappaport

Understanding and Teaching the Most Challenging Students

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Hour 1:           What are positive and effective strategies for educating children who have been deemed “problematic” in the classroom and how can parents and educators work together to improve the educational experience for these kids? We’ll talk this hour with Dr. Nancy Rappaport, assistant professor of psychiatry at Harvard Medical School and co-author of “The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students” (Harvard Education Press, 2012).

  • Doc_75052

    I enjoyed the information that Dr. Rappaport’s has shared. It was very informative and applicable for teachers working with difficult students. ABC behavior logs are the most important and useful tools I have used when looking for the functions of behaviors. I believe your your view on relationships is very accurate and the most important factor in how behavioral situations unfold.  When discussing functions of behavior (i.e. attention, escape, sensory, and tangible), I believe these functions apply relatively well to students on the autism spectrum. However, students with more emotional/behavioral disorders often are trying to meet a little different set of needs.  After physiological and safety needs are met (Maslow’s), they have a certain set of “interaction needs” that directly effect further behaviors.  There are many different categories throughout the psychological literature I have read, however the most useful and applicable is a model I found through “Love and Logic”.  “Love and Logic” classifies these needs into Inclusion, Competency, Affection, and Control.  Attention seeking behaviors often are often a cry for Inclusion or Affection.  Escape is often a behavior that occurs when students do not fell Competency, Inclusion, or Control over where they are or what they are doing.  All necessary sensory and tangible needs are usually met when meeting basic Physiological and Safety needs.  I have been using these four core “interaction needs” in conjuction with Maslow’s to identify functions of behaviors for a while now, and have found them to be far more effective in developing successful plans that target the source of inappropriate behaviors.  I have found that teaching social skills addressing these four core interaction needs improves behavior across the board in our districts emotional/behavioral programs.  I say this not to disagree with your opinion, but to provide listeners other resources that might more directly address concerns with Emotional/Behavioral students.  Thank you for the wonderful information you shared on this program.  I am looking forward to reading your book.  

  • http://www.nancyrappaport.com/ Nancy Rapaport

    I am so glad that you highlight this. I just did a you tube about the importance of building relationship. Thank you for highlighting! I would love to hear from you after you read our book to see if we address the “love and Logic” you so eloquently describehttp://www.childmind.org/en/posts/articles/2012-4-13-behavior-code-and-teaching-challenging-students

  • http://www.nancyrappaport.com/ Nancy Rapaport

    I am so glad that you highlight this. I just did a you tube about the importance of building relationship. Thank you for highlighting! I would love to hear from you after you read our book to see if we address the “love and Logic” you so eloquently describe http://www.childmind.org/en/posts/articles/2012-4-13-behavior-code-and-teaching-challenging-students

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