While explaining the problem, be as specific as possible, and back it up with facts and recorded data. Data may include:

• when and where the behaviour takes place,
• how frequently the behaviour takes place,
• who is involved,
• what is happening in the classroom at the time,
• how long the behaviour lasts, and
• anything else you feel is important.

You may be concerned about how you can collect data, when you are responsible for a class full of students. The following strategies may simplify the process:

• Identify and record data for one behaviour at a time. Pick the behaviour that is most disruptive to the class.
• Decide the best way to record the data. Sometimes a simple checklist will suffice, or you may wish to keep track of the frequency of a behaviour by making marks with a pen on the palm of your hand.
• Ask for the assistance from members of the school-based team, the teacher assistant, resource teacher, or the principal. Develop different types of observation sheets, depending on the type of data you want to collect.

It will be mostly helpful if you can take quantitative data for five consecutive days. While you are taking the data, be consistent in the way you handle the student and the consequences you use. Do not initiate any changes until you have had a chance to evaluate the data.

The next step after collecting the data is to analyze it looking for trends or patterns. Try to select the least intrusive intervention first. If you need assistance in choosing an intervention, ask the resource teacher or the school-based team for assistance. Discuss your intervention plan with the parents before implementation.

There are many interventions to consider. Two methods frequently used are a behavior checklist and contraction.

Behavior Checklist: The teacher, teacher assistant, or even in some cases the student, uses it to record incidences of problematic behaviors as well as some things that the child does appropriately. When designing the list, try to use positive language. The details will vary according to the student's needs. You may find it helpful to review the checklist with the student every morning to ensure that he/she understands expectations. At the end of the day, the list could be reviewed with the student an some reinforcer applied. In some cases, this list is then sent home to a parent. In this way, they are closely involved and can reinforce the student for positive behavior. For many students, positive results occur within the first two weeks. Once the student has had two weeks of acceptable behavior, you may wish to begin phasing out the report by sending it home on a schedule that includes increasing the time spans.

Contingency Contracting: When you want a student to change a specific behavior, you may wish to consider using a contract. The student's level of abstract reasoning ability will influence the complexity of the contract. The contract needs to be concrete, visual and include cues as reminders. The time, duration and type of reinforcer used depend on the needs of the student. As the student's behavior improves, the reinforcement schedule can be changed. It is best if you can take data consistently for at least a week before making any changes. When the student has had several weeks of acceptable behavior, the contract can be discontinued. An important consideration in making contracts is that the reinforcer actually increases the likelihood of the desired behavior.

Some ways to defuse behaviour problems are to:

• address the behaviour without criticizing the student,
• keep emotions in check,
• maintain a non-combative attitude,
• discuss misbehaviour later rather than while it is occurring,
• allow the student to save face, and
• model and reinforce non-aggressive behaviour yourself.

The principal and the school-based team should know that you are having a problem with a student's behaviour. Show them your data and ask for help. Actively seek out other avenues of support such as a teacher--assistance team or any other problem-solving model used in your school. Keep track of all your requests for help. If you have tried all the school-based resources and still do not feel satisfied with the support provided, ask the school-based team or principal to request additional support from the district.

Keep a record of which strategies are successful in dealing with problem behaviour. This information can prove helpful to future teachers and the student as well. Support groups can be valuable references in understanding student behaviours. Support groups are listed on page 81 of this guide.