Teaching Students With Behavior Problems to Take a Break

Abstract

This column presents a strategy for teachers to use with students with challenging behaviors motivated by a desire to escape a setting. Although many detailed strategies are available for students with behavior problems, few provide a structured approach for working with the students motivated by escape or avoidance. To effectively intervene with different types of students it is important to have strategies tailored to their needs. This article presents steps to follow to execute this strategy as well as methods for systematic use, monitoring, and fidelity checks.

Keywords

behavior management strategies behavior problems function based interventions

Many teachers report they do not feel prepared to work with students who have behavior problems (Reinke, Stormont, Herman, Puri, & Goel, 2011). Typically the response to working with students with behavior problems is to remove them, which reduces the amount of time they have for both classroom instruction and social interactions with peers. Although students can have other problems that also lead to negative outcomes, the most common challenging behaviors that lead to negative outcomes in schools are externalizing in nature. For example, disruptive and aggressive behaviors, nationwide, have been documented to be the most common behaviors that lead to expulsions, suspensions, and office disciplinary referrals (Reinke et al., 2011). These responses to problem behaviors do not serve the best interest of students nor do they prepare students for success academically, socially, or in the long term (Newcomer & Lewis, 2004; Payne, Scott, & Conroy, 2007; Stormont, Reinke, Herman, & Lembke, 2012). Excluding these students who do not like school from school may backfire and actually reinforce challenging behavior. In this column challenging behavior and behavior problems are used synonymously to describe students who have behavior problems motivated by the desire to escape settings and tasks.

To more successfully address problem behavior, it is important to get to the root of the problem. Students who exhibit challenging behavior most commonly demonstrate problems because they want attention or want something they perceive as bad or aversive taken away (Filter & Horner, 2009; Ingram, Lewis-Palmer, & Sugai, 2005; Stormont et al., 2012). Although many interventions and programs target students with attention maintained behavior, few have addressed students with escape maintained behavior (Stormont et al., 2012). Past research has identified ways to work with students who have challenging behavior because they are motivated to escape specific tasks, settings, or people (Filter & Horner, 2009; Ingram et al., 2005). Incorporating what is known from research into a longer, more detailed intervention strategy can help teachers who work with students with escape maintained problem behaviors. As one example, initial research on a similar, more detailed strategy that incorporated breaks within the context of an existing intervention yielded positive results (Boyd & Anderson, 2013). The basis of the strategy presented in this article is differential reinforcement of other behavior. The strategy also includes steps with extensive research support including explicit instruction and positive reinforcement. The following is a detailed description of the Take a Break strategy for supporting students with challenging behavior problems that are maintained by escaping settings and activities.

Take a Break

Determine Function of Behavior

A first step in considering whether an intervention is likely to be successful is to determine why the student is engaging in the problem behavior (i.e., the function it serves for the student). This step is important from both research and practical perspectives. Research has shown that interventions based on the function of student behavior (e.g., gaining/avoiding attention, gaining/avoiding activities) are more effective when compared to interventions unrelated to the function of behavior (Filter & Horner, 2009; Ingram et al., 2005). In addition, interventions that fail to address why students are exhibiting problem behaviors (i.e., the function of behavior) may actually result in increasing behavioral problems (Newcomer & Lewis, 2004; Payne et al., 2007). Practically speaking, it is important to determine the function of student misbehavior so that educators can strategically select an intervention that will have a maximum likelihood of effectiveness. Consider a classroom where two different students (see Note 1) are engaging in disruptive behavior during independent seatwork. If you know that Ricky is engaging in this behavior to get teacher attention (i.e., function is adult attention) and Jeremy is engaging in disruptive behavior to avoid completing the task (i.e., function is escape task), you would want to intervene in different ways. If you provide both Ricky and Jeremy with a break, it is likely that Ricky’s disruptive behavior will continue because the break does not meet Ricky’s need for attention. Jeremy, however, may be less likely to engage in disruption upon having the option to Take a Break since the break meets his need to avoid the task. Therefore, when considering using the Take a Break intervention, it is important to ensure the break has a high likelihood of meeting the student’s behavioral need.

Although intensive functional behavior assessments may be conducted by a specialist with expertise in behavior assessment and intervention development for students with complex and severe problematic behavior problems, teachers can utilize systematic steps to try to understand why a student is engaging in a pattern of problematic behavior. Typically, behavior that is repeated serves a purpose (O’Neil et al., 1997), and behavior is affected by events that precede (i.e., antecedents) and follow the behavior (i.e., consequences). Therefore, the first step to determining function of behavior is to develop a system for collecting information over time. When determining function, it is important that the system allows one to gather information related to the problematic behavior(s) as well as the events that precede and follow. A common approach to collecting this information is to use an antecedent, behavior, consequence (ABC) data collection model. Figure 1 is an example of an ABC form (Loman, Strickland-Cohen, Borgmeier, & Horner, 2013). There are many variations of this observation method, but the idea is that the teacher records each target problematic behavior as well as the antecedents and consequences surrounding the incident. Once the teacher has collected enough information to discern a pattern (e.g., usually three to five behavioral incidents), an intervention matched to the function of the behavior pattern can be selected (Stormont et al., 2012).

Figure 1.

ABC recording form.

Common reasons students may escape a task include (a) high frustration with task often due to academic or other skill deficits, (b) boredom with task, and (c) preference for a different task/activity. As the teacher reviews the data on the pattern of problem behavior, it will be important to consider why the student finds the task aversive and needs a break. This will allow the teacher to customize the break procedures for maximal effectiveness. For example, if Molly engages in disruptive behavior during independent seatwork because she finds the task boring, her break might involve the opportunity to make the task more unique or interesting. On the other hand, if Ava begins to stare out the window and avoids the task because she perceives it as too difficult, her break might involve a neutral activity at her level such as a coloring sheet or reading silently until the teacher can come to provide assistance or modify the task.

Take a Break Strategy

The Take a Break strategy works exactly as its name suggests; students are given the option to appropriately “escape” something by getting to take some time away from it, and are taught how to ask to take a break. Strategies such as this seem easy and often are used without proper planning and essential components in place that dictate whether it will be successful with students. First the teacher should determine what the student should say when he or she wants a break. The student could simply say, “I need a break.” Then support guided practice with the student, having him/her say “I need a break” and go to the designated break area during a time when he or she is not upset. Then, it is important to determine how long breaks should be and make sure that the break is that length. This may seem like a lot for a teacher to manage so it is important to teach the student how to monitor the time independently. To support this, a timer could be set up for students to use when they go to the break area. Conversely, students can also be allowed to come back to join the class when they are calm.

The third step is deciding what students should be doing during the break. If they are receiving other supports for social behavior (e.g., small group or individual social skills interventions), then the break area may include things they are using or steps they are working on (e.g., anger thermometer, problem solving forms or steps, breathing exercises). Whatever the student is working on should be practiced first with the teacher or another professional (e.g., counselor) in the break area to make sure they know what to do. Next, the teacher needs to decide how the student will reengage with the class. As in the first step, the student should be taught a statement such as “I am ready to come back to class” and then he or she should return. Again, this statement and the reentry routine needs to be taught and practiced with the students when they are not upset. After a student returns it is essential that someone interact with the student and support reengagement. When the student chooses to take a break rather than engaging in an inappropriate behavior, it is important to provide reinforcement. A teacher could say “You made an excellent choice to take a break” or “Thank you for taking a break, that was a good choice.” It is also important to decide how to get students back on track in a positive way to support both successful reengagement and the likelihood that they will take a break (i.e., rather than demonstrating negative behavior) in the future.

Finally, it is important to determine how to monitor student progress and need for changes or additional supports. Students may need more instruction related to how to use specific strategies they have learned with an adult (i.e., counselor) in the break area. Students may also need to have material or social expectations adapted for them given the difficulty level and number of breaks they request in a specific setting (e.g., reading, math, group work).

Without all of these steps, the Take a Break strategy will probably not be successful with students and may even produce negative outcomes. It is therefore critical that all seven of the steps shown in Table 1 are followed. It is also important to address potential skill deficits.

Table 1.

Steps for the Strategy Take a Break.

Step 1	Determine what the student should say when he or she wants a break. The student could simply say, “I need a break.” Then support guided practice with the student, having him/her say “I need a break” and go to the designated break area during a time when he or she is not upset.
Step 2	Determine how long breaks should be and make sure that the break is that length. This may seem like a lot for a teacher to manage so it is important to teach a student how to monitor the time independently. To support this, a timer could be set up for a student to use when he or she does go to the break area. Once the student gets there he or she knows to set the timer. Conversely, the student can also be allowed to come back to join the class when he or she is calm.
Step 3	Decide what the student should be doing during the break. If they are receiving supports through a prevention based school team (using response to intervention models) for social behavior, then the break area may include things they are using or steps they are working on (e.g., anger thermometer, problem solving forms or steps, breathing exercises). Whatever the student is working on should be practiced first with the teacher or another professional (e.g., counselor) in the break area to make sure they know what to do.
Step 4	Decide how the student will return to what the class is engaged in. As in Step 1, the student should be taught a statement such as “I am ready to come back to class” and then he or she should return. Again, this statement and reentry routine needs to be taught and practiced with the student when they are not upset. After the student returns it is essential that someone interacts with the student and supports reengagement (see Step 7).
Step 5	Support the good choice! When the student chooses to take a break over engaging in an inappropriate behavior it is important to thank them. A teacher could say “You made an excellent choice to take a break” or “Thank you for taking a break, that was a good choice.”
Step 6	Decide how to get the student back on track with what he or she was doing or the new activity in a positive way to support both successful reengagement and the likelihood that they will take a break (rather than demonstrating negative behavior) in the future.
Step 7	Determine how to monitor student progress and needs for changes or additional supports. Students may need more instruction related to how to use specific strategies they have learned with a counselor in the break area. They may also need to have material or social expectations adapted for them given the difficulty level and number of breaks they request in a specific setting (e.g., reading, math, group work).

Work on Other Deficits

Once a student has been taught to take a break, it is important to consider other skill deficits that may contribute to the student’s initial display of problem behaviors and need for an the Take a Break intervention. Although taking a break is an appropriate and relevant strategy, it is critical that the intervention does not inadvertently result in the student missing extended learning opportunities. Identifying and targeting skill deficits reduce the likelihood students will overuse or depend on the intervention for an extended time (e.g., asking for a break repeatedly but rarely completing work). For example, if Ava engaged in disruptive behavior to avoid a difficult task, it is likely she will need additional instruction in the academic task. For some students this may mean additional targeted instruction in the content area (e.g., math formulas needed to complete an applied science problem), other students may need instruction on strategies to complete the task (e.g., reteach steps for double digit division), and other students may need support in strategies to break complex tasks into meaningful parts (e.g., science fair project involving multiple components).

When working on other deficits it is important to keep in mind both the long-term goals and desired behaviors for the student (e.g., often normative expectations) as well as the student’s current level of skill. The larger the discrepancy between current and desired skill level, the more time one should anticipate needing to focus improving skills to reduce this deficit. For students whose behavior discrepancy is small and thus appears more related to motivation (i.e., “won’t do” rather than “can’t do”), it may be sufficient to provide the student an option such as Take a Break coupled with an incentive to engage in desired behavior (i.e., rather than taking a break) more regularly.

Monitor Progress, Collaborate, and Fade

As discussed in Table 1, it is important to monitor student progress and make adjustments accordingly. If support teams are available within the school to help set up a tracking system and also support decision making on individual student cases, they could be accessed for students using the Take a Break strategy. If school teams are not available, school psychologists, counselors, and special educators could be great resources for supporting students with challenging behavior who are using this strategy. These professionals typically have training in assisting students who struggle with social-emotional development and who have academic deficits. Data-based decision making may be difficult for some general education teachers at first, but after consultation with others and the development of a system, it should be more familiar and an easier process to grasp.

Monitoring progress doesn’t need to include fancy spreadsheets; the essential component for teachers to remember is that it is imperative when students are receiving a unique intervention, to closely monitor whether it is working. This could include jotting down the number of breaks a student requests or the number of times the student engages in problem behavior, and also tracking if break requests are going up and problem behavior is going down. If a student has shown success with the strategy, then the teacher would want to try to fade the use of breaks or provide additional reinforcement (e.g., prize, points, small piece of candy) when the student is upset but doesn’t disrupt the class or take a break. If data indicate a student is struggling with the intervention, it is important to reteach the intervention and make sure both the student and the teacher are following the steps.

Monitor Teacher and Student Use of Intervention

Often interventions do not yield positive results because the teacher and/or the student aren’t completing all the necessary steps of the intervention (Stormont et al., 2012). It is important for another professional to closely monitor the use of the intervention before it is deemed ineffective. This professional could be another teacher, a school psychologist, a school counselor, a special educator, or an administrator. The checklist presented in Table 2 is one way to monitor the intervention. The teacher implementing the intervention could also self-monitor his/her use of the intervention as well as the student’s use of the intervention, which might serve as a planning tool to support the use of the intervention (Stormont & Reinke, 2009). Research has found that teachers may report they are using an intervention but direct observation by another person shows they are not implementing the majority of the steps with fidelity (Noell et al., 2005). Finally, the checklist could be modified for use with students of different ages so they can self-monitor during the intervention.

Table 2.

Checklist to Monitor Use of Take a Break.

Step	Description	Completion
Step 1	Student requests a break using agreed upon statement and goes to a designated break area.	Yes No
		Comments:
Step 2	Student stays in break area for the appropriate length of time.	Yes No
		Comments:
Step 3	The student works on agreed upon task(s) during break.	Yes No
	The student works on agreed upon task(s) during break.	Comments:
Step 4	The student uses agreed upon language to return to class/activity. An adult quickly reengages the student.	Yes No
		Comments:
Step 5	The teacher acknowledges the break was a good choice.	Yes No
	The teacher acknowledges the break was a good choice.	Comments:
Step 6	The student is quickly reengaged in a positive manner.	Yes No
	The student is quickly reengaged in a positive manner.	Comments:
Step 7	A system is set up to monitor student progress and needs for changes or additional supports.	Yes No
		Comments:

Conclusion

This article presented a strategy teachers or other professionals can use to support students with challenging behavior patterns who have behavior problems when faced with unpleasant settings or tasks they want to avoid or escape. The intervention has several steps that need to be followed with fidelity to increase the likelihood it will be successful. This article also addressed other important things to consider in combination with the use of the strategy including determining the function or reason the student engages in problem behavior (e.g., escape) to support the appropriateness of the use of the intervention for a specific student. It is also important to address skill deficits students may have that are associated with specific academic and social settings they are trying to avoid. If the steps outlined in this article are implemented with careful monitoring, the likelihood of student success increases. Having interventions readily available for students with challenging behavior is critical for prevention and early intervention efforts.

Footnotes

Declaration of Conflicting Interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author(s) received no financial support for the research, authorship, and/or publication of this article.

Notes

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