Dealing with challenging behavior is an just part of being a special education teacher. It can be frustrating, can impact learning, and sometimes seems to have to rime or reason.
Some students students act out just by hearing the word “no,” it can be challenging to find effective approaches that promote positive behavior while maintaining a supportive learning environment. This can happen with young children or old. No matter the age, it is a challenging behavior because you just can’t say yes to everything!
Say for example, it is pouring rain outside. You know that it is going to rain all day, and it is pretty obvious it’s not letting up. The answer can only be no, but you know as soon as they hear that word the students are going to feel some big emotions, maybe get into some power struggles, and ultimately engage in unwanted behaviors. BUT there are some specific intervention strategies you can use in your classroom starting today! Keep reading to learn more.
Delaying as a Response
One of the easiest interventions for special education teachers is to just delay the students’ request instead of saying no. Just by hearing the word no, students react negatively to hearing “no” and engage in difficult behaviors. But delaying as a response is a behavioral intervention that takes minimal time and will result in more appropriate behavior.
So what does is mean to delay as a response? Rather than outright denying a request or suggestion, try using time as a buffer. For example, a student asks everyday if they can use the bathroom right in the middle of your reading lesson. You have told them over and over that it is not the right time and you have even taught them appropriate skills of when to ask. Now you feel stuck.
So instead of responding with a direct “no,” say, “In 2 minutes, you can go” (or however long it is until there is a break in your lesson) This technique allows students time to process the initial denial while also providing an opportunity to consider alternative options. Sometimes it is not the denial of the request but hearing that specific word that causes challenging behavior. Delaying the response empowers students to self-regulate their emotions and potentially find more acceptable solutions to their needs or desires.
Delaying as a response is a great first step that you can implement at school as soon as you ‘x’ out of this blog post! Always remember, that it is crucial to have a positive relationship with the student as well. So if you say two minutes, then be sure to remember to allow them to go when two minutes has passed. Otherwise, students may learn that you are not telling them the truth and this could lead to even more challenging behavior.
Teach kids how to wait with visual supports! Grab yours here!
Answer with a Question
Another great way to address students who struggle to hear the word no is to answer their question with another question fro them to answer. This can look many ways and can also help them develop new skills so they can one day ask and answer these questions on their own.
For instance, when a student asks, “Can I go to the library?” rather than simply saying “no,” respond with, “What could you do to earn some library time?” This approach promotes problem-solving skills, encourages independent thinking, and teaches students to evaluate the consequences of their actions. By allowing students to answer a question, they gain a sense of ownership and responsibility for their choices, leading to increased self-control and decreased negative behaviors. This can be paired with a contingency map to make it visual for the students as well. Find a free one here.
Or maybe it is a downpour of rain that day and your student, who loves the playground asks you “Are we going outside to play today?” You know that if you say no, that child’s behavior is going to become difficult. You could then ask them, “Hm, I am not sure- what do you think?” This will cause them to stop, look at the environment around them and come to the conclusion all on their own. Now, they may still be a tad disappointed but this will be the next step that you can now tackle easily because they are not escalated.
Providing students with choices is an effective strategy for diffusing challenging behavior for many different scenarios. It helps in many ways, one of which is promoting a sense of empowerment. By offering options within predetermined boundaries, teachers can redirect the focus away from the initial denial.
For example, instead of flatly refusing a request, present choices by saying, “You can’t play with the blocks right now, but you can to work on a puzzle or read a book.” This approach acknowledges the student’s desire for autonomy while still maintaining a structured and controlled learning environment. By offering choices, teachers foster a sense of agency, allowing students to feel respected and heard, ultimately reducing the likelihood of disruptive behaviors.
There are some important key points when you are offering choices that you need to be sure you do for them to work. Both choices need to get them closer to the desired behavior that you are hoping for. This could sound like, “Do you want to go in two minutes or three minutes?” Be sure not to phrase it as a threat, “Do you want to do it in two minutes or during recess?” This does not empower the student and can lead to more extreme student behaviors over time.
Also, only offer two choices and stick to two. If they say no, walk away, give them some time and come back and present the same two choices. This is key. If you offer more than two choices, the student’s behavior could escalate.
They could turn what was a positive strategy into a power struggle- which we all know leads to behavioral issues. If you have been giving your students many choices up to this point, this strategy may take time to become effective. However, if you keep trying and keep to the two choices it is one of the most effective specific strategies.
If you need other quick behavior tips like this one, check out this blog post here.
When students react negatively to hearing “no,” it is crucial for special education teachers to employ effective strategies that promote positive behavior and maintain a supportive learning environment. By implementing the techniques of delaying as a response, answering with a question, and offering choices, teachers can address challenging behavior with empathy and respect.
These strategies not only help students develop critical skills such as self-regulation and problem-solving but also foster a sense of empowerment and ownership over their choices. With patience, consistency, and a focus on positive reinforcement, special education teachers can make a significant impact on their students’ behavior and overall well-being.