Noncompliance is defined as oppositional or resistant behavior. I focused on this section of the article, because this is the behavior that is exhibited by my case study student. I found its discussion fascinating. I hadn’t thought about noncompliance being caused by teaching and valuing independence. It makes sense. We push children to be independent and do things on their own, and then we want them to follow our directions and stop whatever they are independently choosing to do.
The student I am working with shows passive noncompliance. He does not have outbreaks and does not talk back, but he often continues working on a current task or doing an activity of his choice despite what he is asked to do. He constantly must be given a direction more than once. After a direction is given to the whole class, he must be individually called on and told the direction again. It is typically during transitions, when we is participating in a task (often reading a book of choice) that he does not want to put down.
I feel that this article gives me many great ideas to use as I begin my behavior intervention plan. It was encouraging to see that it suggestion positive reinforcement that promotes self-management, because this is just what I was planning on doing. I feel that it is very important that a student learns to be aware of his/her behavior, how it is affecting him and others, and what his/her progress is. I look forward to seeing how this behavior intervention plan works.
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Hey Kristen! I was interested by your post because that wasn’t a section I had read. Noncompliance is often something that I overlook, attributing it to my own inexperience as a teacher. But as you said, noncompliance not only affects the flow of instruction, but it affects other students’ learning as well. The most important thing is to be aware of the behavior (observational data) and, as you pointed out, find ways to promote self-management through positive behavior reinforcement. Great post, Kristen! Have a wonderful weekend, and I’ll see you Monday!
By: katiejordan on March 12, 2010
at 10:24 pm
Kristen,
Your student sounds a lot like the one I am using for my behavior intervention project. We’ve started a sticker chart with him for each period of time in the day when he usually is noncompliant. For each transition that he does what he needs to do and is able to listen to directions and stop the activity he is focused on, he gets a sticker in his chart. We set a weekly goal and have some rewards for him if he reaches that goal. There’s also a monthly reward that’s even better than the weekly ones that he can earn if he reaches 4 weekly goals in a row. The rewards are based on things he likes to do at school, not on tangible things like candy or toys. We’ve had one week of the plan so far and it really seems to be working, he’s a lot more focused on directions, and he met his first weekly goal, yay! Good luck with your student.
By: sydneypender on March 14, 2010
at 4:59 pm
I was also very interesting in this part of the reading! I agree with your comments about us trying to make our students learn and work independently but then when we ask them to stop they are making a choice just not the one we want. It is an interesting concept to think about, noncompliance. I feel this article also really helped me think about my behavior plan in addition to how to respond to different situations in my classroom. Good luck!!
By: Emily Hobbs on March 24, 2010
at 9:58 pm