Defiance often appears as verbal or nonverbal protesting, tantrums, and even lashing out at others. Defiance may or may not include physical/verbal aggression.

The Better Reprimand

Incentives and Token Economy - Similar to positive praise, reinforcing a student incentives, and/or tangible objects or time allowed to do a preferred activity is one of the most effective interventions at our disposal. This can be completed with an individual student, but is also very effective as a class wide, and school-wide support. Before beginning a token economy, first work with the student(s) to create a menu of options that they may find reinforcing. These options should be inexpensive and easy to give.

As discussed in the Tough Kid Toolbox, (Rhode, Jenson, Reavis, 2010) remember to:

Keep it simple.
Keep it inexpensive.
Make sure it can be given immediately.
Make sure the child doesn't have an alternative way to get that incentive.
Make sure it won't make things worse (e.g., toys that encourage aggressive behavior)
Make sure it doesn't make take too much time to give the reward.

Negative Punishment - The act of removing something (privileges) in order to decrease behaviors (aggression/bullying). This is typically more effective if the student is very aware of specific behaviors that will lead to specific consequences (If/then). (Card Flip Strategy, Take Away Unstructured/Free Time). Furthermore, to be effective it must be determined that the loss of the desired object/activity is truly preferred by the student. For many students, even a minute lost of recess or unstructured time, is effective for some misbehaviors. The specifics of the misbehavior should dictate an appropriate amount of loss of time.

The No! Protocol

Provide Multiple Choices - Providing options to the student helps to increase the probability of fewer defiant behaviors by decreasing power struggles,and helping to empower and engage the student. This is often most effective when done to prevent behaviors from occurring rather than after they have already become defiant. (offering students choices)

Behavior Momentum - Students who don't respond to requests may be more successful if they first engage in higher probability requests. For example, if a student is laying on the ground refusing to return to her seat, you might start by asking them to simply count to 5. Then after a few moments, the student might be asked to sit up. Subsequent steps approximate the desired behavior (sitting in seat).

Positive Reinforcement (Praise) - Positive praise is a great way to help build trust and rapport, as well as student buy in. It also helps to increase confidence within the student as well as build resilience. It's often effective if the praise is in a ratio of 3 or 4 to 1. It's important to note that it is helpful to first ensure that the student can complete the task that you aren't wanting to track and praise.

Precision Requests
This strategy really helps with limiting parent frustration when their child is being non-compliant (AKA naughty, troublemaker, or disobedient). Instead of getting into a power struggle, this strategy uses a healthy dose of ignoring while still being the parent. Here it goes:

When you want your child to do something (for example, get started on their homework), say to them "Please, get started on your homework" or "Alright, please turn off the TV and get started on today's homework." The Key word is Please.
After 2 minutes have passed, come back and see what has happened. If they still have yet to engage in their homework then say, "I need you to start your homework, or (insert consequence)." Key word is Need. Leave room for 2 minutes.
If they still have not engaged in their homework, then give consequence.

Restorative Justice Circles

The purpose of restorative justice circles is to help improve or repair the relationship between the victim(s) and those who committed the offense. Examples of when restorative practices can be used are bullying, stealing, lying, vandalism, etc.

The principle behind these practices are to help the offender(s) be able to fully realize any damage that they have caused and become more empathetic to anyone who was harmed by their actions. It is important that the focus should always remain on the unacceptable actions/behaviors rather than the person themselves. The purpose is not to determine or discuss whether or not they are a good or bad person.

These practices can be done in multiple different ways and settings, and it is up to the school team/administrator to determine which approach would be most appropriate. The settings range anywhere from large group conferences, where the victim(s), offender(s), and family and friends can attend, to a small group discussion where the victim and offender may not even meet. The conference/discussions should be completed by a neutral, 3rd party participant.

Note: It is important that before any meeting/conference takes place, the victim and the offender must acknowledge any and all wrongdoing and completely agree to the meeting. All members should be met with beforehand and have someone review the purpose of the meeting as well as the questions that may be asked.

Resources

Tier III Behavior Intervention for Tantrums (including problems with student lying on the floor) - Unfortunately, students tantrum behaviors may escalate to the point where you need a much more structured and targeted approach. Attached is a copy of a step-by-step intervention guide for supporting a student that may be struggling with tantrums in the classroom.

References and Resources

DSD Special Education Support/Resources page
PBIS World
Intervention Central Behavior Interventions
Kids Against Bullying
Bully Prevention in Positive Behavior Support

Student Support

Academic

Anxiety/Depression

Coping Skills

Executive Functioning

Impulsivity

Language

Out of Seat

Selective Mutism

Self-Injurious Behavior

Somatization

Swearing

Work Completion

Aggression and Bullying

Attendance

Defiance

Hyperactivity

Inattention

Organization

Perfectionism

Self-Esteem

Social Skills

Stealing

Tantrums