Maladaptive Behaviors Chart
Maladaptive behavior chart
Goal |
What a student is feeling |
How the teacher feels |
Student's reaction to coercion |
Other strategies to use |
Attention |
- I only have control when I am noticed or getting what I desire.
- I belong only when I have attention.
|
Annoyed
Desire to remind, plead, coax, boss, and make the person do what they believe is "right". |
- Stops as long as there is attention.
- Later resumes the action or a different action to seek attention.
|
- Ignore
- Redirect
- Logical consequences
- Give choices
- Encourage
- Goal setting
|
Power |
- I must dominate
- I must prove no one can control me
- I must have power to belong
- I must win to have power
- I only belong if you do not have power.
|
Provoked or threatened
Want to make the student do it or do not want the student to get away with something. |
- Intensify actions to dominate and be boss.
- Submits with defiant compliance.
|
- Don't get into a power struggle
- Act friendly
- Tell the student you will not engage in a power struggle
- Withdraw from a power struggle
- Problem solve and set goals
- Encourage
|
Revenge |
- I can't control so I will punish those
who I believe control
- I can not belong so I will hurt others.
|
Hurt or mad
How could this happen? |
- Wants to get even.
- Doesn't like themself.
|
- Create order with minimum efforts
- Have a cooling off period
- Win child's trust
- Take time and effort to use problem solving to help the student set goals
to create order and maintain it
- Encourage.
|
Inadequacy |
- I can never have control, so I will not try.
- It is not possible to belong.
- I give up
|
Despair
Don't want to try. |
- Feels that it is no use to try.
- Passively
resists
|
- Build child's belief in their abilities
- Success
- Encourage
- Teach necessary skills
- Never give up, pity, or criticize
|
Dr. Robert Sweetland's notes