Contributed by:
Participants in this presentation will be able to:
1. Define student noncompliance.
2. Identify examples of non-compliant behavior.
3. Identify three interventions for teaching non-compliant students.
4. Describe possible reasons for student noncompliance.
5. Apply presentation information to a case study.
1.
Jessica Nichols
University of Pittsburgh
2.
Table of Contents
Agenda ……………………………………………………………....... 3
Learner Objectives ………………....……………………………………………… 4
Glossary ……………………………………………………...........….. 5
Positive Behavioral Interventions & Supports ……………….……………………………..6
Case Illustration…………………………………………………………….…….8
What is Student Noncompliance? ………………………........................... 9
Prevalence of this behavior ………………………………………………………………….. 10
How we identify the problem…………………………………………………………………..12
Related Problems and Contributing Factors …................……………………………….13
What NOT to do …………………………………………………………………..15
What works: Research you can use ……………………………………………………………17
What does the research say? …….…………………………………………………………….18
So, what you can do? ………………………………………………………………….. 24
Case study teacher with noncompliant students ………………………………………… 25
References …………………………………………………………………… 26
Additional Online Resources ……………………………………………………………………27
Contact Information……………………………………………………………………28
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© Jessica Nichols, 2008, University of Pittsburgh
3.
Our agenda
This presentation outlines student noncompliance as it
relates to the everyday classroom teacher.
We will discuss and define noncompliance and examine
the reasons for it as well as how we can best implement
strategies for dealing with noncompliant students.
Throughout this presentation you will be referred to a
Noncompliance Presentation Study Guide. When you see
the symbol there will be a question on the study guide
corresponding to that slide.
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© Jessica Nichols, 2008, University of Pittsburgh
4.
Learner Objectives
Participants in this presentation will be able to:
Define student noncompliance.
Identify examples of noncompliant behavior.
Identify three interventions for teaching
noncompliant students.
Describe possible reasons for student
noncompliance.
Apply presentation information to a case study.
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5.
Glossary
ODR: Office Discipline Referral
High-p: High Probability Request Sequences
PBIS: Positive Behavioral Interventions and Support.
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6.
Positive Behavioral Interventions &
Supports
The strategies provided are based upon the Positive
Behavioral Interventions and Supports. In other words, it is “
the application of strategies that promote positive behavior
support across the total school environment reducing
discipline referral rates” (Kerr & Nelson,2006, p. 7).
Three levels of addressing need from Kerr & Nelson(2006):
1. Primary prevention: strategies for universal intervention.
Applied at the level of the school.
2. Secondary prevention: targeted intervention. Provides support
to students identified as at risk.
3. Tertiary prevention: intensive intervention. Targets individuals
with severe behavioral issues.
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7.
Positive Behavioral Interventions &
Supports
Illustration of PBIS. From www.pbis.org
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8.
A case illustration
Mr. Edwards is a sixth grade teacher with a rather
difficult class of students. Much of his day is spent trying
to get students to comply with directions instead of
focusing on valuable learning time. Common
noncompliant conflicts in this classroom consist of
students “back talking” and refusal to complete
assignments. Mr. Edwards does not know what to do
anymore. He goes home every day frustrated, searching
for ways to improve his students’ learning.
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What is Student Noncompliance?
It is happening when a student refuses to follow your
instructions and openly defies your authority.
Student noncompliance can occur anywhere, but is most
troublesome during a classroom setting where learning is
taking place (secondary intervention).
Classroom teachers believe conflicts with defiant and
noncompliant students are the main cause of overall
classroom disruption.
According to the Pittsburgh Public School District’s Code
of Student Conduct, noncompliance can be a Level 1 and/
or Level 2 rule infraction (depending on the severity).
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Prevalence of this behavior
Student noncompliance is a situation that most teachers
dread. It is a source of frustration when a student refuses
to follow your instructions and openly defies your
authority.
When discussing classroom management with
colleagues, many teachers reported that they believe
conflicts with defiant and noncompliant students are the
main cause of overall classroom disruption.
As Williams (2006) states “After all, teachers want to reach
all students and have a positive effect on them, and I find
oppositional students as frustrating as anyone else” (p.
148).
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Prevalence of this behavior
Take Mr. Edwards’ class for example, every day he deals
with the same students refusing to participate in their
learning and challenging his authority. Mr. Edwards must
take time out of his instruction to confront the negative
behaviors leaving other students in the classroom
restless and allowing time for them be distracted. Not to
mention, the noncompliant students are sent out of the
classroom regularly thus missing valuable learning time.
Mr. Edwards and his students are in a losing situation.
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How we identify the problem
Teachers should recognize noncompliance as a
classroom issue needing to be addressed as they
notice their instructional duties limited when
attempting to deal with noncompliance (Cipani,
1998).
In other words, when staff believe that student
misbehavior is so pervasive that it seriously interferes
with effective instruction.
In addition, compliance rates below 40% in urban
school districts could prevent a child from
benefiting positively from educational
opportunities (Matheson & Shriver, 2005).
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Related Problems and Contributing Factors
Students may engage in noncompliance for a variety of
reasons (Cipani, 1998):
1. Attention Seeking
a. Teacher attention functions as the reinforcer in the form of
reminders, joking, and other verbal or nonverbal (frowns)
behaviors.
b. Peer attention takes the form of laughter and jokes indicating
approval.
2. Mild Escape/Avoidance
a. If a child does not enjoy the task, noncompliance is an effective
way to avoid or escape engaging in the task.
1. The child engages in behaviors that postpone or delay task
engagement.
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Related Problems and Contributing Factors
3. Extreme Aversion
a. When other more mild forms of noncompliance become
ineffective in escaping a task, a student will learn to engage in
more severe behaviors such as tantrums and aggression.
Frequent noncompliance in children can often develop
into behavior that is more serious including aggression
(both verbal and physical) (Matheson & Shriver, 2005).
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15.
What NOT to do
Do not engage in power struggles!
Often, teachers get involved in power struggles with their
students, unaware that they are doing so and thus allowing
the student to control the situation. For example, you may
engage in escalating a conflict as you (the teacher) match
each aggressive step the defiant student takes (e.g. raising
your voice) (Wright, 2006).
Avoid needing the last word.
Adolescents are emotional and tend to mumble under their
breath. Let them have the last word; they need it more
than you (Kerr & Nelson, 2006).
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What NOT to do
Stay away from sarcasm.
Adolescents can misunderstand the intention of your
communication therefore escalate tension (Kerr & Nelson,
2006).
Steer clear of public humiliation and embarrassment.
A reputation is very important to adolescents (Kerr &
Nelson, 2006).
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What works: Research you can use
Overview
Research shows that there are distinct positive
correlations between well-managed classrooms and
higher levels of academic achievement (Matheson &
Shriver, 2005).
It is important that students are compliant to their
instructors’ directions so that valuable learning time is
not wasted on managing inappropriate behaviors.
Several strategies for dealing with noncompliant
behaviors have been researched and proven effective.
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What does the research say?
What works?
The following methods are among the most popular and
most effective forms of management:
Defensive Management by Fields (2003).
This method was designed to help teachers better manage
noncompliance with the main goal of reducing the amount
of office referrals. It is a six-step process consisting of
teacher behaviors designed to “detect, deflect and defuse
noncompliance and defiance in its early stages, with the
ultimate objective of avoiding power struggles” (p. 108).
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What does the research say?
Defensive Management
The six steps of Fields’ Defensive Management are as follows :
1. Preparation: The teacher observes and records when the
behavioral incidents occur linking them with their instructional
components. For example, the student is frequently
noncompliant when transitioning tasks or asked to start new
assignment. With this information, you will replace or modify
the instructional components to minimize the future
occurrences of the negative behavior.
2. Positive contact: The teacher plans to make positive contact
with the student early in the lesson and continues to carry on
positive interactions with the student throughout the lesson.
At all times, the instructor maintains a polite and respectful
attitude toward the student.
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What does the research say?
Defensive Management
3. Warning signs: The teacher is attentive and aware of
the signs of agitation in the student that often lead to
noncompliant behavior. Examples include complaints
about work, interruptions (to the teacher or other
students), outbursts, etc.
4. Emotional control: Most instructors will experience
increased heart rate, muscular tension, and intense
anger when dealing with difficult student behaviors.
The teacher becomes aware of their emotional
responses to student noncompliance and attempts to
control their reactions.
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What does the research say?
Defensive Management
5. Defuse: Here, the teacher responds to the negative behavior in
ways designed to deescalate teacher-student exchanges. The
teacher may draw upon strategies such as hearing the student out,
active listening and acknowledging feelings, speaking calmly and
politely, and avoiding power struggles, to name a few
6. Reconnect: After a behavioral incident and the student has calmed
down, the teacher initiates a positive exchange with the student.
The teacher should approach the student politely with respect and
understanding. In this interaction, the teacher may encourage the
student to formulate a plan to limit the occurrence of similar
incidents in the future (helping them understand appropriate
replacement behaviors).
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What does the research say?
High Probability Request Sequences
Overall, high-p request sequences are a good preventative technique to
increase student compliance. The high-p request sequence requires the
instructor to present a series of brief tasks (taking three-five seconds each)
that are preferred (high-probability) by the student with the teacher
providing praise after each task is completed by the student. After the
preferred tasks are completed the teacher may then present the non-
preferred (low-probability) task. The “idea” being that the preferred tasks
reinforce the student’s compliance response (Hildebrand, Hua, & Lee,
2007).
This method has several advantages over other methods. First, it can be
easily and quickly implemented in to a busy classroom. This technique
enables an instructor with a proactive approach rather than a reactive
approach, which can often induce a power struggle. Lastly, it is a technique
grounded in research and proven highly effective in increasing student
compliance (Belfiore, Budin & Lee, 2008).
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What does the research say?
Effective Commands
Effective commands are defined as “commands that are
directly stated, are specific and consist of one step, are
developmentally appropriate, are phrased positively, and are
given one at a time” (Matheson & Shriver, 2005, p. 203).
Study: These authors followed students who were referred
for noncompliance and their teachers who have been trained
in giving effective commands. The results of the study
supported the posed hypothesis providing credibility to the
success and efficiency of teachers giving more effective
commands to increase compliance.
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So, what you can do?
Ways to handle noncompliance in your classroom:
1. Be firm in your directions. Use statements rather than questions.
However, always remember to show respect toward students. (e.g.
“I need you to sit in your seat, please.”)
2. Make requests clear. Always give directions in a descriptive manner
letting the student know exactly what you are expecting (e.g. “I
need you to sit facing front with your eyes on me and your feet on
the floor” instead of “Pay attention.”)
3. Use high probability request sequences and reinforce compliant
behavior.
4. Remember Defensive Management Strategies, try to stop behaviors
before they have a chance to escalate.
5. Keep your emotions in check. If you are angry, take some time to
step back from the situation. An immediate, angry response may
worsen the initial situation.
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Case study of a teacher with
noncompliant students
Please turn your attention to the study guide page
2.
Read the case study and answer the discussion
questions based on the information presented to
you.
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© Jessica Nichols, 2008, University of Pittsburgh
26.
Additional Online Resources
http://www.disciplinehelp.com/teacher/
• Describes specific actions to take with “the defier” in your
classroom.
http://education.osu.edu/gcartledge/urbaninitiative/compliance.htm
• This is a multi-faceted website with several useful aspects relating to
the subject of student noncompliance. Sections of this source
include: “getting your message across,” ”stop power struggles,”
“conflict resolution,” “managing explosive situations,” and “games/
strategies for dealing with noncompliance.” Each section provides
explanation in detail for the specific theory cited. In addition, it
provides additional sources and tips for teachers and parents with
defiant students.
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© Jessica Nichols, 2008, University of Pittsburgh
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References
Belfiore, P.J., Budin, S.G., Lee, D.L. (2008). Riding the wave: Creating a momentum of school success. Teaching Exceptional
Children, 65-70.
Cipani, E. (1998). Three behavioral functions of classroom noncompliance: Diagnostic and treatment implications. Focus on
Autism & Other Developmental Disabilities, 13, 66-83.
Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational Psychology in
Practice, 20, 103-116.
Hildebrand, K.E., Hua, Y., Lee D.L. (2007). Dealing with noncompliance in the classroom. Retrieved February 27, 2008 from http://
www.cec.sped.org.
Kerr, M.M., & Nelson, C.M. (2006) Strategies for addressing behavior problems in the classroom, 5 th Edition. Columbus, Ohio:
Charles E. Merrill Publishing Company.
Matheson, A.D., Shriver, M.D. (2005). Training teachers to give effective commands: Effects on student compliance and
academic behaviors. School Psychology Review, 34, 202-219.
Williams, B.T. (2006). Metamorphosis hurts: Resistant students and myths of transformation. Journal of Adolescent & Adult
Literacy, 50, 148-153.
Wright, J. (2006). Working with defiant kids: Communication tools for teachers. Retrieved February 27, 2008 from
http://www.interventioncentral.org.
Ylvisaker, M. (2006). Tutorial: Noncompliance. Retrieved February 27, 2008 from the Living Education and Resources Network at
http://www.bianys.org/learnet/ tutorials/noncompliance.html
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© Jessica Nichols, 2008, University of Pittsburgh
28.
Jessica Nichols
Nichols.JessicaE@gmail.com
Please feel free to contact me with any questions
or comments!
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+1-315-636-4485
+91 98151-74050 
