Case Study - Using Bad Language

Introduction

The case study approach of this module has been designed to create an awareness of the general classroom behavioral problems that may be encountered on a day to day basis. The examples here are generalised and may be applied to situations other than the ones given here.

Description of the problem

Oliver is a third-grade student who swears as many as fifteen to twenty times day. If someone bumps into him while the class is lining up, he'll turn and swear at that person. If Oliver drops something, he's likely to shout any number of profanities. For the smallest of reasons and sometimes for no reason at all, Oliver uses profane language.

Causes

The student who swears is generally following the model of someone he or she knows. A young student who swears probably comes from a home where swearing is often heard, The student swears in an attempt to emulate the people he or she is around. If swearing is acceptable at home, the student may not know or accept the fact that it is inappropriate at school. Swearing may have become a normal part of the child's language. In addition to modeling the behavior of others, the student may swear because of the reaction that swearing elicits from other people. If the teacher or other students become shocked and surprised at the behavior, the student will probably swear more often to get a reaction. Often, the unacceptability of the words used will increase as the student learns which words get the greatest reaction. Goal
The student will stop swearing in school.

The Plan:

Step 1:
Specifically identify what is considered to be swearing and what is not. Identifying the borderline between acceptable and unacceptable language will be the most difficult part of improving the student's behavior At first thought this exercise may seen almost silly. There's no definitive borderline between swearing and not swearing. Words considered to be swearing in one region of the country are not considered to be swearing in other parts of the country. Words that are acceptable in one classroom may not be acceptable in the classroom next door. This solution sheet does not attempt to define acceptable and unacceptable language; rather it offers the teacher some guidelines carrying out this exercise. Each teacher will have to decide what kind of language is acceptable in his or her classroom.

Below is a chart for evaluating the student's language. Place each expression that the student uses in either the acceptable or the unacceptable column of the chart. Use the chart to explain to the student the difference between acceptable and unacceptable language.

ACCEPTABLE EXPRESSIONS       UNACCEPTABLE EXPRESSIONS
AND SWEARWORDS

_________________________    _______________________

_________________________    _______________________

_________________________    _______________________

_________________________    _______________________

_________________________    _______________________

_________________________    _______________________

_________________________    _______________________   

_________________________    _______________________

Step 2:
Decide on a consequence for swearing or using unacceptable language. An easy consequence to implement is "owing time". Whenever the student uses an unacceptable expression, he or she would owe time off of recess or after school. Determine how many minutes the student will owe for each unacceptable expression. The table below gives guidelines for determining an appropriate consequence.

The first column represents the frequency of swearing during a typical day. The second column represents the number of minutes that should be owed for each occurrence.

The number of minutes owed for frequent swearing are fewer than for less frequent swearing. If the student swears as many as twenty times a day, a five minute fine for each occurrence will result in more time being owed than can be paid back during a school day. The fine per occurrence is, therefore, lower for students with greater problems. The fine must be more severe for the student who only swears once or twice a day. The student who swears frequently will be unlikely to stop if the penalty seems insignificant.

Step 3:
Decide on a reinforcer for the student who makes it through an entire day without swearing. When the student is successful for an entire day, provide him or her with feedback. For younger students, also provide a privilege like getting to be line leader or getting to erase the board. With older students your praise should be coupled with free time or another powerful motivator.

Step 4:
Discuss the problem and the plan with the student. Explain the borderline between acceptable and unacceptable language. Be very specific. Show the student the chart. Make sure the student understands that even swearwords that may not have been put on the list are considered unacceptable. Tell the student about the consequence for using unacceptable words or phrases and the reinforcer for making it through a day without using unacceptable expressions.