Students who exhibit inappropriate, disruptive behaviors may do so for various reasons. The variety of explanations for problem behavior can cause confusion as to what specific interventions are best suitable for the individual student. There are frequent assumptions that knowing the cause of problematic behavior will assist with the best way to handle it. However, finding an effective intervention does not necessarily indicate the origin of cause for troublesome behavior. In fact, multiple causal factors are interrelated with the most common causal factors being family, school, biological, and culture. In consideration of a previous analysis on biological and family causal factors, this paper is intended to answer the following questions on the potential impact of school and cultural influences on emotional or behavioral disorders (EBD):
1. Why should educators consider how the school might contribute to disordered behavior? 2. How can inconsistent management and ineffective instruction contribute to emotional and behavioral problems?
3. How do conflicts between cultures create stress for children and youth?
4. How could one describe a neighborhood that provides support for the development of appropriate social behavior?
There are multiple answers as to why educators should consider how schools might be conducive to disordered behavior. Teacher reactions to student behavior and classroom conditions can be identified as explanations for externalized emotional and behavioral difficulties. However, Kauffman and Landrum (2013) the school might contribute to disordered behavior in one or more of the following ways:
1. Insensitivity to students' individuality. The likelihood of school failure and its associated problems are i...
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...nal dataset. Journal of Emotional and Behavioral Disorders, 15(1), 33-45.
Kauffman, J. M., & Landrum, T. J. (2013). School and Culture. In S. D. Dragin & M. B. Finch (Eds.), Characteristics of Emotional and Behavioral Disorders of Children and Youth (pp. 134-176). Upper Saddle River, NJ: Pearson.
Lochman, J. E., Boxmeyer, C. L., Powell, N. P., Qu, L., Wells, K., & Windle, M. (2012). Coping power dissemination study: Intervention and special education effects on academic outcomes. Behavioral Disorders, 37(3), 192-205.
Sullivan, T. N., Helms, S. W., Bettancourt, A. F., Sutherland, K., Lotze, G. M., Mays, S.,
Wright, S., & Farrell, A. D. (2012). A qualitative study of individual and peer factors related to effective nonviolent versus aggressive responses to problem situations among adolescents and high incidence disabilities. Behavioral Disorders, 37(3), 163-178.
Gathright, MM. and Tyler, LH. (2012). Disruptive behaviors in children and adolescents. Psychiatric Research Institute, 1-28.
Special education includes addressing students’ academic needs as well as their behavioral needs. A student with a disability is not exempt from disciplinary measures, as students with can suspended and even expelled from the school environment. More specifically, students with emotional disturbance can display maladaptive behaviors. These maladaptive behaviors can generate unsafe learning environments. More importantly, the creation of an effective behavior intervention plan (BIP) is imperative. The development of a BIP can aid in the reduction of maladaptive behaviors, thus decrease the likelihood of a suspension or expulsion. My current role as a special education program specialist permits the
McDonald, W. I., Compston, A., Edan, G., Goodkin, D., Hartung, H. P., Lublin, F. D., I
Pichert, J. W., Moore, I. N., Catron, T. F., Ross, J. C., Westlake, M. W., Karrass, J.,
Schools are in great need of systems, processes, and personnel who are able to support the needs of students with problem behavior. Research indicates, however, that (while I am a big, fat cheater) information has not been made available to teachers and other professionals in a format that allows these strategies to become common practice. Many teachers choose isolated behavioral strategies that are not applied immediately after the problem behavior has occurred.
Kennett, D. J.; Kennett, J. P.; West, A; Mercer, C.; Hee, S. S. Que; Bement, L.;
The choices of education and occupation of children are highly correlated with their parents. These choices are affected by the nature and nurture of the child and family. Socio-Cultural norms shed the light on the mechanisms of thoughts which affect the nature and nurture with the correlation of education. Education is the foremost tool of empowering the society, but social and cultural norms play an important role in shaping the ways of education. The community of third gender faces lots of problem in getting educational and occupational opportunities. In order to know their educational problems and issues, there was a need to understand the concept of their socio-cultural norms. These norms and thoughts influence the demographic dividend
Individuals who are diagnosed with conduct disorder have repeatedly shown behaviors that are considered aggressive. Further, these behaviors disregard the rights of other persons or they oppose what society has deemed as appropriate behavior for that particular age. The Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) has put these problem behaviors into four categories; aggression towards people or animals, destruction of property, deceitfulness or theft, and serious rule violations. Aggression towards people or animals can include bullying or threatening others, or physically harming animals such as abusing them. Purposely setting someone’s house on fire is an example of destruction of property while lying to others to get what one wants is an illustration of deceitfulness or theft. The last area of performance would constitute as the teenager staying out past curfew, regardless of what their parent says or being constantly absent from school (Mash & Wolfe, 2013).
Many times in a classroom we as teachers come across students who seem to always be defiant, who seem to do things purposely to bother others, or seem to always blame others for his or her mistakes. Well those students may be showing sings of Oppositional Defiant Disorder or ODD. Oppositional defiant disorders along with conduct disorders are seen to be frequent psychiatric disorders among children. (Matthys, Vanderschuren, Schutterm Lochman, 2012, 235) Between 5 and 15 percent of school aged children have oppositional defiant disorder. It seems to be more common in boys then girls. It is also seen to me more common in urban than in rural areas. (Childrens Mental Health Ontatio, 2014)
Stuart, G. L., Moore, T. M., Elkins, S. R., O’Farrell, T. J., Temple, J. R., Ramsey, S. E.,
Pelletier, L. G., Fortier, M. S., Vallerand, R. J., Tuson, K. M., Brière, N. M., & Blais, M.
Baker, Jean A., Sycarah Grant, and Larissa Morlock. "The Student-Teacher Relationship As a Developmental Context for Children With Internalizing or Externalizing Behavior Problems." School Psychology Quarterly 23.1 (2008): 3-15. Print.
Students with emotional and behavioral disorder (EBD) exhibit various characteristics relevant to their identified diagnosis. The primary characteristic of students with EBD is problem behaviors are displayed at school, home, community, and other social settings. These problem behaviors are described professionally as externalizing and internalizing behaviors that students with EBD often engage in regularly. Externalizing behaviors are described as acting-out behaviors that are aggressive and/or disruptive that is observable as behaviors directed towards others. Internalizing behaviors are behaviors that are construed as acting-in behaviors such as anxiety, fearfulness, withdrawal, and other indications of an individual's mood or internal condition. The purpose of this paper is to compare and contrast the characteristics associated with internalized and externalized behaviors.
Emotional and behavioral disorders manifest from various sources. For some children, the core of these disorders is rooted in such factors as “family adversity...poverty, caregiving instability, maternal depression, family stress…marital discord…dysfunctional parenting patterns…abuse and neglect” (Fox, Dunlap & Cushing, 2002, p. 150). These factors are stressors that affect children both emotionally and behaviorally. Students have their educational performance and academic success impeded by such stressors once in school, which creates even more stress as they find themselves frustrated and failing. As a result, problem behaviors may manifest that can be described as disruptive, impulsive, pre-occupied, resistant to change, aggressive, intimidating, or dishonest. Such behaviors may also inflict self-harm.
As a teacher managing problem behavior in your classroom can be one of the most challenging tasks. Behavior problems can range from disruption of lessons to acts of violence against fellow students and teachers. Children’s emotional setbacks and life challenges can also contribute to behavior issues at school. A study done by the Justice Center and the Public Policy Research Institute found that six out of ten students suffered from an “emotional disturbance” and were expelled or suspended between seventh and twelfth grade (Firke, 2011). This same study showed that discipline varied greatly between schools. This report also revealed the urgent need for a more thoughtful technique in school discipline policies. In many cases teachers have exhausted their classroom management strategies without success. Behavior Modification is aimed at improving school and classroom behavior, and can give teachers additional tools to help them to deal proactively and effectively with behaviors that are disruptive to students and teachers in the classroom. When children are disruptive in the classroom it can cause a lot of problems for their classmates and their teacher. Yet, in the long run, it's the disruptive child themselves who is most impacted, on both a social and educational level (Epstein, Atkins, Cullinan, Kutash, & Weaver, 2008). Behavior modification techniques should be used in school, to change the negative behaviors, and increase the positive behaviors seen in these children.