It may be really difficult and challenging to work with children exhibiting behavioral difficulties because the case and situation may be too sensitive to be dealt with. Children naturally possess a different kind of behavior than us adults do, which is why there is a need to be more sensitive and understanding in dealing with them. Behavioral difficulties/disorders are varying from case to case, and each case may be and may require several approaches, depending on the severity of the case and the cause for this kind of behavioral problem. In this paper, two major approaches to addressing problems of children exhibiting behavioral difficulties – behavioral approaches and biochemical approaches – will be defined and explored based on their …show more content…
It is safe to say that in order to solve the behavioral problems in children, there is a need first to identify the background of where these problems have originated. There are various possible reasons, aside from what is aforementioned, as the why children have the tendency to develop behavioral disturbances in their age, like hereditary reasons, stress, and family function and influence, but these are just weak assumptions (Council for Exceptional Children, …show more content…
All forms of treatment may be easier when the problem is determined in an earlier stage, and this has been proven effective for different results and cases. Managing behavioral difficulties to children with the help of behavioral approaches can still also be quite challenging since the parents and teachers since these can be considered as “advanced” ways to address the problem. One behavioral treatment approach and/or strategy is creating positive behavior support for the affected child. According to Early Childhood Learning and Knowledge Center or ECLKC (2014), positive behavior support is a strategy that is used “to develop effective and individualized interventions for children who persist in challenging behavior and do not respond to general child guidance procedures.” Several cases may involve children whose levels of challenging behavior may be extreme that they do not have the enough capability to respond and/or react to child guidance procedures done by the adults around them. Children on their early childhood stage are usually expected to respond with the instructions that are being thrown to them by parents and children, and when it comes to children with behavioral problems, it is also part of the job and responsibility of teachers to address this problem and help their students who are behaviorally
There are many causes on why a child or teenager may misbehave. There could be issues at home, with family, other kids, peer pressure, and the list goes on. This can affect family, friends and their own lives in a negative way. “Understanding why children engage in bad behavior is critical to curbing it”, illustrates Harvey Karp, M.D, a pediatrician and author of the book and DVD “The Happiest Toddler On The Block”. In that case, there is a lot to be learned about the cause of misbehavior.
For my field experience, I went to Magoffin Middle school and spend time in the Behavioral Intervention classroom (BIC). A behavioral Intervention classroom is a class where mostly Emotionally Disturbed (ED) students attend. Though ED is not the only special need student that could be in the BIC classroom setting. Other classifications could be Autism (AU), Learning disabled (LD), other health impairments (OHI) to include ADD and ADHD. In regards to the Least Restrictive Environment (LRE), it is towards the bottom or point of the triangle, meaning it is more restrictive than a general setting classroom would be. The BIC classroom is a last result and not where the school wants to place a student. Let me say what I imagine how the classroom would be before I went to the class was chaos. Due to the time working at the school, I have seen my share of student meltdowns. Many occasions I have seen students outright disrespect authority figures at the school. Passing through the hallway one student was observed outside of the classroom arguing with the campus officer telling him “You’re too fat to catch me!” This was a surprise to me as I continued on my way. Another student in particular, we will call him “Kenny”, had a meltdown in the hallway where he was sitting on the floor hugging his knees and was crying profusely. There were at least three adults including a campus patrol employee, special education teacher and the assistant principal trying to calm Kenny down. Going into this classroom I prepared myself for students being disrespectful and quite possibly violent.
Writing Assignment Two Introduction 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 be 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.
In the course of child development, a multitude of factors have severe ramifications on the child’s future. These factors are either categorized as risk or protective, based on the positive or negative benefits that are derived from each. Risk factors exist as potentially mal-adaptive behavior profile variables that influence or interfere with a child’s competency to thrive in their environment. Protective factors, on the other hand, create positive influences on development by negating effects of various risk factors. Both risk and protective factors exist in a variety of forms. Genetic, biological, psychological, familial, and social-cultural influences can be seen on each side. Not only do they exist in a variety of forms, but their abilities also depend on contextual situations such as age, gender, and environmental conditions. It is important to look at these factors when determining norms in developmental pathways or observing deviances, which could explain future behavioral problems. On a superficial level, the amalgamation of risk and protective factors could create predictable outcomes in the behavioral, emotional, and social stability of an individual. Adequate preventative measures to increase resilience in a child with many risk factors, could lead to sufficient buffering of these potentially harmful variables. From a psychologist’s perspective, it is vital to understand risk factors and protective factors to better understand and aid patients who may show preemptive signs of future developmental problems.
It is rare to find one behavioral intervention that addresses the function of a problem behavior in each situation and setting. Positive behavioral support strategies should therefore include multicomponent intervention plans. Begin by developing a hypothesis regarding the undesirable behavior. The hypothesis statement is a summary of the evidence collected in the functional assessment.
Cognitive Behavioral Therapy (CBT) has been used for more than thirty years to treat children who show disruptive or aggressive behavior. It had been a successful addition to the treatment of ADHD. The goal of CBT is to teach parents, teachers and caregivers to effect...
Communication is a key principle when dealing with everybody, but it is extremely important when dealing with children. This research paper will explain and discuss the different types of communication that are used with kids who experience behavioral issues. This paper is to inform those who have experienced a child with behavioral issues and the different communication skill that will help them reduce anger. The audience will include anyone who wants the information on children but especially parents, foster parents, and psychology majors. This communication’s research paper will help some better understand the choices they have when it comes to dealing with children with behavioral issues.
Children are express their feelings through their behaviour because this is the way they know how to tell the people how they feel. Children's behaviour is influenced by a range of physical, biological, social and emotional, and environmental factors. "challenging behaviour is any form of behaviour that interferes with children's learning or normal development, is harmful to the child, or adults or puts a child in a high risk category for later social problems or school failure."(Chandler and Dahlquist,1997;Klass, Guskin, and Thomas,1995; Ritchie and Pohl, 1995).
disorder (ADHD), ADHD has been reported to account for 50 percent of the child psychiatric
Before children learn to use language to let their needs and wants be known they first learn to read, understand adult’s behaviour as well as responding through behaviour (Bishop and Baird, 2007). Challenging behaviour contributes to children’s social-emotional development through expressing their feelings and reacting to certain experiences with or without control (Berk, 2006). Early childhood teachers struggle to deal and to help children with challenging behaviour that teachers themselves are searching for answers and solution. Teachers should know about challenging behaviour or do they have enough knowledge to help themselves when facing this situation. Therefore; is disciplining the children the same as positive guidance? This review will consider these questions using literature from articles and research in early childhood education and special education. Teachers struggle when dealing with challenging behaviour especially when a child refused to listen but not only that they throw themselves on the ground, kicking and screaming. Bishop and Baird (2007) explain challenging behaviour from the children’s point of view as their way of communicating that something is not right with their experience using pain or distress. In addition, children with no self control, maturity, less understanding and don’t know how to express emotions appropriately or tiredness respond through challenging behaviour (Flicker & Hoffman, 2002). As children with challenging behaviour find it hard to communicate to adults and their peers, Neece & Baker (2008) examined children of intellectual disabilities and how it affects the parents. Children with both challenging behaviour and anti-social skills stress the parents because they do not know how to de...
Some study found that anxiety and aggressive, destructive or hostile behavior are secondary to frustration and deprivation arising largely from discrepancies in any area of the child's development. This contribution will be a
... professional colleagues and students’ families, teachers provide themselves with the different ways to effectively address behavior problems. Teachers can discuss successful behavior strategies with other teachers or with the students’ parents. Schools can help promote these relationships by organizing “collaborative teaching teams” or bring in behavior experts to work with teachers and create a more inclusive picture of what is happening in the classroom and come up with ways to employ positive strategies for improvement.
some children have more problems with aggression than others. If your child's aggressive behavior is frequent and severe, interferes with school or other organized activities, and results in physically attacking other children or adults, talk to the nurse or doctor. Together we can try to get to the bottom of the problem and see if it needs the intervention of a psychologist or psychiatrist . Concluding with the article sometimes there is a learning problem or behavior behind the frustration and anger, sometimes the problem is with family or emotional problems. It is highly unlikely that you need professional help, but if your child needs help, it is a relief to know you do not have to solve the problem by yourself.
I believe that the first reason of why children misbehave is that parents are not discipline their children when they make mistakes, and not telling them that what they have done is not right, so that will make them misbehave over and over. According to Valya Telep, former extension specialist, child development at Virinia state University, has emphasized:
You could come up with a (Positive Behavior Support) PBS which provides a process to understand and resolve the problem behavior of individuals or children that is based on values and research that you have done. It offers an approach to develop an understanding of why the child engages in problem behavior and strategies to prevent the occurrence of problem behavior while teaching the child new skills. Positive behavior support offers a holistic approach that considers all factors that have an impact on a child and the child’s behavior. It can be used to address problem behaviors that range from aggression, tantrums, and property destruction to social withdrawal. This is just one of the few things that you can do and that can work with for a student. One of the other things that is huge is having a good line of communtation with the parents. Parents are everything if you can get them on board right away with working with the child. Some of the other things that you can also try would be talking to the student asking them how they feel and what you can do to make there schooling better. Let the child tell you what his or her needs