Child Behavior, Child Development And Child Discipline

How does a teacher handle a student with behavior problems?

Some Indiana teachers seem to me that they are not qualified to understand that a child with behavior problems could also indicate that, that child may have some kind of mental disorder. I was just wondering if the teachers were trained well enough to evaluate a child with such problem.

How does a teacher handle a student with behavior problems?

Students talking out loud, being out of seat without permission, not paying attention to lessons, and causing a disruption in class are too common occurrences in classrooms today.

Whether a teacher has general education or special education certification, the correct handling of behavior problems is vital to student and teacher success. There are many excellent books and websites on the subject, including the link below, from which this summary was taken (Mather, N., & Goldstein, S. (2001). Learning Disabilities and Challenging Behaviors: A Guide to Intervention and Classroom Management. Baltimore: Paul H. Brookes Publishing Co. pp. 96-117). http://www.ldonline.org/article/6030

Mather and Sam Goldstein indicate four basic steps to correcting student behavior problems:
•The problem must be defined, usually by count or description.
•Design a way to change the behavior.
•Identify an effective reinforcer.
•Apply the reinforcer consistently to shape or change behavior.

G.G. Bear suggest five models that help prevent Bad Behavior in the first place: Preventative classroom management, which involves effective teaching practices, frequent monitoring, clear rules and procedures, social praise, and so forth. Prosocial behavior methods, which involves systematic reinforcement, modeling of prosocial behavior, verbal instruction, and role playing. Moral education, which involves classroom moral discussions of real-life dilemmas, hypothetical situations, and literature; role playing; student participation in school government. Social problem solving (SPS), which involves direct teaching of SPS skills (e.g. alternative thinking, means-ends thinking), self- instruction training, and dialoguing. Effective communication models, involves values clarification activities, active listening, communication and interpersonal skills training for students and teachers. (Bear, G.G. (1990). Modeks and techniques that focus on prevention. In A. Thomas & J. Grimes (Eds.), Best practices in school Psychology (p. 652). Silver Spring, MID: National Association of School Psychologists; Copyright 1990 by the National Association of School Psychologists)

Bear also suggests three techniques to deal with existing behaviors: Behavior Modification (direct instruction; reinforcement techniques, including social praise, material reinforcers and tokens, punishment-oriented techniques, verbal reprimand, response cost, and time-out, group contingency techniques, and behavioral contracting), assertive discipline (teacher assertion, systematic use of behavior modification techniques, continuous monitoring) and reality therapy (confrontation questioning, classroom meetings, classroom moral discussions, social problem solving, behavioral contracting, logical consequences, time-out, preventative techniques such as democratic governance).

There are also five treatment techniques suggested by Bear: social skills training (direct instruction, modeling and rehearsal, coaching, self-instruction, manipulation of antecedents and consequences), aggression replacement training (social skills training techniques, self- instruction, moral discussions), parent management training (parent training in application of behavioral techniques), family therapy, and cognitive, behavioral, and operant techniques.

Similarly, Shea and Bauer suggest seven ways to apply positive reinforment to change behavior:
•Select a target behavior to increase, define the behavior, and choose a reinforcer.
•Observe the child and watch for the behavior.
•Reinforce the target behavior every time it is exhibited.
•Comment in a positive way about the behavior when providing reinforcement.
•Be enthusiastic -and interested.
•Offer assistance.
•Vary the reinforcer.

Modifying students’ behaviors requires study, practice, and the consistent application of methods such as these. It can seem to be overwhelming, especially when first learning and using these techniques. However, the control of the classroom and dramatic improvement in the lives of your students makes the effort well worth it.

Child Behavior Problems | Oppositional Defiant Disorder Children

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