When it comes to children, naughtiness, stubbornness, and recklessness are perfectly acceptable. It’s possible that some children’s conduct is out of the usual for their age and may be tough to handle. Attention deficit hyperactivity disorder, oppositional defiance disorder, and conduct disorder are the most common disruptive behavioral disorders in the United States today. Because of their similar signs and symptoms, these three mental illnesses may be difficult to diagnose and take a long time to treat. A child or adolescent may be dealing with two distinct issues at the same time. Emotional problems, mental diseases, familial challenges, and substance addiction are all sources of frustration. My perspective on children with difficult behavior problem has shifted after reading Beyond Behavior and Polyvagal Theory. I’ve learned a lot about these kids that I previously thought they were wicked or simply a phase. My understanding of the severity and features of this condition will be discussed in depth.
There are five characteristics of children with emotional and behavioral issues outlined in the Individuals with Disabilities Education Act (IDEA). Learning difficulties cannot be explained by logical, sensory, or medical causes. It is difficult to form and maintain good connections with classmates and instructors. Under regular conditions, inappropriate forms of conduct or emotions. Depression or sadness permeates the atmosphere. Physical symptoms or anxieties that are linked to personal or academic issues. As a result, individuals with emotional disorders (ED) are often placed in regular education classes (Palek, 2020). A severe instance may need kids to be taught in a special education cluster unit, an independent program, or possibly a different school altogether. Psychiatric Disorders and Behavioral Disabilities fall under the umbrella category of Emotional and Behavioral Disorders.
Psychiatric illnesses are described as behavioral, mental, or perceptual irregularities that harm everyday life and are distressing. Diagnoses including OCD, anxiety disorder, eating disorder, psychotic disorder, and bipolar disorder are the most prevalent types. Psychiatric problems pose a significant difficulty from my point of view for various reasons. The first reason is that schools are not hospitals, and instructors cannot address these mental health issues. Students who face these kinds of difficulties are often being treated, and they may be taking medication as a result. Teachers may not know why their kids behave the way they are because medical information is secret. Certain behaviors become more difficult to deal with as a result. Pupils with these problems may not satisfy the school’s academic and behavioral standards. As a result, kids may need to be placed in a special education classroom or receive other special education services.
Disruptive or destructive behavior in the classroom and/or to the well-being of students and others are symptoms of behavioral impairments. The above-mentioned mental illnesses cannot explain the behaviors that lead to a behavioral impairment diagnosis. Conduct disorder and Oppositional defiant disorder are two types of behavioral disability. One of the oppositional defiant disorder hallmarks is an excessive lack of cooperation and a refusal to follow instructions. Those who suffer from this disorder are neither violent nor hostile; rather, they refuse to collaborate with adults or peers. Conduct disorder is a considerably more serious form of the condition mentioned above. Anger, violence, and self-inflicted damage are all hallmarks of this illness. Discipline-challenged students frequently require special education instruction until they can function in the mainstream population.
Students with behavioral and emotional issues, like all others, need a supportive, controlled setting that encourages development, builds self-esteem, and rewards good conduct. School year rules must be developed at the beginning of the school year and written clearly and concisely. The regulations should be stated positively. A clear set of consequences for breaching rules should be laid out before classes begin. These consequences should be administered consistently and sternly to anybody who breaks the rules. Consistent and predictable outcomes are required. When enforcing penalties, be sure to provide the kid with clear and calm criticism. In that manner, the pupil knows why the punishment is required. When rules are broken, it’s important not to get too worked up about it. Reacting emotionally provides negative learner attention, which many youngsters perceive as a reward. Maintain your composure, but be tough and kind at the same time. It’s challenging to strike the right balance, but doing so is critical if you want to see progress.
Classroom management relies heavily on routines. Change and changes may be difficult for students with emotional and behavioral issues. An efficient technique to begin the day is by going through a visual schedule of the day’s events. Students with behavioral and emotional issues typically need special education instruction because their conduct is too unruly to be taught in a regular classroom environment (Wahman, 2022). The following are some suggestions for encouraging and facilitating the development of more pleasant and adaptable behavior: In a token economy, students are rewarded for good conduct with tokens. Positive manner must be rewarded often, and the tokens in the token store must motivate students for a token economy to work. Despite the time and effort required, this has shown to be a very successful method.
A graphic illustration of each student’s degree of conduct in the classroom. According to the chart, students who exhibit good behavior advance higher; the opposite occurs for those who exhibit poor behavior. As a result, students are held responsible, and you can track and reward their advancement. This will not work if the most challenging kids continue to be at the bottom of the class rankings. To the best extent feasible, focus on the good and keep them motivated. Students who exhibit good behavior are awarded a lottery ticket with their name, similar to the token economy. Each week, one or two tickets are drawn from a jar containing the tickets. A prize is awarded to the lottery winner.
Teaching youngsters with emotional and behavioral issues (Mitchell, 2019). Students who exhibit good behavior and those who notice negative behavior are recognized and rewarded. Teachers should encourage students to work together in the classroom rather than gossiping about one another. Remember that encouraging and rewarding good conduct is much more successful than eradicating unpleasant behavior. Conflicts over authority often erupt due to punishment and negative repercussions, which simply serve to exacerbate the original issue behavior. Don’t give up, even though it’s difficult to stay cheerful in the face of these emotionally draining habits. These youngsters, who are coping with a life-altering illness, might benefit from your guidance and support.
It’s normal for youngsters to misbehave from time to time. However, they are also constantly improving and learning new things, which is a remarkable accomplishment in and of itself. Make it known when a youngster behaves well or does a good job. Tell them you’re proud of them, and the rest of the class will feel the same way. Children are more inclined to follow suit if they know they will get the same favorable response. Students who engage in disruptive behavior should have a designated space in the classroom where they may go for time out or quiet time. Make it a place of contemplation and relaxation rather than a place of punishment. To help children who have difficulty controlling their behavior, ask them to bring a stuffed animal or a photo of their pet to the classroom.
References
Mitchell, B. S., Kern, L., & Conroy, M. A. (2019). Supporting students with emotional or behavioral disorders: State of the field. Behavioral Disorders, 44(2), 70-84.
Palek, L. (2020). Book Review of Beyond Behaviors: Using Brain Science and Compassion to Understand and Solve Children’s Behavioral Challenges. School Community Journal, 30(1), 299-302.
Wahman, C. L., Pustejovsky, J. E., Ostrosky, M. M., & Santos, R. M. (2022). Examining the effects of Social Stories™ on challenging behavior and prosocial skills in young children: A systematic review and meta-analysis. Topics in Early Childhood Special Education, 41(4), 267-279.
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