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Emotional behaviour problems

Emotional behaviour problems Many children in today’s world experience some form of emotional behavior. In some cases these emotions are not adequetly dealt with well by the child. How do teachers, the government, and parents deal with children who have behavior problems ranging from moderate, to severe? The answer is to follow. This paper will discuss five different articles which define what a behavior problem is, classroom management strategies for students and teachers, and the education environments that are best for children with Emotional or Behavioral Disorders. (EBD) Topics also included, community support, teacher perceptions of what is being done, and parent’s perspectives on the services provided for their youths with EBD. I will also address the things that surprised me about this system and the things I found that might be helpful or affect my teaching strategies in the future. The first article I read from Behavioral Disorders Journal was “Classroom Management Strategies: Are they setting events for coercion?” This article addressed some common methods teachers are using to force all students to participate in classroom activities. The authors, Richard E. Shaus, Phillip L. Gunter, and Susan L. Jack, described the coercion methods that many teachers use to convince students to work. The purpose of this article was to investigate how students react to teachers who used reciprocal or coercive methods to teach. The authors found that, “ teachers are more likely to attend to . . . inappropriate behavior . . . than they are to use positive verbal attention for appropriate behavior . . .” Coercive interactions occur as a student uses attempts to gain a reaction or outcome by displaying an assertive attitude. A reciprocal interaction is usually a positive exchange between two parties. One person’s positive act induces the other person to have a positive response. Students who use escape or avoidance behavior probably are not encountering positive reciprocal behavior. In a regular classroom it would seem that teachers are more likely to use coercive behavior to calm down an out-of-control classroom. This study showed that, although verbal reprimands decrease a child’s inappropriate behavior, it does not stop the disruptive attitude. Placement of students can have a large effect on a disruptive student’s behavior. Establishing as few rules as possible also makes the child less likely to break them. Allowing a student to have input in classroom decisions about behavior rules also makes them more accepting of them. This article was very informative. I was aware of the negative attitudes some teachers can have towards students having encountered a few of these myself. What I was unaware of, however, was that the reciprocal effect of negative behavior. When a teacher demands, a child reacts negatively and as such the teacher responds with more assertion. This obviously is not a good thing when trying to deal with children who have EBD. I also feel that the classroom strategies offered by the authors could be extremely helpful in future situations that I may encounter. Giving students the chance to participate in determining the rules may result in the desired positive effect. The second article I read, “Educational Environments for the pupil with Behavioral Disorders: A “Best Evidence” synthesis.” By Barry H. Schnieder and Janice Leroux, discussed the progress of children with behavior problems in different educational environments. The authors reviewed different placements for students and the headway made by each I their settings. Many different methods were used to examine the research and get a ‘best evidence’ report from the collective research. The research found that while it is possible to use intervention in a classroom or a special school, the costs and limitation of staff and time were too many. The authors developed a technique called meta-analysis used to bring adversity to reviewing the studies. The researchers need to clearly indicate the source and methods used in reviewing a study. Lack of suitable control and comparison is also a problem in properly interpreting studies. This also comes from improper use of terminology making it hard to determine if all participants are part of the same population. Finally only a few studies looked at the link between setting, program and teachers. The article concluded that resources rooms were more effective for observing and dealing with on task behavior. A special school setting was better at managing off task behavior as well. Children with behavior disorders require more attention, and support than can be provided by a teacher in a regular classroom. These children may require on going support that regular school environments cannot provide. However these special school settings do not always provide for a full integration into regular school careers. Therefore it may be hard for a child to enter a normal school after spending some time elsewhere. It was concluded that the least restrictive setting would be best for a child. An integrated school system with resource accessibility would be perfect. I was unaware that there was such difficulty in ascertaining complete and proper information on special education for behavior disorder children. The variables and constants needed to retrieve proper measurements are many. The costs are astronomical. I assumed that children could be given help easily without all the apparent calculation need. I wonder, however, if the resource center in a school can fully deal with the problems a teacher may encounter with a child. The authors failed to mention that some students would not benefit from this type of situation. They did make it clear that this was an overall statement, but still did not make suggestions for either end of the extreme. As a teacher I feel I will spend more time trying to determine what environment would be best for the child. “The effects of social skill interaction and self monitoring on game-related behavior of Emotional or Behavioral Disorders.” was the third article I read. This article was written by two teachers from Ohio. Rhonda Moore and Kelly Hickaman. This article discusses how the authors taught three ninth grade students appropriate behavior for winning and losing when playing games. The teachers used a skills training model which shows appropriate behavior for social, rehearsal, and transfer skills. With training, the students improved in their social relations with others. Also greater overall improvements in the classroom settings were viewed during normal student interaction. This experiment also used self-monitoring to control behavior. It was interesting to read that the effects of the self-monitoring were not easily determined since the students already showed some form of self-monitoring without being instructed. This shows me that there is a possibility that the students want to improve their behavior, but do not always know how. The last two articles dealt with “Parental Perspective on comprehensive services for children and youth with EBD.” And “Teachers’ perceptions of Educational placement decisions for pupil with EBD.” Both of these articles discussed how much teachers and parents were involved in the decision making process of placement for their student or children. In all reality neither got much say in the final actions taken by the schools or government. Only twenty five percent of regular classroom teachers attended the meeting of the local education agencies (LEA). The article addressed how teachers viewed the different placement options, their participation in these decisions, and how the decisions for placement were reached. The outcome was that teachers have varied opinions of the benefits of placement. Schools encounter problems they are not equipped to handle. Administration processes were too frustrating and impeded the provision of appropriate services. The teachers also felt they had little influence in the placement decisions. The article which dealt with the parental perspectives discussed how parents perceived the services provided through the schools and community. Overall the parents were satisfied and they felt included in the decision making. The article suggested methods to help make parents more aware of their child’s needs and demands. It also recommended community programs, which could help integrate their child into normal society. Parents need to know how to prepare their children for a life, outside the family. Both of these articles were very informative. I was completely unaware that so many teachers do not have any say in the way that special education is provided. To find out that parents, in general, are happy with what is being done for the children, was also surprising. I would have figured that teachers were present at most meetings providing input, and that the parents were upset about the progress of provisions being supplied for their children. Throughout these five articles, a common thread is seen. All are attempting, to some degree, to improve the nature of services provided for children with Emotional or Behavioral Disorders. All the articles recognized and addressed the fact that, some children genuinely have emotional problems. And that these problems can affect their day to day lives. As a future teacher, I felt that these papers helped my understanding of things that could improve my teaching strategies. Not only would it provide me with skills for handling EBD students, but also every student I may encounter. Any extra help a teacher can provide to any student is beneficial. With this new found information, I would hope that I could provide the attention and resources needed to make a child and their parents feel comfortable. A few things that stuck in my mind about these articles were: one on one contact with both the child and parents, giving the child some self management skills as well as responsibilities, in order to help them deal with their emotions, also avoiding use of confrontation, or aggressive behavior to obtain results from any child. From these readings I hope that I will be a more compassionate and attentive teacher. Bibliography:

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