• Problem Behavior In The Classroom: Dealing With …
  • Classroom Management to Handle Behavioral Problems
  • Common Behavior Problems in the Classroom | Synonym

Most behavior problems displayed by young children with autistic spectrum disorders are “normal” behaviors in that they may be observed,

Classroom behavior management and behaviour …

Problems Faced by Teachers in Classroom | Adam The …

increased problem behavior for a small percentage of outcomes studied (6–8%).
Time-out from reinforcement excludes children from the opportunity to participate with others and receive any kind of positive reinforcement. Time-out is by far the best known disciplinary technique among teachers. It is also the most likely to be overused and misused in the classroom. Although a brief time-out of a few minutes duration can exert a positive influence on classroom behavior when applied appropriately, many teachers apply time-out ineffectively as often as effectively (Walker & Walker, 1991).

Dealing With ADHD Behavior Problems - WebMD

developing hypotheses about the antecedents and consequences likely to trigger or support the problem behavior;
Modeling is a powerful tool, often underutilized by teachers. When teachers are cheerful and enthusiastic, their attitudes are contagious. When they are respectful of students, students respect each other. When teachers are patient, fair, consistent, and optimistic, their students exhibit these traits as well. Teacher behavior sets the tone for the classroom environment.

 

Behavior Modification in the Classroom

While there is no one best solution for every problem or classroom setting, the following principles, drawn from a number of sources, might help.
Robinson, Newby, and Ganzell (1981) used a token reinforcement system for successful completion of four tasks, two involving learning to read and using vocabulary words and sentences and two involving teaching these tasks to other students. Tokens were exchanged for access to a pinball machine or electronic game. Using a reversal design, the token intervention program resulted in a nine-fold increase in the mean number of tasks completed over the baseline level and significant improvement in performance on the school district’s standardized weekly reading level examinations. A reduction in disruptive behavior was also anecdotally reported. This reinforcement system was managed by a single teacher working with 18 children, all of whom had received diagnoses of ADHD. Walker and Shea (1991) also described an in-depth model of structuring a token economy successfully in the classroom.


Naltrexone-treated groups showed less irritability and hyperactivity than placebo groups on some measures, particularly global ratings, did not differ from placebo groups on others, and showed increases in particular problem behaviors in some instances.


ADHD and Behavior Problems | Child Mind Institute

Richard Lavoie, nationally known expert on learning disabilities, offers practical advice on dealing with behavioral problems quickly and effectively.

Dealing with Secondary School Behavior Problems | …

Students' emotional responses to challenging situations can influence their concentration, perseverance, application of learned skills, and interactions with others. Even with safe and supportive classroom environments, students often have difficulty because they lack the communication skills to address challenging situations.

Read chapter 10 Problem Behaviors: ..

Social competence and emotional well-being are issues for some adults and children with learning disabilities. Being liked, feeling accepted, and having self-confidence are all related to an individual’s social skills. Included in this section are the “dos and don'ts” for fostering social competence, the teacher’s role in developing social skills, and many helpful articles on behavior modification, anger management, disciplining students with disabilities, and the emotional issues experienced by some individuals with LD.

Concerns about school behavior problems led to new ..

Be certain to select reinforcers that are age appropriate and not necessarily time-limited. Most important, do not deny students their basic rights (e.g. lunch, bathroom use, playground time) and then define these rights as positive reinforcers. At times, the use of a reinforcement list or menu can facilitate choosing a reinforcer that is meaningful to the child. You can provide a list of enjoyable or free time activities and ask the child to rank them by preference. You can ask the child what he or she might do with free time, where he or she might like to sit, what he or she might like to learn about, and also what kinds of activities make him or her feel needed, proud, and important in the classroom. Finally, one question to consider inquiring of every student is “‘What is the very best reward in this class that you could get for good work and behavior?”

Teacher Behavioral Strategies: A Menu | Intervention Central

Although a comprehensive review of medications and medical interventions is beyond the scope of this report, because of the widespread use of psychoactive medications, they are addressed briefly as they relate to problem behaviors in young children with autistic spectrum disorders. Psychoactive medications alter the chemical make-up of the central nervous system and affect mental functioning or behavior. Most were developed to treat a variety of psychiatric and neurological conditions other than autistic spectrum disorders; all may have benefits, side effects, and toxicity (Aman and Langworthy, 2000; Gordon, 2000; King, 2000; and McDougle et al., 2000). There are currently no medications that effectively treat the core symptoms of autism, but there are medications that can reduce problematic symptoms and some that play critical roles in severe, even life-threatening situations, such as self-injurious behavior.