Behaviour+Management

When looking at the individual needs of students within the classroom, behaviour management is an extremely vivid area of importance. Through research conducted over the last 25 years, it has been estimated that approximately 6% of students have serious enough behavioural issues that need individual assessment, guidance, nurturing and hopefully treatment.(Little, Hudson, & Wilks, 2000)

The major themes in this area include defining what problematic behaviour might entail, looking at why students misbehave, as well as the types of behaviours causing concern in students with additional needs. (Foreman, 2008).

Certain things need to be considered when deciding what behaviour becomes problem behaviour, such as -

1. social skills acquisition deficits 2. social skill performance deficits 3. social skills fluency deficits

When looking at the types of behaviour causing concern within students with additional needs, the most common categories include:

1. attention deficit issues and work habits 2. students coping with the attitudes and behaviours of others towards themselves 3. the upkeep and maintenance of social relationships

I strongly believe that to find a successful outcome for each individual student, much more teacher-to-student and small classroom research needs to be made into this topic. If undertaken, this research could be used to help students of any age group, due to the topics relevance throughout all year groups.

REFERENCES:

Apter, S. (1982). Troubled Children, Troubled Systems. New York: Pergamon Press.

Foreman, P. (2008). Inclusion In Action, Second Edition. Chapter 6 p 198-239.

Little, E., Hudson, A., & Wilks, R. (2000). Conduct problems across home and school. Behaviour Change, 17, 1–9.

Little, E. (2005). Teachers’ perceptions of students’ problem behaviours. Educational Psychology, 25, 369–378.

Wheldall, K., & Merrett, F. (1988). Which classroom behaviours do primary school teachers say they find most troublesome. Educational Review, 40, 13–27.