Behavior disorders are present in all classrooms; however, all disruptive behavior is not the same. As educators is of utmost importance in how to decipher bad behavior from behavior disorders in the classroom. Behavior disorders are conditions that are more than just disruptive behavior. The Individuals with Disabilities Education Act defines behavior disorders as a “condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree which adversely affects educational performance: An inability to learn which cannot be explained by intellectual, sensory, or health factors. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. Inappropriate types of behavior or feelings under normal circumstances. A general pervasive mood of unhappiness or depression. A tendency to develop physical symptoms or fears associated with personal or school problems” (http://idea.ed.gov). There are definite symptoms and academic implications to such behavior problems. Knowing the facts is root to helping students with behavior problems succeed in the classroom.
Behavior Disorders/Emotional Disturbances. (n.d.). Council for Exceptional Children. Retrieved September 23, 2011, from
The Council for Exception Children website provides definitive insight on what a behavior disorder actually is. The website provides insight into typical behavioral patterns and examples of related school behavior. This is a great resource for parents who are beginning to delve into the reality that their child and student may have a behavior disorder that is hindering their social and academic advancement.
Jordan, D. (n.d.). Emotional or Behavioral Disorders. PACER Center - Assistance for Children with Disabilities, Teen Bullying, Parent Programs. Retrieved September 24, 2011, from http://www.pacer.org/ebd/ebdart.asp
The Pacer Center, which “Champions for Children with Disabilities”, has a really great website for parents. The article is titled “Does my child have an emotional or behavioral disorder?” Pretty straight forward! Parents are in a tough spot when it comes to their child and a behavior disorder. First, parents are in denial and then they are confused. This article is perfect for parents because it tells them what to look for in their child. Every child faces emotional difficulties, but the website helps parents know what to look for and how to seek help comprehensibly.
McIntyre, T. (n.d.). Teaching Social Skills to Kids Who Don't Yet Have Them | LD Topics | LD OnLine. LD OnLine: The world's leading website on learning disabilities and ADHD. Retrieved September 22, 2011, from http://www.ldonline.org/article/Teaching_Social_Skills_to_Kids_Who_Don %27t_Yet_Have_Them
Before labeling a student with a behavior disorder and have them tested, teachers must be sure the behavior is consistent for a period of six months or longer. Some students may just not have the social skills to perform well among their peers or in a classroom setting. This website provides teachers with means to teach students the skills we want to be seen in the classroom. “The defining characteristic of kids with EBD is their inability to build and sustain positive relationships. Kids with EBD are 3 times more likely than general ed kids to be rejected because of their behavior. It's time to use more than point systems to "manage" the behavior of these pupils. We need more than "the curriculum of control."
Nelson, J. R., Benner, G. J., & Mooney, P. (2008). Instructional practices for students with behavioral disorders: strategies for reading, writing, and math. New York: Guilford Press.
This book has a considerable amount of information for teachers on behavior disorders and how to deal with them in the classroom. It provides information on characteristics, intervention, assessment, and prompts for appropriate responses to consistent behavior issues in the classroom. I found it very helpful that the book contains tables and charts to illustrate important concepts such as seating arrangements to give students the best chance to focus. Although the book is directed for teachers, it may also be helpful for parents in order for them to provide information and assistance for their child’s teachers.
Obenchain, K., & Taylor, S. (2005). Behavior Management: Making It Work in Middle and Secondary Schools. The Clearing House, 79(1), 7-11. Retrieved September 21, 2011, from http://www.jstor.org/stable/30182098 .
In the article titled, Behavior Management: Making It Work in Middle and Secondary Schools, written by Kathryn Obenchain and Shanon Taylor, the authors immediate delve into a real life situation in a first year teacher’s classroom. After, the teacher questions himself on how he dealt with his situation. Was the student right? He questioned the student’s answers and then questioned his own behavior. It was not about the correct answer on a homework assignment, it was how he dealt with the situation. I found this article very helpful because it highlights that the quality of a teacher is defined by the quality of their behavior management skills. Teachers will not always know if a student truly has a behavior disorder prior to in-depth behavior analysis by a qualified individual, but it is important “to find the function of that behavior” (10, Obenchain & Taylor). The article offers examples of inappropriate classroom management when dealing with behavior problems and provides recommendations on how to respond with proper classroom management.
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