The first category is internal, and includes biological factors that are part of the physical makeup of the student. The second category is external and includes factors such as culture, family, and school (Yell, Meadows, Drasgow, and Shriner, 2009). Emotional and Behavior Disorder causes are complex and often come from a combination of causal factors rather that a single factor or life event. A student who is affected by the causal factors contributing to EBD will not necessarily develop the disorder, however they are considered to be at a higher level of risk for EBD. There is also a correlation between the stage of development a student is at when he experiences the causal factors.
Many parents around the world do not understand that it is not healthy to over control their children. Parents should put minimal pressures on their children to be exactly the way they want their children to behave, because if they do not, there is a greater chance that their child may develop social anxiety. In many cases the children who end up developing a social anxiety is because their parents made their child believe they are at a great deal of threat, and cannot protect themselves if threatened (Bruggen, Stams, & Bogels 2008). They also were not allowing their child to explore new experiences. The researchers also believe that parents that have a Judd 2 child with a social disturbance try to put more pressure on them to not behave like that, which in most cases results in just progressing the disturbance.
Challenging Behavior in Early Childhood JoAnn Friend ECE 201 Amy Kennedy March, 26th 2012 Challenging behavior in an early childhood classroom can be common. These children are at an age where they may not have learned to control their emotions yet. Sometimes there are others issues involved. Challenging behavior may be caused by a disorder of the brain such as; autism or ADHD. Some of the children that will enter our classroom may come from undesirable environments.
This paper describes a few methods and components that can be used to teach students with E.D. how to control their own emotions and behaviors before any learning can occur, behaviors must be controlled. Teaching Children that are Emotionally Disturbed Children vary in different sizes, shapes, and behaviors and all of these come into play when trying to maintain a successful classroom. The sizes and shapes however, do not matter as much as the children’s behaviors. A classroom, be it regular education or special education, depends on structure to be successful.
Response/Analyses Every day, our brains interpret the things we see, smell, hear, taste, touch, and experience. But when someone's brain has trouble interpreting these things, it can make it hard to talk, listen, understand, play, and learn. A kid's symptoms could be very mild, severe, or somewhere in the middle. For example, some kids might be upset by too many noises or sounds that are too loud. Kids who have milder symptoms don't mind loud noises so much.
Running head: Functional Behavior Assessment Functional Behavior Assessment and Behavior Support Plan Julius Carter SPE-522 Grand Canyon University Instructor: Kathleen Hubbard April 5, 2012 Functional Behavior Assessment and Behavior Support Plan There are many students who have different types of disabilities, some of those students display aggressive behaviors, and some don’t. Oftentimes students that have disabilities have behaviors, and in having those behaviors many people consider them to be inappropriate behavior to display in a public setting. The actions that the students displays are deviant actions can result in a student needing special education services. The label that is given to those students who display this type of behavior would be called emotional disturbed. According to the IDEA this is one of the Special Education categories of listed disabilities.
If a parent is always stressed and worried there child will sense this and not feel as loved as a parent who is more warm and comforting. This does not mean that a parent doesn’t love their child but the way they are each emotionally will have an effect on their level of attachment. A child’s temperament can be shown at a very young age you will see this in the child’s level of activity, emotionally and socially. If a child is always upset and crying when they are at daycare or with a caregiver this will also affect their level of attachment it will be much harder for that child to be cared for and the love and comfort a child needs will not meet as the child’s temperament is affecting this attempt for attachment. A child’s temperament can affect a child's choice of activities and environments.
Some students just are not mentally prepared for the classroom whether it be because they struggle with social or self-management skills, or because they have a tough home life, they can because a disruption for others so it is essential for the school system to come up with a way to diffuse the maladaptive behavior. Many studies are conducted to test the validity of functional behavioral assessments. One study sought out to
Young children go through many different stages of their life to help them understand why certain things happen. The developing mind of a child is something interesting educators of these young children take the time to understand what’s actually on in the young mind. Part of being an educator is being able to show respect, care, trust, and determination. These are the main qualities teachers need to have in order to have a successful teaching environment. Children brain development relies on attachment and play.
Ass 1 Task 4; Explain how children and young people`s development is influenced by a range of external factors. Some external factors that could influence children are; childcare arrangements, family, poverty previous education and where they live. If a child has been taken into care or has been moved around a lot this child could be unsettled and they might misbehave as they are afraid of rejection. This could also happen if a child`s parents separate the child would feel under pressure to choose a parent or that a parent might leave. Family can have a big effect on a child’s development for example if the child is an only child he / she will not know how to socialise with other children.