Explanations, Causes, and Influences of Challenging Behavior

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Explanations, Causes, and Influences of Challenging Behavior Frances Comer ECE 201 Keli Keyes June 13rd, 2014 Children are highly individualized. Challenges are present and determined by numerous risk factors. Aggressive behavior, whether physical or verbal, may result from anger or frustration. An inability to verbalize feelings also complicates behavior. As verbal skills grow, verbal aggression may also grow. There are numerous risk factors of challenging behavior which are categorized by two groups. These groups are biological and environmental. Neurological risk factors are in the biological group. In this group, children with challenging behavior often have difficulties with brain function (Kaiser, & Rasminsky, (2012). Children have executive functions that is impaired located in the brains prefrontal cortex. These functions are planning, organizing, and sequencing behavior, the ability to maintain attention and concentration, exhibiting flexibility and the ability to shift from one mindset to another, inhibiting responses and providing self-monitoring, and the ability to take perspectives of others (Kaiser, & Rasminsky, (2012), Moffitt, (1997), & Shonkoff & Phillips (2000) . There are several neurological risk factors which include but are not limited to Attention Deficit Hyperactivity Disorder (ADHD), Attention Deficit Disorder (ADD), learning disabilities such as dyslexia, speech disabilities, sensory integration dysfunction (also known as sensory processing disorder), cognitive impairments, autism and other disorders under the autism spectrum disorder such as Asperger’s. Another risk factor in the biological group is temperament. Temperament is an observable, biological based pattern of behavior and emotions, a characteristic way of experiencing and interacting with the world (Kaiser, & Rasminsky, (2012), P. 20). Personally I also
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