Recognizing and Responding to Learning and Behavioral Difficulties in the Classroom
Celena Hodnett & Sharon Stone
CRIN X53, Spring 2010
Behavioral Difficulties
Definition
The Council of Exceptional Children stated that children who demonstrate
behavioral disabilities or challenging behaviors have difficulties maintaining
appropriate relationships, may struggle in various academic areas, may exhibit
consent behavior problems (e.g., aggression), no respect for authority figures,
etc. Behavioral disabilities affect all environments of the child, including school,
home, and community. (Emotional and Behavioral Disorders, www.cec.sped.org)
Typical Classroom Characteristics or Manifestations
Externalizing Behaviors:
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Impulsive and aggressive
Appears to be pre-occupied
Poor self-esteem
Regularly gets out of their seat
Lies, steals, and argues
Vocal outbursts (e.g., yell, scream, curse, etc.)
No regard for personal and other’s property
Noncompliant
Physical outbursts (e.g., hits, kicks, throws objects, fights, etc.)
Internalizing Behaviors
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Withdrawn, does not interact frequently with peers
Poor social skills
Often daydreams
Demonstrates depression
Fearful and anxious
Demonstrates signs of abuse (e.g., sexual, emotional, physical)
Obsesses about images or thoughts
Compulsive behaviors
Avoids eye contact
Unexpected and atypical emotional responses
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Recognizing and Responding to Learning and Behavioral Difficulties in the Classroom
Celena Hodnett & Sharon Stone
CRIN X53, Spring 2010
Suggested Responses, Accommodations, and/or Modifications
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Be consistent and clear with behavior expectations. Set clear limits *
Have the child participate in establishing personal and school goals.
Teach appropriate social skills using role play, social stories, literature, etc. *
Acknowledge appropriate behavior and reinforce it *
Be consistent with strategies used at home and at school *
Avoid power struggles *
Remain calm and non-emotional when the child has an outburst *
Provide a “quiet area” or a place for the child to regain self-composure *
Have clear and fair consequences and be consistent in their application (Note: Teachers
and parents may find keeping a record or journal helpful for this. Record the “when,
who, why, and what” of each event and its consequence.) *
Teach appropriate ways to relieve stress and anxiety (e.g., positive self-talk, remove self
from the situation, etc.) *
Use reminder cues and redirect the child to avoid possible stressful situations *
Use stimulating visuals and hands-on activities during lessons
Create behavior contracts
Assign class jobs or privileges – opportunities for the child to be responsible and
independent
References
West Virginia University (2007) Strategies for Teaching Students with Behavioral Disorders.
Available online at http://www.as.wvu.edu/~scidis/behavior.html
Heward, L. (2006) Characteristics of Children with Emotional and Behavioral Disorders.
Available at http://www.education.com/reference/article/children-emotional-behavioraldisorders/
Handout: Least Restrictive Behavioral Interventions: Positive Reinforcements. Produced by Utah
State Office of Education. Available online at
http://www.usu.edu/teachall/text/behavior/LRBIpdfs/Positive.pdf
Handout: Henning, K. (n.d.) Positive Behavioral Interventions & IDEA 2004Partners: New
Opportunities for Teaching & Learning. Available online at
http://www.partnerstx.org/PDF/Positive_Behavioral_Interventions.pdf
*Beneficial for Parents
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