Disruptive Classroom Behavior

Problem behaviors displayed by children in classroom settings are some of the most challenging issues teachers deal with when trying to provide a proper education to all students. As schools try to include special education students in general education classes, these problematic behaviors, such as disruptive or destructive behaviors, can cause interruptions in the learning process for both students and teacher. A young student in a kindergarten classroom is not able to control his behavior for long periods of time and at times shows signs of aggression by running out of the room, throwing chairs, or having tantrums such as yelling, kicking, or sulking. This student is a five-year-old boy in a typical kindergarten class. This class consists

He is helpful at times especially in the cafeteria and is full of energy. He frustrates easily when instructions are given to the class as a whole, has difficulty understanding a lesson, or has to sit still for longer periods. He seems to display high levels of aggression mostly when he cannot effectively communicate his wants or needs to the staff. His major outbursts, such as throwing things, occur mainly while in school as his parents state he is not as aggressive at home. His parents, however, state his being an only child allows him to get all the attention and they can easily divert him when the onset of an outburst or meltdown is imminent. While in school, student’s disruptive behavior can last on average about five to ten minutes in length depending on the trigger. This disruptive behavior can happen an estimated three to five times over the course of a six-hour school day. This behavior is problematic as it interferes with classroom routines and lessons when the student does not want to comply with what is being asked of him. This behavior not only impedes the learning for the other students, but also creates a safety risk to the teacher and

365). The teacher, along with the help of parents, can help to manage the disruptive behavior of young children through the use of interventions. This research looked into the effectiveness of a combination of teacher and self-evaluation strategies and school-home note procedures to deal with inappropriate behavior. The sample consisted of two male students Craig (5) and Nathan (6) both in kindergarten. Other participants in the study included a kindergarten class (18 students), one kindergarten teacher, and one assistant. A single subject reversal design was used alternating baseline and intervention for a total of four phases each lasting approximately one to three weeks (McGoey et al., 2007). During the baseline phase, teachers used standard behavior management procedures in the classroom along with the team meeting to design the school-home note and to define goals. The child gave their input to and made changes such as using familiar language to make it their own and to understand the goals. Parents instituted a routine of reinforcement or response cost that correlated with the intervention. During the intervention phase, children met three times a day with their teacher and were reminded of target behaviors and goals. Children were asked to evaluate their performance