Globalised discourses of ‘challenging behaviours’ and implications for their construction and management in education

Protocol for a Systematic Review: Self‐Management Interventions for Reducing Challenging Behaviors among School‐age Students: A Systematic Review

An ABAB reversal design was utilized to examine the effects of an electronic daily behavior report card (eDBRC) on non-compliant, off-task, and disruptive classroom behaviors of a 16-year-old with autism spectrum disorder and a 17-year-old with an intellectual disability. The intervention was implemented by two preservice teachers (interventionists) in their final student teaching requirement. In addition to visual analysis procedures, effect sizes (i.e., Tau-U) were calculated. The research questions were: (1) What are the effects of eDBRCs on participants’ disruptive and challenging classroom behaviors, (2) To what extent do preservice teachers implement eDBRCs with fidelity, and (3) Are eDBRCs a socially valid intervention? Upon completion of our study the eDBRC was effective in reducing non-compliant, off-task, and disruptive behaviors. We found that preservice special educators can implement a complex behavior intervention to support the outcomes of their learners during the student teaching experience. Additionally, we suggest eDBRCs are an acceptable intervention for students with autism spectrum disorder and intellectual disabilities.

Early childhood educators should be prepared to intervene when children demonstrate challenging behaviors. Researchers have reported many factors that may influence teachers' behavior management strategies. The primary purpose of this study was to investigate the relationships among specific program, teacher, and child factors and teachers' strategies for addressing young children's challenging behaviors. The second purpose of this study was to determine if the factors identified by researchers with young children and their teachers in the United States extends to teachers and young children in South Korea. The participants in this study included a sample of 236 preschool and child care center teachers serving children in South Korea. To measure teachers' reported strategies for addressing challenging behaviors, we developed the Teacher Strategy Questionnaire (TSQ). Findings from this study indicated that program, teacher, and child factors contributed to teachers' strategies for addressing challenging behaviors. Specifically, teachers' beliefs regarding developmentally appropriate practices, center level support, and severity of children's challenging behaviors were associated with reported strategies for addressing problem behaviors.

This study investigates the effects of teacher sex and pupil sex in the teachers' perception of the seriousness of three extracted patterns of pupils' undesirable behaviours. In contraposition to Langfeldt's (1992) conclusion that gender differences are no longer observable when investigating complex patterns of behaviour as opposed to single behavioural items the present writers argue that where gender is a true effect this will also be evident at a factorial level of abstraction. A sample of 844 primary school teachers in Malta rated the seriousness of 16 selected undesirable behaviours when these are manifest in boy pupils and in girl pupils. A principal components analysis revealed three patterns of perceived problem behaviours labelled 'withdrawal behaviour', 'dissocial/overtly challenging behaviour' and 'disruptive behaviour'. Gender differences were found in each of the three factors: the main effect pupil sex was significant on 'withdrawal behaviour' and 'disruptive behaviour', and teacher sex on 'dissocial/overtly challenging behaviour'. Results also indicated a significant interaction effect involving teacher sex and pupil sex on the factor 'withdrawal behaviour'.

Background: Incivility or challenging behaviors in the scientific environment are so harmful that they cannot be neglected. Therefore, these behaviors should be addressed promptly and effectively. The aim of this study was to identify challenging behaviors from other behaviors and evaluate the severity of these behaviors from the viewpoint of university professors in medical students. Methods: This descriptive cross-sectional study was performed on a sample of 110 faculty members in Faculty of Medicine of Mashhad University of Medical Sciences. To identify challenging behaviors from other behaviors, the majority (>50%) was considered. Also, to determine the challenging intensity of each behavior, behaviors that had higher scores were regarded as very high challenging behaviors. Results: Based on the review of external and internal resources and the viewpoints of professors,32 behaviors were prepared in the form of a checklist for the faculty members to identify the challenge and severity of it. Behaviors such as student insolence, disturbance of class order, and non-respect of rules, as well as disruptive behavior with professors were recognized as the most challenging behaviors. Regarding the intensity of the student incivility, the disruptive behavior with professors, the non-customary jokes, the disruptive behavior with students, and the lack of compliance with the charter of patient rights were considered as very high incivility. Conclusion: Students’ challenging behaviors interferes in their own learning, others’ learning,staff as well as other individuals’ rights, and order and security of educational environment.Professors and instructors ought to identify these behaviors and manage them.

The relationship between mental health problems, Autism Spectrum Disorder (ASD) and challenging behaviour among children and adolescents is complex and multifaceted. The study investigated practitioners’ perception of comorbidity of mental health and ASD in the management of challenging behaviours among children and adolescents in Kenya. Target population was 3490 practitioners. Sample size was 1047, comprising of 38 assessment staff, 27 mental health workers 548 regular teachers, 294 teachers from special schools, and 140 teachers from special units for children with ASD. Stratified and purposive sampling techniques were used. Interviews and structured questionnaires were used. Test-retest yielded a coefficient of 0.78 while Cronbachs’ reliability coefficient was 0.830. There was a positive significant correlation between perception of challenging behaviours and mental health problems (r = .415, p = .000). Challenging behaviour perceptions have a negative significant effect on behaviour management strategies, (β = −0.163, p = .000) implying that the choice of management strategies is dependent on the perceptions. Challenging behaviours accounts for 2.7% variance in the choice of the management strategies, R2 = .027, F(1,1045) = 28.471, p = .000.The practitioners’ perception of mental health and comorbid ASD, showed that children with ASD, when enduring life stressors, can be at a higher risk of mental health difficulties than their peers There is need for multidisciplinary synergy in developing effective challenging behaviour programmes for children and adolescents with ASD

1. Chris Plauche Johnson, MEd, MD* 2. William Otis Walker Jr, MD† 1. *Professor, Department of Pediatrics, University of Texas Health Science Center at San Antonio, San Antonio, Tex 2. †Director, Neurodevelopmental/Birth Defects Clinics, Children’s Hospital & Regional Medical Center. The University of Washington, Seattle, Wash After completing this article, readers should be able to: 1. List key components of the special education system that benefit children who have mental retardation (MR). 2. Describe associated conditions that commonly occur in children who have MR. 3. Recognize the importance of family supports, including support of siblings, in the management of children who have MR. 4. Discuss the most likely adult outcomes for persons who have various levels of MR. 5. Delineate the factors, in addition to cognitive skills, that help determine long-term outcomes of persons who have MR. 6. Know when it is appropriate to pursue guardianship proceedings for an adult who is mentally retarded. Management of mental retardation (MR) begins with breaking the news to parents of affected children sensitively, compassionately, and culturally appropriately. It is important to emphasize the child’s strengths in addition to describing the delays or deficits. It also is important to be realistic without taking away hope. If the child is younger than 6 years of age at the time of diagnosis, it may be more appropriate to use the term “global developmental delay” unless the delays are due to a recognizable syndrome known to be associated with MR. When the child enters elementary school and standardized testing provides more reliable and predictive results of adult cognitive impairment, the diagnosis may be revised to “mental retardation.” Parents should be informed that the child will continue to progress, albeit more slowly, than his or her peers. Families need additional patience and persistence when raising a child who has MR. Unlike typically developing children, who seem to learn skills simply by modeling their parents, siblings, and peers, children who have MR may need specific instruction to master a skill. If the global developmental delay or MR is due to a known syndrome, appropriate genetic counseling and up-to-date literature should be …

ABSTRACTInter‐agency collaboration is seen as an effective way to support children and families with multiple and complex needs. Children in out‐of‐home care, especially those exhibiting challenging and disruptive behaviour, often require the services of multiple agencies. Ninety‐two South Australian stakeholders experienced in supporting children in out‐of‐home care were interviewed about their experience of collaborative practice, using the specific example of supporting children with extremely challenging behaviour. Participants were teachers, foster parents, child welfare workers, child mental health professionals and residential care workers. Thematic analysis revealed several tensions inherent in such collaboration. Results are discussed in terms of their unique implications for managing challenging behaviour, and suggestions are made for improving collaborative approaches to behaviour and multi‐agency practice.

Background: Challenging and disruptive behaviour is commonly reported among children placed in the out‐of‐home care sector. Little is known about how stakeholders in this sector understand or manage challenging behaviour.Method: Ninety‐two stakeholders in the South Australian out‐of‐home care sector were interviewed about their approach to supporting children with challenging behaviour. Participants were teachers, foster carers, child statutory workers, child mental health workers, and residential care workers. These semi‐structured interviews were subject to thematic analysis.Results: The analysis revealed several ways of understanding challenging behaviour: behaviour as learnt, behaviour as purposeful, behaviour as a choice, behaviour arising from constant change, behaviour reflecting strong emotions, and behaviour reflecting attachment history.Conclusions: This analysis suggests that professionals seeking to engage in collaborative casework on behalf of children may need to accommodate a range of diverse views about the origin and solution to challenging and aggressive behaviour. The possible implications of these divergent understandings for placement policy and practice are discussed. These apparently disparate frameworks are discussed in terms of their underlying assumptions, and possible “common ground” is identified and highlighted. Explicating the implicit assumptions inherent in others' accounts may provide a “way forward” in more effective work on behalf of children.

Nigeria is committed to implementing inclusive education. Because special schools are few and inadequate, many parents enrol their children with special needs in nearby regular schools. Teachers must therefore be trained to provide learning opportunities for all students, regardless of their individual learning needs. An effective way of training future teachers is to link theory with practical teaching experiences while studying teacher training at university. Consequently, all Nigerian student teachers must complete a 14–16‐week teaching placement. During this placement, student teachers encounter inclusive classrooms for the first time, where they must teach learners with and without special needs. Despite the increasing emphasis on inclusive education in Nigeria, there is limited research on how student teachers experience and navigate inclusive classrooms during their teaching placement. To bridge this gap, this study examines the experiences of 20 Nigerian secondary school student teachers during their placement. Structured interviews were conducted and analysed using qualitative content analysis. The results reveal that the main challenge student teachers face in inclusive classrooms is how to address students' challenging behaviour. Notably, many student teachers associate challenging classroom behaviour primarily with learners with special needs, highlighting a need for deeper understanding and training in inclusive teaching strategies. They also clearly stated that they need more competence in managing students with special needs. In this vein, student teachers claimed that there is a need for better teacher trainers as well as more support in schools. The student teachers valued their placements for helping them develop their competencies in managing learners with special needs. The student teachers felt able to ‘accept’ students with special needs and limit their harshness. The study concludes with recommendations for enhancing teacher training courses, particularly in equipping student teachers with practical strategies for managing diverse learning needs in inclusive classrooms.

This chapter covers a number of practical issues encountered in the management of patients with dementia. The first section considers issues in the management of challenging behaviour. The second examines the advice patients and their families often require regarding driving, legal, and financial matters. As a dementing illness progresses disruptive or challenging behaviours often emerge. It is well established that behavioural disturbances are common in dementia (Hope 1992). Often it is repeated exposure to a sufferer’s challenging behaviours that leads the carer to initiate contact with the medical services (Silver and Yudofsky 1987). Coping on a daily basis with challenging behaviours is a major cause of carer stress (Gilleard et al. 1984). Whilst many carers, both informal and formal, can manage the physical or labour-intensive chores of their role, attempting to deal with disruptive behaviour often leads to extreme strain and intolerance and this can result in the institutionalization of the sufferer (Pearlin et al. 1990).

Patients with intellectual/developmental disabilities (IDD) present many challenges to mental health professionals. The capacity to work with such patients requires a working knowledge of IDD as well as an awareness and understanding of the factors that affect the clinical presentation of mental health disorders across the spectrum of IDD.

Much of the current literature focuses on how preservice teachers are prepared to support entire classrooms (i.e., classroom management) instead of individual students (i.e., behavior management). Because of this gap in the literature, little is known about how preservice elementary education teachers are prepared to support students who are perceived to engage in challenging behavior in their classrooms. Therefore, the purpose of the current study was to explore preservice elementary education teachers' knowledge, experiences, and needs for using behavior management strategies with individual students. Findings indicated preservice teachers had limited knowledge about behavior management strategies and sought further opportunities to support students who they perceived to engage in challenging behavior.

It is estimated that about 20% of secondary school students in Kenya display challenging behaviours such as disruptiveness, non-compliance or aggression that limit their ability to learn and interfere with productive classroom instruction. Teachers use a variety of ways to manage and reduce these challenging behaviours. For instance, from the literature reviewed, it is clear that disruptive behaviour is as a result of punitive measures used in managing students’ behaviour. In these studies, it is not clear how specific behavioural management strategies influence disruptive behaviour. The aim of this study therefore, was to investigate the correlation between rewarding positive behavior; teaching alternative behavior and disruptive behaviours among form two students in Dagoretti Sub County. Specifically, the study investigated the relationship between rewarding positive behaviour and teaching alternative behaviour and disruptive behaviour. This study employed a mixed research methodology in which both quantitative and qualitative methods were used. Data was collected because the study was aimed at establishing if there was a significant relationship between behaviour support strategies and disruptive behaviours among form two students. According to Kothari (2004) quantitative research methodology focuses on numeric and detailed data that is collected using structured research instruments while qualitative methodology collects data from the respondents using narratives. Questionnaires were used to collect data on the study variables and then analysed using computer software to answer the research questions. Interview schedule was used to collect qualitative data from the guidance and counselling teachers. This research methodology was appropriate for this study because it provided an in-depth understanding of the research problem since it employs diverse approaches in data collection. The study was based on Problem Behaviour Theory. To establish the nature of the relationships among the research variables, the study employed correlational research design. This study was carried out in Dagoretti North Sub-County, Nairobi City County. The study targeted 6456 form two students, 64 form two class teachers and 32 guidance and counselling teachers in the year 2023. Purposive sampling was employed in selecting form two classes, their class teachers and guidance and counselling teachers. Students were selected using simple random sampling. The sample consisted of 365 students and 20 teachers who were sampled from 10 schools. This study primarily utilized structured questionnaires for the classroom teachers and students to collect data on Rewarding positive behaviour used by teachers and disruptive behaviour. Piloting of the research instruments involved conducting a study in one school using 20 students and two teachers. The results were used to ascertain the validity and reliability of the questionnaires. Descriptive statistics was used to analyze quantitative data by calculating frequencies and percentages that were presented using frequency tables. Pearson product moment correlation analysis was employed to test hypotheses. The results indicate that there was a negative and significant relationship between rewarding positive behaviour and disruptive behaviour, r (352) = – .29, p < 0.05. Since the study found that there was a negative and significant relationship between rewarding positive behaviour and disruptive behaviour among students, teachers should ensure that they come up with comprehensive guidance and counselling programs on teaching the students desirable behaviour and rewarding positive behaviour. This will go a long way in reducing disruptive behaviour among secondary school students.

ABSTRACTPurpose: This study explored the phenomenon of children’s nonconforming behaviours from the perspective of parents who sought clinical services for children’s severe noncompliance. Method: Mothers from 25 families who accessed clinical services were interviewed about their relationship with their children aged 8–13 and their experiences of their children’s challenging behaviours. Results: Mothers distinguished two different types of challenging behaviour: normative resistance and extreme aggression. Mothers described normative resistance as an expected part of children’s developing autonomy and treated resistance with behavioural management strategies. Mothers also described occasions when children displayed emotionally dis-regulated extreme aggression, which were consistent with clinical descriptions of children’s difficult to manage behaviour. Conclusion: Contrary to clinical recommendations mothers used relational strategies to reconnect children with their agency. The distinction between two different child behaviours, and strategies for each challenging behaviours have theoretical and practical implications.