Abstract
Behavioral problems in the educational context represent a daily challenge for teachers and educators, considering their impact on the teaching-learning process. Nowadays, various psychological strategies are used aimed at changing the student's disruptive behaviors to ensure adequate development. Although these techniques appear to be effective, these behaviors are often seen to reappear. However, it is widely accepted that some of the effects of associative learning that are present in adult humans and animals, such as spontaneous recovery, renewal and reinstatement, could be at the basis of these relapses. Therefore, to improve psychological interventions and to understand whether these relapse effects are present in the child population, research studies have been reviewed in which some of these effects have been evaluated in boys and girls from 0 to 11 years of age. The analysis of such research studies has shown that the results are inconsistent and that the methodology, that in our opinion is most appropriate to reveal these effects, has not always been used.
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