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Top1. Introduction
Children with behavioural disorders are considered the most difficult group of children with special needs and responsibility (Iadarola, S., Levato, L., at el., 2017). Apart from the children’s developmental and behavioural problems, family and surrounding factors, including family conflicts, financial difficulties, child neglect and ignorance, also affect children’s learning ability to deal with emotional and behavioural changes. Teachers also need to examine the Special Children’s conditions and try to learn about their parent’s attitudes towards them as well as the family situations and conditions for any possible contributing factors to the problems. Various factors may lead children to worst behavioural conditions, such as being emotionally unstable, appearing anxious, agitated, irritable or depressed (Iadarola, S., Levato, L., at el., 2017). If the parents find something different and problematic, it is advisable to refer the children for professional assessment for better understanding and monitoring.
In early years of childhood, children show progress rapidly and multiple changes are observed and expected in a year. However, because of the expected and unexpected changes in children, it becomes difficult even for experts and professionals to make a firm diagnosis and treatments based on a young child’s age and conditions. Therefore, early identification of problems and correct intervention is important, though quite difficult. Early intervention also helps us understand and support the children’s conditions and needs in their development and learning. Interaction between parents and teachers of Special Children helps them get a better understanding of the children’s behaviour under different circumstances and conditions. Some children display immature self-control and self-awareness that may lead to frequent tantrums, frustration and aggressive behaviour, which can harm them, their family and surroundings (Troop-Gordon, W., & Ladd, G. W., 2013). The behavioural issues in children can only be understood if observed carefully and compared with other normal children.
1.1 Factors Affecting Children’s Condition
Children suffering from learning and developmental problems may be associated with a combination of multiple factors that affect their condition and health. The environmental factors that can affect the children along with their own developmental conditions are shown in Figure 1.
Figure 1. Factors affecting Children’s condition
2. Methods To Analyze Child Behaviour Disorder
The three main methods used to analyze the Child Disorder are explained in subsection 2.1, 2.2, and 2.3.
2.1 Applied Behaviour Analysis (ABA)
The main objective of ABA technique is to identify the goal behaviour. In this method, reward is given to the children for correct action and behaviour and incorrect and bad actions are ignored or explained as shown in Figure 2. The reward encourages them to continue the action.
Figure 2. Flow of Applied Behaviour Analysis
The ABA methods are based on three steps:
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Antecedents: An antecedent is defined as the situation that occurs right before the behaviour.
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Behaviour: Resulting or target behaviour of children is the way they respond to the particular antecedents.
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Consequences: A consequence is the result that comes directly after the children’s behaviour (Iadarola, S., Levato, L., et al., 2017). It can include positive reinforcement and reward for the desired and correct behaviour, or no reaction for incorrect and inappropriate responses.