Managing Behavioural Emotional Problems in Inclusive Classrooms and Understanding the Best Practices

Managing Behavioural Emotional Problems in Inclusive Classrooms and Understanding the Best Practices

Wasim Ahmad, Parween S.
DOI: 10.4018/978-1-7998-7630-4.ch022
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An inclusive classroom comprises diverse learners with varying levels of abilities, skills, intelligence, and so on. The diversity of the class imposes great challenges on educators and the presence of any deviant behavior should not become a stumbling block for the progress of the children. Problem behaviors of children in the classroom may frustrate the teachers as long as they learn to handle them which is considered to be an integral part of the teaching profession. Numerous best practices have been followed across the globe to manage such behavioral issues exhibited by the students. This chapter would bring in various perspectives of identifying and managing problem behaviors that are commonly found among the young children and the best practices and strategic approaches to tackle such issues piloted by various researchers.
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Behavioral/Emotional Problems: Conceptual Framework

Behavioral problems among school going children are of significant concern to teachers and parents. These are known to have both immediate and long-term unfavorable consequences (Gupta et. al, 2017). Any behavior becomes problematic, when it affects the development of the individual and/or others while it may be affected by various factors including social and environmental aspects particularly parenting styles, day to day life experiences, interpersonal relationships, teacher behavior, friendship, and even health conditions (Tangney, Stuewig & Mashek, 2007). The way an individual reacts or responds to the given situation largely depends on his/her own emotions, attitude and beliefs (Ogundele, 2018). The behavior becomes challenging when these emotions, attitude, and beliefs are manifested with certain changes and interrupt with the individual’s functional abilities and wellbeing leading to maladjustment with self and the significant others. School is the second home where the child spends plenty of time (NICE Guideline No. 11, (2015).

Key Terms in this Chapter

Behavioural/Emotional Problems: Those disruptive behaviours which are not age, gender and context appropriate having an adverse effect on the individual’s growth and also causes disturbance in others.

Point Systems: Structured programs that reinforce the child who is exhibiting challenging behaviours by awarding points to their good behaviour in which the accumulated points can be redeemed for access to some kind of privileges/reinforcers/rewards.

Conducive Learning Environment: A setting which allows for a free exchange of ideas, thoughts and skills among the teachers and learners to achieve the expected educational goals by considering the physical, psychological, social, and cultural needs of all the learners.

Positive Reinforcement: The presentation of a reward followed by an appropriate, desirable, and meaningful behaviour that increases the frequency of the behaviour.

Inclusive Classrooms: An educational setting where students with disabilities learn together along with the students without disabilities.

Positive Behaviour Intervention and Support (PBIS): A proactive approach which is being used by the schools to address the safety concerns of the students and promote positive behaviour by reducing negative behaviours without punishing the students.

Behaviour Modification: The intervention strategies that improve the desirable behaviour and minimize the occurrence of undesirable behaviour among the individuals.

Best Practice: Best practice, or good practice, refers to a method with certain established standards to carry out any activity which is considered as a finest substitute as it produces outcomes that are greater than other methods.

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