UNDERSTANDING CHILD BEHAVIOR DISORDERS AND BEST PRACTICES IN TEACHING CHILDREN WITHBEHAVIORAL CONCERNS

Sharon Graham, MM, MT-BC

History of Child Psychopathology

The Emergence of Social Conscience historically, children often ignored or subjected to harsh

treatment because of belief that they would die, were possessed, or were simply owned by parents

John Locke (17thC) and Jean-Marc Itard (19thC) advanced the belief that children should be treated with kindness and compassion

Evolving Forms of Treatment until late 1940’s, most children with intellectual or mental

disorders were institutionalized from 1945-1965, number of children in institutions

decreased while number of children in foster families and group homes increased

in 1950’s and 1960’s, behavior therapy was the systematic approach to treatment

Defining Psychological Disorders Traditionally defined as a pattern of behavioral,

cognitive, or physical symptoms, that is associated with one or more of: distress disability increased risk for further suffering or harm

There are no “bad children.” Children can and will make bad choices, and they learn based on their experiences.

Any oppositional, defiant, or aggressive behavior is a sign that the child has experienced some kind of trauma or abuse.

Communicative Language

Many childhood problems are best depicted in terms of relationships

Labels describe behavior, not the child Problems are the result of children’s attempts

to adapt to abnormal or unusual circumstances When discussing children and their behavior,

remember person first language. When discussing behavior with a child,

emphasize their choices. “Let’s treat the instruments/materials with respect; when we make good choices, we have more fun!” (Instead of “I want you to be good!”)

Best Practices in Teaching

Control the environment, which controls everyone: Build rapport & maintain a positive class

culture Guard materials, strategically place/remove

items Clearly outline behavioral expectations &

consequences Use close proximity of yourself with children

with behavior issues Must consider not only the degree of

maladaptive behavior, but also children’s competence (the ability to adapt in the environment and achieve more normal behavior). Use positive reinforcement the SECOND you see the child doing something right!

Best Practices, cont.

Monitor your sequence and timing of tasks; the better your flow, the better the engagement/behavior This has to do with making sure your lesson

builds on itself As well as maintains an age-appropriate pace

Make the lesson as participatory as possible, giving students many opportunities to create

Give immediate, specific, and concise praise of students’ creations and good behavior

Use other adults as resources (teachers, parents, paraprofessionals), both in the room & out.

IF YOU HAVE FURTHER QUESTIONS, PLEASE FEEL FREE TO CONTACT:

SHARON GRAHAM, MASTER OF MUSIC THERAPYMUSIC THERAPIST-BOARD CERTIFIED (MT-BC)

(813) 298-4286

WWW.MUSICTHERAPYFL.COM

VSA FL & Tampa Bay Institute for Music Therapy