How to Help Children Overcome Challenging Behavior Research Paper

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Functional Assessment

Leonard's behavior should be considered as challenging behavior. His behavior is disruptive to the class. When he is told to do something or to stop doing something, he does not follow instructions. He does not pay attention or follow through on work assignments. His need to move around is constant.

Leonard's behavior should be changed through the functional assessment and intervention model described by Chandler and Dahlquist (2014). It should be a team-based process with teachers and parents working together to help Leonard overcome the sensory obstacles that are limiting his ability to concentrate, sit still, study, and succeed in class (Chandler, Dahlquist, 2014, p. 40). Not only is a parent-teacher team work needed, but also the "whole school," as Sugai et al. (2000, p. 131) observe in their analysis of how to apply functional assessment in schools. What is meant by the "whole school" is the collective -- the total unit in terms of teachers, assistants, volunteers, principals, and students -- all demonstrating positive examples of how to behavior and not reinforcing behavior that is challenging. Of course, this requires a great deal of patience, understanding and training, but it can be an effective method.

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Along with the teamwork approach, including the entire school's participation in helping Leonard overcome his challenging behavior, positive intervention should be exercised -- and this method can be exercised not only by teachers and parents but also by students. In this sense, positive reinforcement of acceptable behavior is shown by all, and negative reinforcement of challenging behavior is avoided. This means that instead of giving Leonard punishments for misbehaving, which only serves to deepen him in his challenging behavior, Leonard should simply not be encouraged to disrupt class or others with his actions. For example, when he talks to another student in the middle of class, the other student should participate in helping Leonard overcome his issues. Instead of engaging in idle talk with Leonard, the student could respond to Leonard's desire to be social by participating in a dialogue but shifting its focus to the school work. He might ask Leonard, "How is your work coming along?" He might then ask the teacher, "Is it okay if I help Leonard with his work?" The teacher should know beforehand that this is an acceptable interaction (and one that can positively reinforce Leonard's need to concentrate as well as.....

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