Behaviourism Management and Its Affect in Teaching

This article discusses the challenges faced by special children in the education system, particularly those with ADHD. It provides recommendations for teachers on how to handle such children in the classroom, including creating a structure, simplifying and organizing lessons, limiting distractions, and promoting wait time. The article emphasizes the need for special care and attention for these children and the importance of alternate ways of education to seek their attention and make them realize the academic lessons.

Running head: BEHAVIOURISM MANGEMENT AND ITS AFFECT IN TEACHING
BEHAVIOURISM MANGEMENT AND ITS AFFECT IN TEACHING
Name of the Student
Name of the University
Author Note

1BEHAVIOURISM MANGEMENT AND ITS AFFECT IN TEACHING
Answer 1:
Kids who have illness such a diabetes, epilepsy, organ malfunctioning are often
termed as children with special care. They might need physical or emotional support from
any external factor to live a regular and simple life. It is very common in today’s world and
there are many institutions that encourage the living of such children, thus helping them to
live a better life. Kids with learning problem are also termed as special children. These
children face various challenges while working and life might be harder for them in
comparison to the other children. They are often helped by their parents, siblings, friends,
neighbours, doctors, nurse and teachers. They need special care and attention from others to
lead a comfortable and good life. They are determined to seek special attention and specific
care from others as they are incapable of leading life style of their own. The condition for
special care children can be chronic, terminal illness, cognitive, physical impairment, and
psychiatric issues. They have to be dealt with special care and understanding(Mannix 2014).
The education system of such children has to be alternate ways to education that will seek
their attention and make them realize the academic lessons.
In USA special education programs have been made mandatory since 1975. It was
later modified to strengthen protection to student with disabilities. The USA education
system has introduced the need for free and proper education to the student who needs special
care. Professional teams and the parents of such student forms a team to enhance the
educations system for these children and help them to enter the academic life will assurance.
They have arranges for free appropriate public education system that includes:
 An education system with public expense and direction without any charge.
 Meeting the federal regulations and requirements.
 The education system includes appropriate pre-schools, secondary and higher schools
for the children.

2BEHAVIOURISM MANGEMENT AND ITS AFFECT IN TEACHING
 Appropriate education plan with legal support.
Thus, the education system of such kids are given high priority in every states
and it is also important for these children to learn and educate themselves. The study
will continue with one such special issue faced by these special children and that is
ADHD (Attention Deficit Hyperactivity Disorder). It is a common disorder in the
special children that hampers the concentration power of the children, self-control and
other skills in the children(Flavell 2014). Generally it is caused by a difference in the
brain anatomy and nerves and is hereditary in nature.
What is ADHD??
It is a disorder that destroys or decreases the capacity of the children to focus,
organize, memorise, executive skills in their daily life. It is caused by a difference in
the development in the human brain and is often carry forwarded by hereditary. It can
be genetic, cigarette smoking or drug intake during pregnancy can cause this, low
birth weight, brain injuries can cause this(Ballard 2016). When found in children, they
face a huge challenge in their daily lifestyle and thus hampers their academic life.
Initially it was considered to be only in children but later on it was realized that it is
also found in adulthood too. Some of the key challenges the children face in their
regular lifestyle are:
 Memorizing
 Flexible thinking and reasoning
 Managing emotions
 Organising and planning
 Self-regulation
 Impulsivity
 Inattention

3BEHAVIOURISM MANGEMENT AND ITS AFFECT IN TEACHING
 Hyperactivity
Apart from these critical challenges the children also faces few other problems like:
 Time-management
 Shifting focus form one topic to another
 Getting organized and maintaining it
 Thinking before saying or doing anything
Such kids’ faces a lot of challenges while doing any academic work or regular work.
They need to get more organized and concentrated to their respective work for a better
output(Montgomery 2013). Few major behavioural change can identify the presence
of this disease in a child. They are: inattentive, hyperactivity, impulsivity.
How to meet the problem among the children:
These children has to handles with a lot of care and quality behaviour. The need
special attention and care to make them realize the importance of education.
 Creating a structure- making routine for them to maintain their regular
academic life and completing their work on time by following that routine.
The routine must be maintained every day by the children that will include
homework, playtime, bedtime and that will help the children to understand the
major difference between the different work in their life and their importance
in the daily life. This will provide an essential structure to the children
lifestyle and help them to build an idea about the regularity of life(Kauffman,
Hallahan and Pullen 2017).
 Break down of tasks- the teachers can break down the task in small sections
that will make the lessons easy and small for the children to understand. The
children can be given wall calendars to remind them of their duties and
regular works to be done. A regular working system and home-works will

4BEHAVIOURISM MANGEMENT AND ITS AFFECT IN TEACHING
help the children to complete their daily task and thus they will not be over
burdened with work pressure.
 Simplify and organize- the lesson and academic syllabus can be simplifies
into small section and division so that the student can understand them
without losing their patience. An organized routine will help the student to
sort out the work in the priority list and work on time. A quiet and simple
place can be given to the children for studying and concentrating in their work
and give a break from the regular chaos of life. The studying environment
should be made neat and well-organized so that the children gets more
encouragement to concentrate in their work.
 Limit distraction- encourage exercise- regular exercise and meditation helps
to seek attention and reduces the anxiousness in the children. Such children
easily attracts external attentions and distractions which hampers their
academic life and education system. The contact with video games, computer
games and other activities should be reduced for them so that they do not
distract themselves in such activity and hamper their academic life.
 Regulate sleep pattern- sleep is very essential for everyone. Lack of sleep
reduces the capacity of concentration and attention in a child. Thus proper
sleep and rest is required for every child which will help them to concentrate
more in their academic life(American Academy of Pediatrics et al 2013).
 Encourage out-loud thinking- these children tends to speak and act without
thinking as they do not have the sense of reasoning or verifying what they aer
thinking. They should be encouraged to verbalize their thoughts when the
urge to act out arises. This helps to understand the thought process of the

5BEHAVIOURISM MANGEMENT AND ITS AFFECT IN TEACHING
children. Depending on such thought process the parents and teachers can
teach the student and guide them accordingly.
 Promote wait time- the habit of impulsive thinking can also be rectified by
implementing the pause reaction in them while speaking(Cook, Klein & Chen
2015). They should be encouraged to become more thoughtful while
responding and learning new topics.
 Give them break- they require a lot of attention and care while learning a new
topic or subject. The topic and lesson can be monotonous and lengthy for
them. However, intervals and breaks can be helpful to them while
concentrating and they will not be frustrated while studying. A spare time
must be given to them when they can think independently and communicate
with their preferred ones/ they can be entertained to go for a walk, gym or
relaxing bath for a change(Zipf et al 2013).
They face major issue while studying in the classroom and the teacher has to make
sure that they are taking few measurable steps to prevent any problems faced by the
children:
 They should be seated somewhere in between the other students who are
caring and helpful. They should be avoided from window seat and seats near
the door. This will distract them further by starring at the doors and windows
and lose their concentration power.
 A quite area should be created for them to concentrate. A mere distraction or
noise will distract them. Specially while taking test they should be seated in
quiet places to increase their concentration power. Their seats should be near
the teacher and facing the teacher.

6BEHAVIOURISM MANGEMENT AND ITS AFFECT IN TEACHING
 They should be given information slowly and repeatedly so that they can grasp
the information and do not tend to forget or miss them. The teacher can make
a schedule in their daily work pattern by scheduling the difficult lessons early
in the morning and the easier ones at the day end(Smith et al 2015). The fresh
morning lessons will be easier for the students to understand. As the day will
pass the concentrating power and patience of the students will get reduced.
 The academic lessons should include graph, charts, pictures, colourful
materials to attract the students and they will find interest in the lesson. The
notes that will be given to the students must be organized in chronological
order to reduce the chances of confusion among the children.
 The teachers can create worksheets and test with less timing but more
frequency. The long tests will demoralize the students and they will lose
interest from the test after a certain period of time. However, if the tests are
taken on regular basis with shorter time period then they will find more
interest in the test and the result will also have better score in comparison to
the lengthy tests(Spodek and Saracho 2014).
 The long term projects can be segmented into small sections that will help the
students to perform better in comparison to the longer projects. The teachers
should accept late submission and delayed performance from such children
and entertain them to focus on the work instead of scolding them or punishing
them.
 The teacher must check it regularly that they are writing the notes of each
subject respectively and in the correct section. They can use three different
notebooks that will keep a record of the homework’s, classwork’s and mail to

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the parents. They should be given time to organize their materials and
assignment while taking them back to home.
 They should be specifically informed about the beginning and ending of the
lessons. A direct eye contact should be established with them to understand
whether they are understanding or not what is being taught to them. The
activities performed can be listed to them. A brief description can be given to
them about the lesson that is to be taught to them.
 During the lesson various activities and games can be included, this will seek
their attention and thus they will have a better scope to concentrate in the
lesson. They can be given frequent breaks and intervals while teaching so that
they can concentrate with fresh mind and enthusiasm to study.
 They are generally very shy and introvert type and does not prefer answering
publicly. They should not be questioned any question publicly or asked to do
any task publicly. They will not prefer doing anything publicly and if asked
they might get embarrassed and scared and prefer not to visit that place for the
next time. This can become difficult for the teaching authority to get the
student back to the classroom.
Thus, it can be concluded that there are many special children in the world who are
different and special than others and has to be treated with special care. They are very
conscious about their surrounding and has to be handled with lot of delicacy. The teaching
techniques for them has to be different to seek their attention and interest in the school or
class room. They are very dependent and fickle minded and often a single distraction can
distract them from the academic session. The recommendation that has been given in the
answer would be fruitful if followed in their academic life.

8BEHAVIOURISM MANGEMENT AND ITS AFFECT IN TEACHING
References:
American Academy of Pediatrics, Committee on Pediatric Emergency Medicine, American
College of Emergency Physicians, Pediatric Committee and Emergency Nurses Association,
2013. Joint policy statement—guidelines for care of children in the emergency
department. Journal of Emergency Nursing, 39(2), pp.116-131.
Ballard, K., 2016. Children and disability: Special or included. Waikato Journal of
Education, 10(1).
Cook, R. E., Klein, M. D., & Chen, D. (2015). Adapting early childhood curricula for
children with special needs. Pearson.
Flavell, L., 2014. Preparing to include special children in mainstream schools: A practical
guide. Routledge.
Kauffman, J.M., Hallahan, D.P. and Pullen, P.C., 2017. Handbook of special education.
Routledge.
Mannix, D., 2014. Social skills activities for special children. John Wiley & Sons.
Montgomery, D., 2013. Gifted and talented children with special educational needs: Double
exceptionality. Routledge.
Smith, T.E., Polloway, E.A., Patton, J.R., Dowdy, C.A. and Doughty, T.T., 2015. Teaching
students with special needs in inclusive settings. Pearson.
Spodek, B. and Saracho, O.N., 2014. Handbook of research on the education of young
children. Routledge.
Zipf, G., Chiappa, M., Porter, K.S., Ostchega, Y., Lewis, B.G. and Dostal, J., 2013. Health
and nutrition examination survey plan and operations, 1999-2010.