Behavioral Difficulty Student`s




Behavioraldifficulties are a variety of complex difficulties that severalchildren and young people experience. Students here show features ofemotional difficulties and behavioral difficulties. Behavioraldifficulties in this case are an umbrella term for a broad range ofspecial educational needs.This may be inclusive of children withemotional and conduct disorders such as attention deficit disorders(Yell, Meadows, Drasgow &amp Shriner, 2014). It also includeschildren whose behavioral problems could be not easily noticed.

Thisincludes such difficulties as anxiety, self-harm and fear of schoolor even depression. It also includes children and young people whosewell-being emotionally and behaviorally is deteriorating. It isimportant that behavioral difficulties be dealt with in a timelyfashion as soon as they have been identified in order to help thechild in question.

Professionally,I would like to be a special education teacher, helping students withdifficulties acquire education and to make something of themselves. I would like to be the kind f teacher that students can trust enougho reveal their problems to and while I am their helper, they stillvie me as an authoritative figure in the classroom in order tofacilitate behavior change. I would prefer to be the kind of teacherthat is approachable this means that my learners will be able tocome to me for assistance when they encounter problems in thelearning process.

I,therefore, will be in a position to incorporate hands on approach tothe teaching process. This approach will ensure that as aninstructor, I will be well aware of the student’s abilities andlimitations and hence, be of assistance as I help them steer throughthe difficulties in order to become successful.

Beingan approachable educator does not necessarily mean that I will beparticularly easy going with my students, while I might be open toconstant communication, I still intend to bring an air of respect andthat being approachable will not translate to the students takingthat for advantage that fact and becoming unruly and disrespectful.

Inorder to achieve my personal goals to become a special educationteacher, I will have to put in extra effort in my studies so as toobtain the most out of my studies so that when I get to theprofessional field, I am well prepared to use the knowledge acquiredand put it into practice by helping children with difficulties learn.

Oneimportant requirement before I can go into full practice as aneducator is that I graduate with good grades from college. Goodgrades can only be achieved through hard work, and I will ensure thatevery day I do something towards the achievement of my academic goalto excel.

Inaddition to that, I will hold accountability for my shortfalls ratherthan expecting someone else to take responsibility. An everydayself-assessment is essential because I can easily identify times whenI have veered off course, and therefore it is easier to get back ontrack. It is all about remaining focused and ensuring that I haveput in the best I can master towards ensuring I come out as aqualified professional in the job market.

Thetopic that was of most interests to me was the interventions forstudents with behavioral difficulties. They were particularlyeye-opening in terms of ways in which educators can minimize conductproblems in the school atmosphere as well as at home (Yell, Meadows,Drasgow &amp Shriner, 2014). The strategy that entails parenttraining is most effective as it provides an avenue for theeducator and the parents to interact and together come up withstrategies that will help instill acceptable behavior to the studentnot only at home, but also in school/.

Researchstudies indicate parental training to be very efficient with outcomesshowing a significant behavioral change and reduced school dropoutrates and truant behavior. It is hence evident that the behaviorreturns to normal when there has been family intervention. Thisprocess only serves to show that the home environment plays afundamental role in how the child will turn out in the future, andthe turn that behavior will take either in school or at home. Whileintervention at home might show behavioral improvement, theimprovement is not particularly associated to enhanced peerrelationships.

Thisis hence why the educator has to play a part in the interventionprocess in order to make the behavioral improvement more holistic,that is to say behavior change is evident both in school and at home(Yell, Meadows, Drasgow &amp Shriner, 2014). This serves toemphasize the need for inclusion of the teachers in the familytraining and intervention process. This intervention also laysemphasis on the advantages of collaborative efforts between parentsand the teachers to make the education process more holistic andinclusive.

Amongthe course, objectives were that the student had to be able toidentify the assessment techniques used in the diagnosis ofbehavioral difficulties. One test that is used across the board inthe assessment of behavioral difficulties is the use of behavioralquestionnaires and simple observation (Clough, 2005).

Itis possible for an educator to observe the deeds of the child oryoung person, and use a checklist against the observations made tocome to a decision on whether the individual in question indeed hasbehavioral difficulties and develop ways to help curb the behavior.

Itwas also expected of the learner to be capable of identifying thecharacteristics of an individual with behavioral difficulties at theend of the curse. At the present I have learnt that an individualwith learning difficulty will show features like, withdrawal andisolation, be disruptive and show a disturbing nature, the individualis also going to be hyperactive and lack concentration in theclassroom, finally, the student is going to show poor social skillsin his or her interaction with fellow classmates. These are thereforesome of the characteristics that, as a professional educator, one isexpected to look out for in the assessment of behavioral difficultyand beginning the process of rehabilitation to help the studentbecome more acquainted to the learning environment and that they aremore active in the learning process and in social interaction withtheir peers.

Inconclusion, it is evident that behavioral difficulties can beefficiently dealt with through simple techniques that can be appliedto ensure that the problem does not progress into bringing moreproblems in not only at home, but also the school environment.Behavioral difficulty can make the learning process taxing to theeducator and even the other students in the classroom. It is henceimperative that a student perceived to have any behavioral difficultyis helped before the situation becomes dire, and the learning processbecomes completely compromised.


Yell,M. L., Meadows, N. B., Drasgow, E., &amp Shriner, J. G. (2014).Evidence-based practices for educating students with emotional andbehavioral disorders. (2nd ed.) Boston: Pearson Education, Inc.

Clough,P. (2005). Handbookof emotional and behavioural difficulties.London Sage, : Sage.

Gimpel,G. A., Peacock, G. G., &amp Holland, M. L. (2003). Emotionaland behavioral problems of young children: Effective interventions inthe preschool and kindergarten years.New York, : Guilford Press.

Zionts,P., Zionts, L., &amp Simpson, R. L. (2002). Emotionaland behavioral problems: A handbook for understanding and handlingstudents.Thousand Oaks, : Corwin Press.