Kingdom of Saudi ArabiaThe Royal Commission at YanbuYanbu University CollegeYanbu Al-Sinaiyah x

EDU 301 EDUCATIONAL PSYCHOLOGY

Dr. Hala Fawzi

Disruptive Behaviour

How teachers define disruptive behaviour?

DefinitionsTypes

CausesInterventions

Agenda

Disruptive Behaviour

How would you create a Y/N checklist to measure disruptive behaviour?

Disruptive Behaviour

Talking or texting on mobile telephone Talking without permission Eating and drinking or smoking in class Out of seat Brushing hair Makeup Passing notes Shouting Throwing objects (paper aeroplanes) Chewing gum Playing with equipment Attention seeking Swearing Fire alarm Singing Crawling on floor Attacking pupils or teachers Other?

It’s NOT naughtiness and emotional difficulties.

Definitions

Emotional Behavioural problem Young person Interferes with their personal,

social and/or educational development.

p:136

Cooper (1996)

Emotional Behavioural Difficulties (EBD)

Definitions

Obvious verbally or physically Challenges the authority of the teacher or the school.

Emotional Behavioural Difficulties (EBD)

Charlton and David (1993) (From the school point of view)

p:136

Effects

Prevents children’s participation in educational activities Isolates them from their peers Affects other pupils Reduces opportunities for involvement in ordinary community

activities Excessive demands upon teachers, staff and resources Places the child or others in physical danger Makes future placement difficult

Garner and Hill (1995) ( negative effects)

Emotional Behavioural Difficulties (EBD)

p:137

How teachers define disruptive behaviour?

Pupil behavioral enquiry form

Scale of 1-4 1 No cause for concern 2 Mild cause for concern 3 Moderate cause for concern 4 Serious cause for concern

Daniels et al 1999

Report

p:137

How teachers define disruptive behaviour

5 areas1. Work skills – care of books, homework, settling

to work, following instructions, requesting appropriate help, accepting advice.

2. Verbal behaviour– refuses to follow instructions, talks when teacher talks, talks to teacher when should be working, shouts out, mimics, threatens other pupils or teacher, makes inappropriate noises.

Daniels et al 1999

Verbal behaviour Work skills

How teachers define disruptive behaviour

3. Non-verbal behaviour – leaving classroom, wanders about classroom, moves around in seats, disrespect for other people’s property.

4. Emotional profile – cries easily, tantrums, isolated from peers, physical self-abuse, cannot express emotions.

5. Personal organisation – truants, late, leaving coat on, failing to bring books or kit, etc

Daniels et al 1999

Non-verbal behaviour Emotional profile Personal organisation

Explanations/Causes/InterventionsCategories of causes

1. Behavioural:

2. Psychodynamic:

3. Bio-psychosocial:

4. Eco-system approach:

5. Complex interaction: between all the above.

•Read on your book.p139•Ogilvy suggests that we need to take into account many factors and the way they interact.

Reinforced behaviour. Observational learning.

unresolved conflicts dating back to early childhood.

Autism. Biological. Difficulties in socialisation. Undiagnosed dyslexia.

All individuals belong to a set of sub-systems. School is a sub-system. Labelling a child from past behaviour

pp:139-140

Categorization on the possible causes :

There are many types of EDB Although two students may show the same

EDB , the behaviour may be explained differently depending on the definitions of what constitute EDB

The cause/ explanation will dictate the form of intervention.

Any EDB could have several reasons, thus suitable interventions might utilize a number of approaches.

Some interventions could be used as either preventive or corrective measures.

A distinction should be made between preventative and corrective. (Timing)Open your books p:140.Progress

ex.8.1

Homework questions

Evaluate what psychologists have found out about children who cause problems in schools. Pp:141-147

PsychodynamicBiological (Physiological)Behavioural Cognitive / Humanist – Eco-systems.

1. Good teaching2. An appropriate curriculum.3. An effective behavior

policy.4. Staff to learn from their

actions.5. Key staff understands the

nature

Ways forward: Read more about each on p:147

What are the characteristics underlie success on Daniels et al (1999) research report?

Questions?