There are no quick solutions when it comes to working with students that have emotional and behavioural problems. On the other hand, over the years of studying and addressing the issue, educators were able to outline some recommendations on how to deal with such students. The Education system has offered a three-tier approach that addresses the issue of emotional and behavioural disabilities in students.
Introduction of primary efforts of prevention targeted at voicing the behaviour of expectancy to all students;When required, early intervention can become a first step in dealing with students most likely to be exposed to behavioural issues;Involvement of intensive services that target students struggling with emotional disturbances.
Based on the outlined three-tier approach, the conditions that perpetuate positive behaviour in the classroom include teaching clear expectations about behaviour, sound response to the behavioural and emotional issues, individualized programs. To deal with emotional disturbances in students and create a positive atmosphere in a classroom, the teachers along with the administration is advised to create an engaging schooling curriculum, making changes and adaptations that account for the needs of the emotionally challenged students.
Proactive Teaching Interventions
Since schools are created for support and provision of instructional programs which facilitate success in the education of all students that then become citizens who make their contributions into the society. The promotion of successful teaching interventions when it comes to students with emotional and behavioural disabilities is no doubt a challenging objective that requires a cohesive and multi-dimensional approach that will meet a large number of needs
The following interventions provide a multi-faceted system.
Positive Behaviour Support (PBS)
The implementation of PBS comprises three levels of emotional and behavioural disabilities. The primary level includes interventions conducted schoolwide, aimed to target the reduction of behavioural disturbances in students. Such interventions include behaviour control strategies implemented class-wide and instructional practices implemented in the school-wide level. Secondary preventions are targeted directly at students with higher risks of emotional issues. On this level, interventions like anger management and training of problem-solving skills are implemented in a smaller group environment. Tertiary interventions are directly connected with specific students that exhibit behavioural disabilities. On this level, an intervention takes a form of an individualised plan of behaviour.
This proactive teaching intervention was designed by Jones and Jones (2004) and places a primary focus on the community support, parent cooperation, problem-solving skills, and active student participation in the creation of behavioural classroom norms. Furthermore, Jones and Jones have found that the implementation of comprehensive classroom management in their study resulted in the reduction of up to fifty per cent of suspensions or disruptive student behaviour.
While the above-listed teaching interventions have an impact on a general scale, some emotionally and behaviourally challenged students to require a personalised approach. Individualized behaviour intervention plans are usually designed and conducted by professionals and target a specific student based on his or her behavioural assessment.
Having said this, the Educator’s Role I.e Teachers and paraprofessionals are the primary entities within the school staff that diagnose, refer, and subsequently plan a programme of behaviour management. Furthermore, it is a teacher who most often facilitates and starts the process of getting help for the misbehaving student. First, an educator should identify the student behaviour that disrupts the learning process. With the aid of a pre-referral intervention system targeted at reducing the need for additional educational services for misbehaving students , a teacher can address the issue and start it is resolving on the primary level.
When necessary, a teacher can facilitate student referral. Most frequently, students are referred to a specialist per parent request or by the request of the school staff at any time in the period of the teaching intervention.