The case for individualizing behavior management approaches in inclusive classrooms

A Grounded Theory of Behavior Management Strategy Selection, Implementation, and Perceived Effectiveness Reported by First-Year Elementary Teachers

“…Literature from special education supports the idea that many teachers are unprepared to address the unique behavioral needs of students with EBD or related behavioral issues who are mainstreamed into the regular education classroom (Fabiano & Pelham, 2003;Grossman, 2005;Shernoff & Kratochwill, 2007). Findings from the current study extend this idea; though teachers were attempting to confront severe behavioral issues in their classroom, they could not identify the source of these strategies, many of which were more indicative of survival tactics.…”

“…In addition to the subsequent varying academic needs that result, a diverse array of behavioral needs is represented in inclusive classrooms (Curwin & Mendler, 2001). The need to differentiate discipline requires general education teachers to be aware of research-based behavior management strategies for students with special needs ranging from attention deficit hyperactivity disorder (ADHD) to emotional and behavioral disorders (EBD; Fabiano & Pelham, 2003;Grossman, 2005;Walker & Shea, 1998). Considering that most regular education teachers receive limited coursework in special education (Baker, 2005), it is likely that they are ill-equipped to make such sophisticated judgment calls and then implement appropriate strategies for managing a wide range of behavioral needs.…”

Case management of young children with behaviour and mental health disorders in school

“…They do not necessarily have the time or background to assess, select and implement appropriate behaviour management strategies/therapeutic interventions for children with mental health problems, emotional disorders, or conduct/behaviour disorders etc. (Grossman, 2005). Gifford, Wells et al (2010), in a paper describing a service in North Carolina USA, argued that, when children are struggling in school, underlying causes often include physical or behavioural health problems, poverty, abuse and/or neglect.…”

Children with Behavioral/Mental Health Disorders and School Mental Health Nurses in Australia

“…Schools attempt to support their students, but an education that focuses on and an orientation to the neurotypical means that, for children with challenging behaviors and mental health problems, their inappropriate behavior can be seen as a discipline problem (Forness, Kavale, MacMillan, Asarnow, & Duncan, 1996; Grossman, 2005). Unfortunately, because of the nature of the problems, children with behavioral/mental health disorders often do not respond to normal discipline and come to the attention of services later than any other group (Grossman, 2005). That is, they are the oldest of any special needs group to come to the attention of agencies that can help them.…”

“…Children at risk require special attention and support from teachers and schools who are not equipped with the specialist assessment and therapeutic skills to support them (Grossman, 2005). There is a growing body of research demonstrating the effectiveness of school‐based interventions that reach beyond the classroom to families and peers (Hoagwood, Burns, Kiser, Ringeisen, & Schoenwald, 2001; Larmar, 2008).…”