PROMOTION OF PURPOSEFUL BEHAVIOR FOR PUPILS WITH BEHAVIORAL DISORDERS IN INCLUSIVE ENVIRONMENT OF PRIMARY SCHOOL

Marita Mutule

Abstract


Every school year adaptation becomes harder for more and more pupils. Latest scientific research has found that inability to adapt is based on behavioral disorders which have raised the authors' focus on behavioral problems and manifestations in the educational process and their correction in inclusive settings. Children with behavioral disorders have difficulty in self-regulation and social interaction with peers or adults. It is difficult for the pupil to manage, observe, identify and evaluate his / her behavior in different circumstances, environments. For teachers, it becomes harder to teach these pupils. This is why, the aim of the study was to develop a program of purposeful behavior’s promotion that is theory and practice-based.

In the theoretical part of the study, the literature of behavioral disorders in primary school and their peculiarities were researched, the problems of behavioral disorders and their ways of expression during the educational process were analyzed and options of purposeful behavior’s promotion in inclusive environment were offered.

In the empirical part of the study, a research of the options of purposeful behavior’s promotion for pupils with behavioral disorders in inclusive environment of primary school was made by using the program of purposeful behavior’s promotion created by the author.

As a result of the study a learning tool that contains 12 lessons and 43 activities called “Program of purposeful behavior’s promotion for pupils with behavioral disorders in inclusive environment of primary school” was created.

The hypothesis of study confirmed - it was found that the indicators of the pupils’ behavior improved if in the inclusive environment the program of purposeful behavior’s promotion was being used.


Keywords


behavioral disorders, behavioral problems, programs for prevention of behavioral disorders, types of behavioral disorders

Full Text:

PDF

References


Achenbach, T. M., & Evelbrock, C. S. (1978). The classification of child psychopathology: a review and analysis of empirical efforts. Psychological Bulletin, 85(6), 1275-1301.

Ancāne, G., Meistere, L., Užāns, A., Vasiļevska, M., Rateniece, I., Sestule, I. u.c. (2011). Rokasgrāmata skolotājiem, strādājošiem specializētajās iestādēs bērniem ar psihiskās veselības traucējumiem. Metodiskais materiāls. Retrieved from http://www.arstipsihoterapeiti.lv/uploads/Rokasgramata.pdf

Bethere, D., Līdaka, A., Plostniece, A., Ponomorjova, J., & Striguna S. (2013). Metodiskais materiāls pedagogiem darbam ar izglītojamiem, kuriem ir uzvedības traucējumi. Rīga: VISC.

Bezborodovs, Ņ. (2015). Skābekļa bads dzemdē vai smagu dzemdību laikā – viens no bērnauzmanības deficīta sindroma cēloņiem. Retrieved from https://www.delfi.lv/calis/enciklopedija/skabekla-bads-dzemde-vai-smagu-dzemdibu-laika-viens-no-berna-uzmanibas-deficita-sindroma-celoniem.d?id=46548355

Blair, C., & Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of selfregulation as a means of preventing school failure. Development and Psychopathology, 899-911.

Buhs, E. S. (2005). Peer rejection, negative peer treatment, and school adjustment: Self concept and classroom engagement as mediating processes. Journal of School Psychology, 43, 407–424. Retrieved from http://dx.doi.org/10.1016/j.jsp.2005.09.001

Cardona, G. (2011). Inclusive education: a special right? Commonwealth Education Partnerships. Retrieved from http://www.cedol.org/wp-content/uploads/ 2012/02/Gordon-Cardona-article.pdf

Daniela, L. (2009). Skolēni un mācību disciplīna. Rīga: „Izdevniecība RaKa”.

Geske, A., & Grīnfelds, A. (2006). Izglītības pētniecība. Mācību grāmata augstskolu izglītības un pedagoģijas profesionālo un akadēmisko studiju programmu studentiem. Rīga: LU Akadēmiskais apgāds.

Harrison, L. J., & Murray, E. (2015). Stress, coping and wellbeing in kindergarten: Children's perspectives on personal, interpersonal and institutional challenges of school. International Journal of Early Childhood, 47, 79–103.

Harrison, L., Clarke, L., & Ungerer, J. (2007). Children's drawings provide a new perspectivenbon linkages between teacher-child relationship quality and school adjustment. Early Childhood Research Quarterly, 22, 55–71. Retrieved from http://dx.doi.org/10.1016/j.ecresq.2006.10.003.

Hejlskovs-Elvēns, B. (2017). Bez kliedzieniem, kodieniem sitieniem. Kā pozitīvi ietekmēt uzvedību? Ceļvedis darbam ar cilvēkiem, kuriem ir autisms, uzvedības un citi funkcionālie traucējumi. Jelgava: Velku biedrība, Jelgavas tipogrāfija.

Jones, P., Rodgers, B., Murray, R., & Marmot, M. (1994). Child development risk factors for adult schizophrenia in the British 1946 birth cohort. Lancet, 344, 1398-1402.

Ladd, G. W., & Troop-Gordon, W. (2003). The role of chronic peer difficulties in the development of children's psychological adjustment problems. Child Development, 74, 1344–1367. Retrieved from http://dx.doi.org/10.1111/1467-8624.00611

Ljutova, E. K., & Monina, G. B. (2002). Shpargalka dlja roditelej: Psihokorrekcionnaja rabota s giperaktivnymi, agresivnymi, trevozhnymi i autichnymi det'mi. SPb.: Rech'.

Mercer, S. H., & DeRoiser, M. E. (2008). Teacher preference, peer rejection, and student aggression: A prospective study of transactional influence and independent contributions to emotional adjustment and grades. Journal of School Psychology, 46, 661–685. Retrieved from http://dx.doi.org/10.1016/j.jsp.2008.06.006

Mesman, J., Bongers, I. L., & Koot, H. M. (2001). Preschool developmental pathways to preadolescent internalizing and externalizing problems. Journal of Child Psychology and Psychiatry, 42, 679–690. DOI: http://dx.doi.org/10.1111/1469-7610.00763

Quay, H. C., Glavin, J. P., Annesley, F. R., & Werry, J. S. (1972). The modification of problem behavior and academic achievement in a resource room. Journal of School Psychology, 10(2), 187-198.

Reid, R., Trout, A. L., & Schartz, M. (2005). Self-regulation interventions for children with attention deficit/hyperactivity disorder. Exceptional Children, 71, 361-377.

Rudolph, K. D., Gordon, W. T., Hessel, E. T., & Schmidt, J. D. (2011). A latent growth curve analysis of early and increasing peer victimization as predictors of mental health across elementary school. Journal of Clinical Child & Adolescent Psychology, 40, 111–122. DOI: http://dx.doi.org/10.1080/15374416.2011.533413

Tomlinson, J. R. (1972). Implementing behavior modification programs with limited consultation time. Journal of School Psychology, 10(4), 379-386.

Trimda, G. (2010). Uzmanības deficīta un hiperaktivitātes sindroms. Retrieved from https://medicine.lv/raksti/uzmanibas-deficita-un-hiperaktivitates-sindroms

Zee, M., Koomen, H. M., & Van der Veen, I. (2013). Student–teacher relationship quality and academic adjustment in upper elementary school: The role of student personality. Journal of School Psychology, 51, 517–533. DOI: http://dx.doi.org/10.1016/j.jsp.2013.05.003




DOI: http://dx.doi.org/10.17770/er2019.2.4236

Refbacks

  • There are currently no refbacks.


This journal is distributed with an international license:

Creative Commons Attribution 4.0 International License