Externalizing Behavior Problems

Are the behaviors excessive and long-term, and do they affect all aspects of the child 's life?

The majority of children/young people do not present challenging behavior, and they attend a range of educational settings in environments which are conducive to learning appropriate behaviors. It is essential to ensure that behavior which does not meet school/setting’s expectations, is responded to through management strategies that do not rely upon any form of physical or abusive

Descriptions: I am taking the class ECE 226 Observation and Guidance of the Young Child. In this class I am learning to explore various observation techniques and guidance strategies in the early childhood setting. As an Early Childhood Educator, I need to identify child behavior and consider behavior in the context of development. Also, I have to explore environmental influences on behavior such as family, culture and community. In the class ECE 226, I developed a case study “Jack and Jill --and Sam? This case study is about Sam in the Jack and Jill Child Care Center. Sam exhibits some behavioral problems in the child care center. This case study involves dilemma, conflict, or problem that one or more of the characters in the case must negotiate.

Conduct disorder (CD) represents one of the most disruptive behavior disorders of childhood.(1) CD continuos to be the predominant juvenile disorder seen in mental health and community clinics, and is of great concern because of its high degree of impairment and poor diagnosis. (2) It is characterized by a persistent and repetitive pattern of aggression, non-complaint, intrusive, and poorly self controlled behaviors that violate either rights of others or norms of society. These behaviors have a significant impact on the daily functioning of the child or adolescents and on their parents. (3,4). The prevalence of CD varied widely between as low as 1 % to as high as 16 % among children and adolescents. (5) These disparities are more likely due

Childhood disorders are relatively common throughout the United States, and can include such disorders as Autism, Pica, and various behavioral disorders. Although the effects of these disorders are by no means negligible, this paper is intended to focus on Oppositional Defiant Disorder, Conduct Disorder, and Attention Deficit Hyperactivity Disorder; their causes, diagnostic criterion, treatment, and prevalence. These three disorders are considered separate diagnoses; however, if left un-managed Oppositional Defiant Disorder can progress into Conduct Disorder, which is more severe. Both Oppositional Defiant and Conduct Disorders have a high comorbidity with ADHD, although many children with ADHD do not exhibit symptoms of ODD and CD. All disorders are seen in school-age children (Although ADHD can continue into adulthood) who are diagnosed when symptoms are consistent for at least six months, cause impairment in a variety of settings (or cause harm to others), and deviate significantly from what is considered normal childhood activity.

Raver and Knitize state (as cited by Bayat, Mindes, & Covitt, 2010) that “some estimates suggest 10% of preschoolers exhibit noticeable problem behaviors, with 4-6% of this population exhibiting serious behavior difficulties. Preschool children are expelled at a rate that three times more than students in grades K-12 (Bayat et al., 2010). Gilliam reported (as cited in Bayat et al., 2010) that the lowest rate of expulsion was associated with when there are behavioral interventions in the classroom. Progress monitoring and interventions are not only for academic struggles. It can be used to help with behavior issues and struggles in the early childhood classroom. Intervention teams have intervention opinions to use such as Positive Behavioral Interventions and Supports (PBIS) and function-based interventions.

These children had a mean age of 9.5 (SD=2.4) and had a mean grade level of 4.0 (SD=2.6). In this condition, there were also 28 males and 9 females. The remaining 27 children were in the experimental group where they participated in AAA. These children had a mean age of 8.2 (SD=1.7) and a mean grade level of 3.0 (SD=1.9). In this condition, there were 22 males and 5 females. Both parents and teachers were asked to report preliminary characteristics about the child’s behavioral functioning using the Pervasive Developmental Disorder Behavior Inventory (PDDBI) and the Social Skills Rating System (SSRS). According to parents, 10.2% of children displayed social withdrawal and 14.4% behavioral problems. According to teachers, 13.2 % of children displayed social withdrawal and 13.2% displayed problem behaviors. There were no statistically significant differences from either parent or teacher reports indicating variances in behaviors in children assigned to either group. No information on participant race or socioeconomic status was reported in the

All children are oppositional from time to time when they hungry ,tired upset and stressed .They may talk back argue and defy parents or other adults and teachers. For early years and early adolescents, when behaviour is oppositional is a normal part of development However, when the behaviour becomes a serious concert when is consistent and frequent and the parents compared with other children of the same age and when is affect the child's family social and preschool or school life.

According to a study that began in 1956, children who were found to be aggressive between ages 7 and 12 were most likely to have difficulty adjusting in adolescence (Goleman, 1988). Another study showed that if children were not treated early, they were more likely to have problems with the law as well as develop depression and neuroses (Goleman, 1988). Washington University School of Medicine in St. Louis (2007) reports a study of 270 children being completed to show that excessive tantrums in preschoolers are linked to psychiatric disorders. Based on these studies, it is important to identify aggressive behavior early so it can be properly treated.

The sample for this study was a longitudinal study of 177boys. These boys were gathered having disruptive behavior disorders. The participants were 7 to 12 years of age. The sample was composed of white(70%) and african-americans(30%). The procedures for this experiment were to conduct an annual assessment between 1987 and 1994. It was conducted with the boy and his parents. The test given to the participants in the interviews was a parallel version of the National Institute of Mental Health Diagnostic Interview Schedule for Children(DISC.) The test was also modified to include all DSM III-R symptoms. The diagnostic procedure used 2 clinicians who independently reviewed reports of the participants symptoms. Through this study it yielded that 24.4% had ADHD, 36.6%had ODD, 12.2% had OAD, 12.2% had MDE, 10.5% had SAD, 4.1% had DYS, 2.9%, had ENU, and 1.2% had ENC. These disorders were recorded after and during the 7 year period.

Current problems include (i) oppositional behavior, (ii) argumentative behavior, (iii) defiance, (iv) problems with anger control and verbal aggression.

Externalizing behaviors are negative behaviors in which a person might act upon, such as aggression, impulsivity, property or personal destruction, and verbal insults (Meany-Walen, Kottman, Bullis, and Dillman Taylor, 2015). This type of behavior may typically lead to more significant underlying problem(s) in the future. According to Meany-Walen et al., (2015) children that display externalizing behaviors such as aggression, and who do not receive the proper intervention have a higher risk of experiencing problems throughout their lives. Additionally, Olson, Bates, Sandy, & Lanthier (2000) state that children experiencing such behaviors are at greater risk for academic failure, rejection by peers, conflicts with family and with educators, delinquency, low educational and occupational attainment, and adult criminality. Preschool children who particularly display high levels of aggression along with social, and emotional issues are also at a higher risk for continuing this form of conduct as well (Davenport & Bourgeois, 2008). It is important to consider the familial contribution to the child’s externalizing behaviors, such as aggression. Papalia, Feldman, & Martorell (2014) consider the family atmosphere as a key influence on the development of children, and the frequency of the externalizing behaviors occurring in children who derive from families with higher levels of conflict. Without intervention

1. What is the difference between externalizing behaviors and internalizing behaviors? How does this affect the way a teacher approaches classroom activities?

Behavioral problems are social behaviors that are inappropriate to age, culture or ethnic norms and are difficult to characterize. Behavioral problems can be categorized into “Internalizing” and “Externalizing”.16Internalizing behavioral problems include psychosomatic disorders, social withdrawal, anxiety, and sadness and are more common among girls. An externalizing behavioral problem include negative behavior directed outward such as frequent defiance, destruction of property, hyperactivity, anger, and impulsivity and is more common among boys.1

The following is a critical analysis of a case study on a three year old boy named Jack. Case documents reveal that Jack expresses behaviours and developmental issues that align with a diagnosis of Oppositional Defiant Disorder (ODD) and/or Attention Deficit and Hyperactivity Disorder (ADHD). Case information outlines details of Jacks infantile behaviours, family dynamics and current developmental issues. The purpose of this critical analysis is to identify and examine multiple risk factors that are present across various levels of Jack’s environment simultaneously. This type of analysis is guided by the ecological-transactional model (Bronfenbrenner, 1989). The ecological-transactional model divides environments by levels named the