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Theorists study numerous facts and apply logic to develop practical concepts that may be demonstrated to improve child development (Vocabulary.com, 2023)
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Research
Over time, theorists have carried out research to aid in understanding behaviour, with some focus on the interaction between people and the environment and how their interlinkage contributes to their development. (Mental Health Branch, 2020; Cambridge Dictionary, 2019). Human behaviour can be expressed internally, through thoughts and feelings or externally, through reaction to an event (Mental Health Branch, 2020).
The emotions displayed serve a purpose for a cause, such as facilitating individuals through;
communication - through gestures, body language and facial expressions, including being silent (Mental Health Branch, 2020). For further reading, Click here.
Function - understanding why the behaviour is occurring, what is being communicated, if it supports the objectives, and attracts attention etc. (Mental Health Branch, 2020). For further reading, Click here.
Children with Special Educational Needs and Disabilities (SEND) display behaviour for many reasons. Teachers must be conscious of the behaviour and be able to pinpoint the reasons behind the actions demonstrated (Collier,2018), with the understanding of how to respond appropriately. This is where a good knowledge of the behaviour management approach may apply. For further reading, Click here.
Click on the link below for further information:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4975085/.
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Functions of Behaviour explained (Holland, 2021).
Behaviour Communication explained (Jones, n.d.)
From a Behaviour Analysis view (EliteBehaviourMedia, 2012).
Behaviour management is a procedure that directs someone to alter their behaviour within a particular circumstance, whether social, emotional, or otherwise (Staff Writer, 2019).
The process entails identifying and raising awareness of the negative behaviour and considering altering the environment to encourage and reinforce positive behaviours (CDC, 2019). Behaviour management can be challenging when the individual has an underlying condition that causes negative behaviour (CDC, 2019). For further reading, Click here. Children with Attention Deficit Hyperactivity Disorder (ADHD) are likelier to misbehave than children without ADHD. However, the behaviour management process works the same, except more emphasis is placed on rewarding positive behaviour and punishing negative behaviour. According to research, one is more motivated to learn new behaviour if there is an opportunity to gain incentive ( Urvashi Pokharna, 2018). For further reading, Click here.
This process is the same within a classroom. Children often lash out or become attached and reserved for a reason. This could be from a traumatic experience, an underdeveloped brain, or a sudden change in their immediate environment that causes them to feel insecure and unsafe (Sandstrom and Huerta, 2013). To identify these emotions, teachers could carry out observations and assessments. Once the behaviour is noted, the correct strategies or nurturing can be implemented, forming a relationship for better support. Further information is outlined in the Behaviour Management techniques section.
Click here for further information on behaviour in the classroom
(Dix, 2017).
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(Sah, n.d.)
(Li, MS and MBA, 2022)
According to Bowlby's literature, the nurturing behaviour between a mother and child is known as attachment. He believes children are born with the ability to create relationships with others, increasing their chances of survival (Bowlby, 2008).
It is debatable how attachment can be assessed and what that means for helping children in the classroom who struggle with this problem. They typically perform below grade level and are frequently disciplined for misbehaving or being excluded. (Philmore, 2014). By identifying whether the problem stems from attachment or autism disorder, professionals should be able to differentiate the two to implement the appropriate support. For further reading, Click here. Here is an example. The practitioner observes child X lashing out in class, hurting other children, being withdrawn, trying to escape from school and constantly asking for mum. It came to light that child X, who migrated from another country, does not speak English and has no friends in school. The separation from her parent has triggered the behaviour displayed. Recent developments in neuroscience have supported Bowlby's idea by illuminating the relationships between emotion, social interaction, and attachment as the priority (Rose and Parker, 2014b).
This is where the practitioner may provide a secure basis, a place of safety and attachment, like connections with trustworthy adults and peers that can support child X in getting through the day, even though it cannot replace the uneasy emotions experienced by not having that familiar attachment while in school (Rose and Parker, 2014b).
The behaviour displayed by child X goes in line with Bowlby's and Ainsworth's views that not securing that attachment can have an impact ( Ainsworth, 1989; Bowlby, 2008). For further reading, Click here.
Additionally, due to the large number of theorists who concur that attachment theory is crucial, it will continue to be significant in the education system ( Harlow, 2020a). This helps children create a well-functioning "internal working model" made possible through attachment. The internal working model represents one's mental understanding of the world, self, and others (Bowley,2008; Philmore, 2014).
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(Sonia, n.d.)
Conditioning is the process of psychologically teaching or influencing an individual or an animal so that they act or anticipate a particular way without having to think about it (Cambridge dictionary, n.d.)
Click on the link below for further reading -https://onlinelibrary.wiley.com/doi/epdf/10.1111/jtsb.12260
Morin, 2015
(Digital Learning Consultant, n.d.)
Vygotsky's Sociocultural
Vygotsky's Sociocultural
The term sociocultural relates to common traditions, habits, patterns, and beliefs in a population group (Kruss, 2017; Cambridge Dictionary, 2020).
Vygotsky's research focused on children's development within a social environment and how it influenced their learning.
Both Vygotsky and Piaget agree that children learn by being active and exploring their ideas. Vygotsky, however, believes that learning takes place in the social environment and that children learn within the attitudes and conventions of their own culture (Vygotsky, 1962; Vygotsky, 1978). Regarding cultural influences, he also believes that the essential mental functions such as attention, perception and memory develop a more effective mental process through interaction with the sociocultural environment. (Vygotsky, 1978)
A child's brain, for instance, can be restricted by biological maturity. In some cultures, brain improvements such as memory recording, imitating, or mind mapping are improved through interaction; in contrast, in a different culture, brain improvement is based on repeated repetitions (Middleton, 2017).
Schmelzer (2015) claims that repetition is a shared learning aid that helps form long-term memories by including and activating powerful chemical interactions at the synapses of the neurons.
The constant repetition benefits children with SEND as it forms the basis for learning and development by absorbing their environment (Hainstock, 1997).
Further information regarding the environment is outlined in the Enabling the Environment section.
"Skill and drill" exercises are another method frequently used by educators alongside the behavioural approach to support students in learning the correct responses by repeatedly practising them. According to Cherry (2022), research has also shown that repetition significantly improves one's memory functioning for related and detailed information and boosts remembrance, contributing to associated memory (Zhan et at.,2018).
Assisting the students with remembering what is instructed depends on how the teacher presents the material; this determines the children's behaviour towards their learning.
Vygotsky's method of scaffolding helps the learner to understand the material presented by the teacher. The concept of scaffolding states that students learn more when working with someone with a broader knowledge of the content (Vygotsky, 1962; Vygotsky, 1978).
Vygotsky's research indicates that children's learning occurs through social interaction with a skilled teacher, referred to as the more knowledgeable others (MKO)(Vygotsky, 1962; Vygotsky, 1978).
The MKO modelled behaviours as well as verbally instructed the child. Another of Vygotsky's fundamental ideas is the Zone of Proximal Development (ZPD). This area supports children with a gap between their current and potential abilities. They are supported through scaffolding and their cultural environment to enhance their progress (Vygotsky, 1962; Vygotsky, 1978).
Scaffolding is another method that benefits SEND. The support from the practitioners within the classroom helps them eventually work unassisted. Understandably, tasks out of their reach may become stressful. However, as they mastered the problem, the scaffolding method can be gradually withdrawn. The MKO's role in the ZPD is also to encourage the children to move away from the ZPD, allowing them to stretch themselves (Yetman, 2020).
For further reading on Vygotsky, Click here.
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(eCarePK.com, n.d.)
Skinner- Operant conditioning:
Conditioning is a type of learning in which a reaction develops more frequently or more effectively in response to a particular signal in a defined or stable environment (Britannica, 2019a). The term conditioning is also used in physiology to describe a behavioural process in which reinforcement causes a response to become more common or predictable in a particular environment (Britannica, 2019b; Physiologist World, 2015).
The exact process is applied in behaviour management and is viewed as a disciplined process that conforms students/animals to a standard expected of them (Jarvis, 2020).
Today society has shifted towards a more positive and supportive way of managing behaviour (UNICEF, n.d). For further reading, Click here.
Behaviour is a complex and ongoing process that needs addressing appropriately, as not all students respond to the same approach when reinforcing discipline. Kandola (2020) states that some individuals respond to positive reinforcement while others respond better to negative reinforcement.
Skinner developed operant conditioning from Pavlov's and Watson's view on operant conditioning by subjecting humans and animals to rigorous concepts to determine positive or negative reinforcement that has proven beneficial over time (Skinner, 1953; Skinner, 1958). Throughout his research, he examined the behaviour of rats trapped within a cage, then gradually released food in the cage. He observed that this process increases the desired behaviour (Skinner 1953; Skinner, 1958).
Using Skinner’s approach in the classroom can be beneficial in many ways, one of which is reinforcing the class rules. The most critical effect from a practitioner's perspective is for the children to observe the rewarded behaviour and copy that behaviour to earn a reward, resulting in a long-lasting impact.
Considering children with SEND might react to the reward differently than their classmates. It becomes the practitioner's responsibility to create opportunities and activities that allow them to show their strength to reaffirm a particular or desired behaviour using approaches that suit their needs (Stanfield, 2022).
You can click the link below for further reading on Skinner's operant conditioning. For further reading, Click here.
Follow the link for further reading- https://www.researchgate.net/publication/11050491_Operant_Conditioning
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(Sprout, 2020)
Bandura's theory.
Bandura's theory.
According to Bandura's Social Learning Theory, one can learn behaviour through observation, imitation, and modelling created by others (Bandura, 1977). His experiment can often be implemented in the classroom to influence learning and can also be used to better understand and support children with SEND. One way to implement Bandura's theory in the classroom is by having the practitioner consistently modelled positive behaviour children are more likely to emulate this behaviour. By providing children with SEND with a positive role model who demonstrates the behaviours and attitudes valued in the classroom, such as cooperation, respect and responsibility, they are likely to imitate this behaviour themselves (Mrsstrickey, 2021).
Children that struggle with social interaction and relationships may benefit the most. A practitioner modelling positive behaviour is essential as the observer may find it challenging to develop relationships that could impact their future (Rushton,2020). For further reading, Click here.
The use of positive reinforcement is another technique that can be used to put Bandura's theory into practice.
The desired behaviour may be reinforced, such as "taking a turn,". Children with SEND may be more likely to continue displaying it. However, if children do not receive punishment for misbehaving, those actions may not be decreased or weakened (Marcin, 2017). For further reading, Click here.
To understand students and how to respond to their behaviours, the practitioner must be aware of their behaviourism and determine the cause for the action to either disperse or reinforce it accordingly (Juneja, 2019a), as children and young people communicate behavioural emotions for different reasons. Scudder's research asserts that all living things exhibit behaviour by some form of action, such as when a plant's leaf changes colour or falls off the tree, signalling the need for water. Animals communicate their needs for food or when in danger by gestures or running away. The same is true for humans; a baby would cry to indicate to its mother that it is hungry (Juneja, 2019b). The baby's action indicates to the mother what action to take, as this shows her understanding of the behaviour.
Furthermore, Bandura's study is similar to other theorists whose work focuses on learning behaviour through conditioning and interaction (Skinner and Vygotsky) with the environment.
For further reading, Click here. The environmental changes may remove their sense of security and the safety net they need for support. Following one's aptitude or experience, research has proven that human behaviour may be adjusted to complete a task under the right conditions (Farnsworth,
2022). It is also vital to remember that Bandura's theory strongly emphasises the contribution of self-efficacy to behaviour and learning. Self-efficacy describes a person's confidence in their capacity to carry out an activity or accomplish a goal ( Tugsbaatar, 2019). For further reading, Click here.
It is crucial to give children with SEND the opportunity to succeed and develop their self-efficacy through encouragement and gratifying feedback ( NASP, 2023; Lent and Muddax, 1997; Muddax, 1993). Click for further reading
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(PHILO, n.d.)
The social learning theory of Albert Bandura contends that people learn primarily via observation and modelling ( Bandura, 2008; Berkeley, n.d.).
(Bray, 2021)
https://www.studocu.com/en-gb/document/birmingham-city-university/social-learning-theories-and-application-to-special-education/social-learning-theories-for-send-children/36176359 Further reading on Bandura's theory relating to children with SEND.
For further information on Bandura's theory scan QR code.
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