In terms of managing behaviour, children can only develop the ability to control and manage their behaviour until a certain point in their development, after which they require support and scaffolding to acquire understanding of social norms and expectations.  This is particularly important in relation to children with Special Educational Needs and Disabilities (SEND) who often experience difficulties recognising and comprehending language, (Timler, 2003).  The emphasis on the importance of the social aspect of play, learning and development as well as the relevance of both adult led and child led play (Vygotsky, 1978), is relevant in modern educational practices and is prioritised in the Early Years Curriculum, allowing for opportunities to make connections to experiences and promoting independence.  Educational settings encourage participation in stimulating and challenging play as a method of supporting learning, a concept also explored in Piaget’s Theory of Cognitive Development (1936) is supportive of Vygotsky’s belief that social interactions are a crucial element of learning and that, consequently, internalization of knowledge is more effective, (Powell and Kalina, 2009).  Observational learning (Bandura, 1986) utilizes a social model of behaviour and does not require reinforcement, however, questions are raised as to whether this provides opportunities for the child to build on and develop their skills regarding behaviour, or whether they simply imitate others, (Horn and Williams, 2004). 

A vast range of cognitive and developmental conditions, for example, Autistic Spectrum Condition (ASC), can cause difficulties in social interactions and impact how individuals reciprocate, (Jamero, 2019). There are also difficulties in processing and understanding expectations, (Walker, 2008).  Difficulties with social interactions and communication, are characterised within the framework of the Triad of Impairments as a defining feature in the diagnosis of ASC, (Wing and Gould, 1979), and children with SEND will have fewer interactions with their peers, (Walker, 2008) as they prefer solitary play, (Jamero, 2019) and this preference can cause a deficit in interactions with peers, (Guralnick and Groom, 1987).  Some interactions, especially in an environment where social development is not supported adequately, can result in further isolation, (Brown and Bergen, 2002). 

Behaviourism

However, this fails to acknowledge unusual levels of hormones in individuals with certain neurological condition who produce too much or little of some hormones, including dopamine which tends to be low, (Beeler, 2012).  These imbalances interfere with the function of neurotransmitters which has a biological influence on behaviour and therefore some children with SEND, do not respond to rewards or consequences, (Knowles and Cole, 2011).   Reducing complex behaviours to a stimulus response model overly simplifies learning processes, particularly in children with SEND and does not account for emotional influences on behaviour or variations in learning styles, (Rosander, 2013). Ensuring that skills are mastered before extending the learning, (Gagnes, 1971) is crucial in building knowledge and developing confidence, a concept that Gagne’s theory shares with Constructivism theories.  For children with SEND, failure to master a concept in a learning activity elicits feelings of frustration and negative comparisons to peers, which they communicate through behaviour, (Hofman and Muller, 2022).

Behaviourism offers not explanation for observational learning, (Bandura, 1986), and fails to acknowledge learned behaviour through imitation, (Horn and Williams, 2004), however, it does support a proactive response to behaviour, (Traut et al., 2021).  There are also ethical considerations concerning Behaviourism and the modification of behaviour, (Digdon et al., 2014).

A child centred approach in an empathetic environment which is flexible to the various needs of the children within it, will have a positive impact on behaviour, (Rogers, 1951).  Paying regard and having empathy for individual learning experiences and an acceptance of unique learning styles and needs, promotes feelings of being valued and encourages learners to express their own feelings and ideas, thus aiding progress, (Roger, 1961). 

 Ensuring that basic deficiency or D needs are met, facilitates progression and achieving potential, depicted in Maslow's hierarchy of need, (Maslow, 1943).  Failure to meet basic needs, such as tiredness and hunger, will have negative impact on behaviour resulting in lack of focus and behaviour that expresses anger and frustration, (Acevado, 2018).   Children with SEND experience difficulties managing and regulating their emotions and will exhibit challenging behaviour that could potentially cause harm as a means of communicating their unmet needs, (Horn and Williams, 2004).