The problematic behaviors students show in school have evolved from simple disobedience of teachers to the anti-social problems, such as violence and parents' or students' assault of teachers. Also, there is a new aspect of problematic behaviors students show in school as there as emotional and beh...
The problematic behaviors students show in school have evolved from simple disobedience of teachers to the anti-social problems, such as violence and parents' or students' assault of teachers. Also, there is a new aspect of problematic behaviors students show in school as there as emotional and behavioral problems related to anxiety, depression, and lack of concentration. All researchers agree that school education is the whole-minded process that helps with growth and development, but many studies were limited to identifying the problems or discussing the theoretical resources and could not be helpful for teachers who actually work with students. This study is the literature study that overcame the limitations of these theoretical and quantitative studies and generalized the results of many cases of behavioral corrections shown in qualitative studies.
Limited to the studies by ‘graduate school of education’ on ‘elementary school’, this study found dominantly more cases on male students than female students in the 1990s. In the 1990s, most studies were individual cases on 3 or fewer students, but in the 2000s, many preventive studies were performed by having a group of 20 or more engage in programs and the findings of the studies were positive. Comparing the findings of the 1990s and the 2000s, many studies in the 90s defined the target behaviors based on the results of behaviors and studied the effectiveness by assigning treatment period and maintaining period, whereas many cases in the 2000s performed behavioral treatments also for normal children for prevention and treatment. The major examples were cognitive behavioral correction and positive behavioral support. Also, problematic behaviors that were not discussed or only had extremely few cases in the 90s, such as anxiety, depression, and violence, became the subjects of behavioral treatments of teachers in the 2000s. Another change was the use of questionnaires, such as CDI, DSM-Ⅳ, and ACTeRS, for objective measuring. This was because the target of behavioral treatment was increased from a few subjects to multiple subjects and the types of problematic behaviors were replaced with terms that show tendencies as many researchers performed behavioral treatments on experiment groups and control groups.
The token system related to children's non-learning behaviors takes the biggest part of the cases of behavioral treatments. In particular, the effectiveness of token system against non-learning behaviors was proven in all cases and the token system was also effective on the non-learning behaviors of children with ADHD. However, there were no consistent results about the problematic behaviors related to violence. The effectiveness of behavior contracts on the problematic behaviors of children with ADHD has been clearly proven in all studies and found to have positive effects not only on the external results, but also on the emotional relationships between teachers and students and students' spontaneity. However, group behavior contracts in relation to hyperactivity do have a little effect on arbitration or maintenance, but did not show statistically significant effectiveness. The educational effect of cognitive behavioral correction on the problematic behaviors of children with ADHD, but it was effective for the prevention of problematic behaviors of children with violent tendencies. This is significant because it blocks problematic behaviors in advance for cognitive growth rather than correcting behaviors as a result of treatment.
The problematic behaviors students show in school have evolved from simple disobedience of teachers to the anti-social problems, such as violence and parents' or students' assault of teachers. Also, there is a new aspect of problematic behaviors students show in school as there as emotional and behavioral problems related to anxiety, depression, and lack of concentration. All researchers agree that school education is the whole-minded process that helps with growth and development, but many studies were limited to identifying the problems or discussing the theoretical resources and could not be helpful for teachers who actually work with students. This study is the literature study that overcame the limitations of these theoretical and quantitative studies and generalized the results of many cases of behavioral corrections shown in qualitative studies.
Limited to the studies by ‘graduate school of education’ on ‘elementary school’, this study found dominantly more cases on male students than female students in the 1990s. In the 1990s, most studies were individual cases on 3 or fewer students, but in the 2000s, many preventive studies were performed by having a group of 20 or more engage in programs and the findings of the studies were positive. Comparing the findings of the 1990s and the 2000s, many studies in the 90s defined the target behaviors based on the results of behaviors and studied the effectiveness by assigning treatment period and maintaining period, whereas many cases in the 2000s performed behavioral treatments also for normal children for prevention and treatment. The major examples were cognitive behavioral correction and positive behavioral support. Also, problematic behaviors that were not discussed or only had extremely few cases in the 90s, such as anxiety, depression, and violence, became the subjects of behavioral treatments of teachers in the 2000s. Another change was the use of questionnaires, such as CDI, DSM-Ⅳ, and ACTeRS, for objective measuring. This was because the target of behavioral treatment was increased from a few subjects to multiple subjects and the types of problematic behaviors were replaced with terms that show tendencies as many researchers performed behavioral treatments on experiment groups and control groups.
The token system related to children's non-learning behaviors takes the biggest part of the cases of behavioral treatments. In particular, the effectiveness of token system against non-learning behaviors was proven in all cases and the token system was also effective on the non-learning behaviors of children with ADHD. However, there were no consistent results about the problematic behaviors related to violence. The effectiveness of behavior contracts on the problematic behaviors of children with ADHD has been clearly proven in all studies and found to have positive effects not only on the external results, but also on the emotional relationships between teachers and students and students' spontaneity. However, group behavior contracts in relation to hyperactivity do have a little effect on arbitration or maintenance, but did not show statistically significant effectiveness. The educational effect of cognitive behavioral correction on the problematic behaviors of children with ADHD, but it was effective for the prevention of problematic behaviors of children with violent tendencies. This is significant because it blocks problematic behaviors in advance for cognitive growth rather than correcting behaviors as a result of treatment.
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