Disruptive Behavior of Children - Conceptual Framework CHAPTER 1
THE EFFECTS OF DISRUPTIVE BEHAVIOR TO THE SCHOOL PERFORMANCE OF GRADE - 4 AND GRADE - 5 PUPILS IN CABANGLASAN ELEMENTARY SCHOOL
Conceptual Framework
( Allyn& Bacon; 2003 ), Ways of describing disruptive behaviors are varied. Disruptive behaviors may intensify from mild to severe; the behaviors may occur in only one setting or in many settings; or behaviors may be described as “normal” or “abnormal”, depending on the child’s developmental stage. For example, the drive for mastery and independence expressed as oppositionality is a normal hallmark of the two-to-three year old and of the early adolescent. Disruptive behaviors are associated with a broad range of considerations in three major areas: Factors within the child (e.g. temperament, disorders), factors within the parent (e.g. temperament and parenting style), and environmental factors (e.g. family systems, life stressors).
Numerous research studies have concluded that a complex interaction or combination of factors that triggers disrupted behavior leads to an increased risk of disrupted behavior in children just like the story below; It’s 8.45 am on a school day. Everyone is ready to leave except Jason (8 years old). He has spent the morning in his pajamas watching TV, playing with the dog, and fighting with his sister. Repeated request from his mother to get ready have not produced any progress. Finally, she yells at him, and threatens him with no TV for a week. He flies into a rage and kicks her. At interview, his mother said, “I find Jason difficult to like” and “This is not the kind of child I hoped for” and “I love Jason, but I don’t like him at all”. This is an example of commonly occurring disruptive behavior and the negative emotional reactions associated with it. Disruptive behavior includes any behavior that interferes with the smooth flow of daily life and the achievement of goals.
Disruptive behaviors include oppositional behavior, noncompliance, defiant responses, verbally and physically aggressive acts, interrupting others, hyperactivity, refusing to wait, and difficulty with initiating or finishing tasks. Disruptive behaviors can develop into conduct problems, which are characterized by their violation on the rights of others. (William H. Blahd, Jr., MD, . . .)Pupils must know how to deal with their environment well without exhibiting disrupted behavior. Expressing their anger and fear by disruption will affect their performance at school.
The schematic diagram, Figure 1 shows the variables reflected in the first box. These are independent variables, they are factors associated with disrupted behavior at school and they are overt inattentiveness, aggressiveness, misbehavior, tardiness &laziness. These independent variables exhibited by pupil in school will eventually affect the pupils’ school performance.
Probably, parents, teachers, school administrators, community and government thrusts will help them live normally, by seeing to it that these factors associated with disrupted behavior will be reduced to finally let them act the way as the normal pupil do. Pupil that has such exhibiting inattention, lack of interest, low grades & poor academic performance at school.
(Tubigon, 2002) A child who have disruptive behavior usually is not attentive while the teachers are explaining about their subject matters, reluctant to participate classroom activities, and lack of interest. On the above performance of the child, usually teachers will be alarmed and have no other recourse but to help by informing the parents, telling them about his school performance and the necessary moves to do for his welfare.
Figure 1 – SCHEMATIC DIAGRAM showing the independent and dependent Variables of the study.
INDEPENDENT VARIABLES DEPENDENT VARIABLES
| - | Misbehavior | ||
| - | Overt Inattentiveness | Effects on School Performance | |
| - | Aggressiveness | ||
| - | Persistent Tardiness and Laziness |
Click below to some parts of chapter 1 of this thesis:
Comments