Functional Behavior Assessment

Functional Behavior Assessment

Behavior Management in Childhood Education

In early childhood education, behavior management is considered to be the most important element. The inability to manage childhood behavior is the most challenging part for both parents as well as children (Gage et.al, 2010). In this paper I will describe the need for behavior management in the early education of childhood setting. Also in the paper I will be discussing the three strategies that teacher may use to determine the challenging behavior functions and in last summarize the teacher role for designing and implementing the plan for classroom behavior.

The issue of the prevalence of behavioral problems among children has been a rising concern for the population living across the globe. There are various categories as well as factors of behavioral problems among children that are likely to occur amongst the children of all ages (Gupta, 1999, pp. 28-53). The commonly known, behavioral problems in children belongs to a wide category of disorders which commonly dominate in the particular educational settings and are grouped into an array of particularly perceived difficulties of the adolescents and children. These disorders are aroused form the mental health problems of children which, ultimately, transfer into their conduct, behavior and attitudes.

The consistency for the rule of behavior management on the early education in classroom for children is to be consistent and there is no matter about which particular techniques you are choosing for incorporate your classroom management. The key thing which is required for it is that you must stick to the plan and start working for it. Student will not be addressing and devoting for making the right choices if they notice that teacher response are sporadic and irrelevant.

Thinking proactively

Thinking proactively can be risky, as the reason for being proactive is typically that unknown things have changed, and the desired outcome cannot be taken out as granted according to the wish. So there is a need to promote the proactive behavior. While drawing the theory of self regulation, most of the scholars suggest that scenery for a proactive goal is just possible to involve purposeful choice which the individual assesses outcome of student behavior. Conviction is that one of might be healthy in the respective domain or the higher self efficacy is just like to significant proactive goal invention for the reason that of being proactive entail relatively higher potential risk for person. Self efficacy has also shows for enhancing determination and enlarges student enthusiasm to overcome the obstacle, equally of which does suggested for as the significance for successful proactive achievement.

Reason for proactive thinking

Although the theories are much important for their own reasons because these theories are not dealing with student selection or persisting particular proactive goals. Students may think and are capable to get better methods of work but not compelling any basis to perform. Individual therefore want to be proactive and should being proactive for changing the particular target. When goals are imposed then there is already become a reason to ...