1. UNDERSTANDING CHILD BEHAVIOR DISORDERS AND BEST PRACTICES IN TEACHING CHILDREN WITH BEHAVIORAL CONCERNS Sharon Graham, MM, MT-BC

2. History of Child Psychopathology  The Emergence of Social Conscience  historically, children often ignored or subjected to harsh treatment because of belief that they would die, were possessed, or were simply owned by parents  John Locke (17thC) and Jean-Marc Itard (19thC) advanced the belief that children should be treated with kindness and compassion  Evolving Forms of Treatment  until late 1940 ’ s, most children with intellectual or mental disorders were institutionalized  from 1945-1965, number of children in institutions decreased while number of children in foster families and group homes increased  in 1950 ’ s and 1960 ’ s, behavior therapy was the systematic approach to treatment

3. Defining Psychological Disorders  Traditionally defined as a pattern of behavioral, cognitive, or physical symptoms, that is associated with one or more of:  distress  disability  increased risk for further suffering or harm  There are no “bad children.” Children can and will make bad choices, and they learn based on their experiences.  Any oppositional, defiant, or aggressive behavior is a sign that the child has experienced some kind of trauma or abuse.

4. Communicative Language  Many childhood problems are best depicted in terms of relationships  Labels describe behavior, not the child  Problems are the result of children ’ s attempts to adapt to abnormal or unusual circumstances  When discussing children and their behavior, remember person first language.  When discussing behavior with a child, emphasize their choices. “Let’s treat the instruments/materials with respect; when we make good choices, we have more fun!” (Instead of “I want you to be good!”)

5. Best Practices in Teaching  Control the environment, which controls everyone:  Build rapport & maintain a positive class culture  Guard materials, strategically place/remove items  Clearly outline behavioral expectations & consequences  Use close proximity of yourself with children with behavior issues  Must consider not only the degree of maladaptive behavior, but also children ’ s competence (the ability to adapt in the environment and achieve more normal behavior). Use positive reinforcement the SECOND you see the child doing something right!

6. Best Practices, cont.  Monitor your sequence and timing of tasks; the better your flow, the better the engagement/behavior  This has to do with making sure your lesson builds on itself  As well as maintains an age-appropriate pace  Make the lesson as participatory as possible, giving students many opportunities to create  Give immediate, specific, and concise praise of students’ creations and good behavior  Use other adults as resources (teachers, parents, paraprofessionals), both in the room & out.

7. IF YOU HAVE FURTHER QUESTIONS, PLEASE FEEL FREE TO CONTACT: SHARON GRAHAM, MASTER OF MUSIC THERAPY MUSIC THERAPIST-BOARD CERTIFIED (MT-BC) (813) 298-4286 WWW.MUSICTHERAPYFL.COM VSA FL & Tampa Bay Institute for Music Therapy