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LO1-LS2.1 PDF_Characteristics of Students with Learning and Behaviour Problems Supporting text_

The document discusses various behaviors exhibited by students with learning and behavior problems, including poor academic performance, attention issues, hyperactivity, memory difficulties, language challenges, and aggressive behavior. It highlights that 15 to 25 percent of students face such problems, with learning disabilities being more prevalent than behavior disorders. Factors to consider when assessing the severity of these issues include persistence, severity, and speed of progress in addressing the problems.

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3 views

LO1-LS2.1 PDF_Characteristics of Students with Learning and Behaviour Problems Supporting text_

The document discusses various behaviors exhibited by students with learning and behavior problems, including poor academic performance, attention issues, hyperactivity, memory difficulties, language challenges, and aggressive behavior. It highlights that 15 to 25 percent of students face such problems, with learning disabilities being more prevalent than behavior disorders. Factors to consider when assessing the severity of these issues include persistence, severity, and speed of progress in addressing the problems.

Uploaded by

1635000853
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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This copy was made for a fair dealing purpose.

Any further distribution must


follow the Saskpolytech fair dealing guidelines.

Supporting Instruction for Students with Learning and Behaviour Problems.


Taken from: Strategies for Teaching Students with Learning and Behaviour
Problems, Sixth Edition by Candace S. Bos and Sharon Vaughn AND Teaching
Students with Learning Problems, Seventh Edition by Cecil D. Mercer and Ann
R. Mercer p. 2
2 Chapter 1

upset and cope with being upset by acting


out.
• Withdrawn behavior. Some students seldom
interact with others. Unlike shy students,
who may have one or two friends, these stu­
dents are real loners who avoid involvement
Most professionals are ';ibJe to recognize with with others.
little difficulty those students who have learning • Bizarre behavior. Some students display very
and behavior problems. They are students who unusual patterns of behavior. They may
call attention to themselves in the classroom be­ stare for long periods of time at objects that
cause they have difficulty learning and interact­ they hold in the light, they may sit and rock,

I
ing appropriately. Students withlearning and/or or they might display aggressive behaviors
behavior problems manifest one or more of the at times and withdrawn behaviors at other
following behaviors: times.
Students with learning and/or behavior
• Poor academic performance. Students often
problems often exhibit more than one of these
display significant problems in one or more
behaviors. Yet some students exhibit these be­
academic areas such as spelling, reading,
haviors and are not identified as having learn­
and mathematics.
ingor behavior problems. Thereare other factors
• Attention problems. Many students seem to
that teachers consider when determining how
have difficulty working for extended periods
serious a learning and behavior problem is.
of time on a task. They may have trouble fo­
cusing on the teacher's directions. These stu­
dents are often described by teachers as being
easily distracted.
• Hyperactivity. Some students are overactive
and havea difficult time staying in their seats
and completing assigned tasks. They move
from task to task, often from location to loca­
tion in the classroom. When working on an Fifteen to 25 percent of all students have some
assignment, the least little noise will distract type of learning or behavior problem. Students
them. with learning disabilities are five times more
• Memory. Many students have a hard time prevalent than those with behavior disorders.
remembering what they were taught. Often There are several factors to consider when you
their difficulty remembering is associated are determining how serious the problem is:
with symbols such as letters and numbers. l. Persistence of the problem. Sometimes a
These students may remember something student has a learning or behavior problem for a
one day but not the next. short period of time, perhaps while there is some
• Poor language abilities. Many students have type of crisis in the family, and then it disap­
language difficulties that are manifested in pears. These behaviors and feeling states are not
a number of ways. As toddlers, these stu­ considered problems if they occur occasionally.
dents may have taken longer in learning to Other students display persistent learning and
talk. Often these language problems can be behavior problems throughout their schooling
corrected through speech therapy. Many also experience. These problems have more serious
have difficulty developing phonologi­ cal consequences for the student.
awareness skills (Torgesen, Wagner, and 2. Severity of the problem. Is the student's
Rashotte, 199 7).Studentsmayhavedifficulty learning or behavior problem mild, moderate, or
with vocabulary, understanding the concept, severe? Is the student performing slightly below
using language to adequately express them­ or significantly below what would normally be
selves, or producing correct sounds. expected of him or her? Is the behavior slightly
• Aggressive behavior. Some students are physi­ different or substantially different from that of
cally or verbally assaultive. They may hit, the student's peers?
kick, get intofights, and/or verbally threaten 3. Speed of progress. Does the student
or insult others. These children are easily appear to be making steady progress in the

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