Managing Disruptive Behavior in Disabled Students

The purpose of this paper is to present some classroom management strategies that can be useful when disruptive behavior occurs with children who have traumatic brain injury (TBI) or with children who are prenatally exposed to drugs. Regarding, children with TBI, children who do often exhibit disruptive behavior in the classroom (Carney & Shoenbrodt, 1994), it can be noted that several strategies have been developed to manage this behavior.

However, it is important to point out that whatever strategies are used, the approach must be consistent. Semrud-Clikeman (2001) states that a consistent approach almost always leads to more productive and positive behavior not only in TBI children but in children with a variety of disorders which place them at risk for disruptive behavior. Thus, whatever strategies are selected must be regularly applied. Also, it is equally important to realize that acceptable and appropriate behavior in children with TBI is developmental in nature which is to say that it happens slowly over time, although it can be greatly influenced by teacher behavior.

In terms of specific strategies, based on several recommendations in the existing literature (e.g.,Carney & Shoenbrodt, 1994; Cipani, 1993, Janus, Mishkin & Pearson, 1997; Lash & Scarpino, 1993; Semrud-Clikeman, 2001), some appear to be the best because they are relatively easy to implemen

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Some common words found in the essay are:
Lash Scarpino, Storey Sprague, Edelstein Howard, Carney Shoenbrodt, Exposure Drugs, Mishkin Pearson, disruptive behavior, Pediatric Annals, Publishing Semrud-Clikeman, Prenatal Alcohol, traumatic brain, prenatally exposed, Service EC, o'neill horner albin, albin storey sprague, brain injury, tbi children, o'neill horner, exposed drugs, albin storey, children prenatally, functional behavior assessment, edelstein howard 1996, storey sprague, horner albin storey,
Approximate Word count = 915
Approximate Pages = 4 (250 words per page)

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