Teaching Problem Students

Quinn, Rutherford, Leone, Osher, and Poirier (2005) reported that students with learning disabilities have difficulty learning and this inability leads to poor academic achievement as well as behavioral and emotional problems. There is an over representation of students with disabilities in juvenile detention systems. Cognitive deficits lead to negative self-image, emotional/behavioral problems, and school failure. These factors place the student at risk for juvenile crime. Educators need to be able to teach problem students (Quinn et al., 2005).

Levine (1999) reported that children who cannot overcome learning difficulties are more likely to under-perform in school and become problem students. These children are also likely to develop low self-esteem and participate in negative behaviors. Scott (2003) noted further that there is a pattern of negative practices that lead to student failure and behavior problems. Interventions must include early influences to change these negative teaching practices. When a teacher is unable to teach students effectively, learning becomes difficult for some students and this leads to frustration

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am, with improvements maintained at a two-year follow-up. Fabianoáand Pelhamá(2003) presented a case study that demonstrated the necessity of teacher training to improve the effectiveness of behavioral classroom interventions for attention-deficit/hyperactivity disorder. Teachers were instructed to give immediate feedback following any behavior incompatible with goals. Disruptive behaviors were operationally defined (three strikes you are out). Findings showed that on-task behavior was improved, disruptive behavior was reduced, and teachers were satisfied with all aspects of the treatment and its outcome. Sawka, McCurdy, and Mannella (2002) stated that an important intervention program component is teacher training with support. Teachers require more than training to meet academic and behavioral needs of students who are at risk for or have emotional and behavioral disorders. Studies show that a lack of teacher training is the most common cited reason for the gap between research and practice; trained educators fail to put their strategies in place in their classrooms. The Strengthening Emotional Support Services (SESS) offers an active training and a consultation program to build teacher ability to serve these studen
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Approximate Word count = 3554
Approximate Pages = 14 (250 words per page)

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