Thesis / Dissertation of Disruptive Behavior of Children – Local Studies – Economic Background & Justification

THE EFFECTS OF DISRUPTIVE BEHAVIOR TO THE SCHOOL PERFORMANCE OF GRADE IV & V PUPILS IN CABANGLASAN DISTRICT

Click here to guide you by Chapters – CHAPTER I; CHAPTER IICHAPTER IIIChapter IVChapter V

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Economic Background and Disruptive Behavior

Philippines Millennium Development Goals Progress Report  (2010) – This 2010 Philippines Millennium Development Goals Progress, is related to the present study for it pointed out on the education of children coupled with gender equality and lessen poverty.    Poverty effected too much the development of children with regards to their psychosocial and mental health.   When children are affected with hunger at home and or during school days, it affects to their behavior, it could make them irritable and might lead them to have a disruptive behavior at school.   During school hours, children are surely uncomfortable, listening all the stuff of lessons filed in a day with an empty stomach and can’t absorbed right away their subject matters specially when the nutrients requires to be maintained in their body were deficit.

Bucayong, E. 1997, said that his study showed that parents sometimes fall into the trap of trying to resolve problem behaviors by arguing with the child about them. Unfortunately, trying to reason with a small child about their behavior can result in parent and child becoming worked up, and may result in anger and resentment.

Justification

The literature of legal bases helped the researcher understand that the present study is a long thrust of the Philippine government. Ten years ago, the government thrust about children rights and protection were relied more through parents look out.   But today, government intensifies their  thrust for the children’s welfare and treatments with the cooperation of parents, teachers and an agency assigned by the government.

The related literature both foreign and local had also given the researcher ideas and insights useful in carrying out her research process concerning the factors associated with disruptive behavior.    Furthermore, these foreign and local studies provided the researcher an opportunity to compare her work with the existing work related to her study in order to strengthen or back-up her recent findings and make solid framework of her new discovery related to “disruptive behavior”.

Review of Related Literature and Studies in Chapter 2, click below:

Chapter 2: Disruptive Behavior (Foreign Studies) – Foreign Studies

Chapter 2: Disruptive Behavior (Foreign Studies) – Gender & Parents Intervention

Chapter 2: Disruptive Behavior (Foreign Studies) – Overt Inattentive

Chapter 2: Disruptive Behavior (Foreign Studies) – Tardiness and Laziness

Chapter 2: Disruptive Behavior (Foreign Studies) – Misbehavior

Chapter 2: Disruptive Behavior (Local Studies) – Aggressiveness

Chapter 2: Disruptive Behavior (Local Studies) –Economic Background & Justification

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Thesis / Dissertation of Disruptive Behavior of Children – CHAPTER II – Foreign Studies

THE EFFECTS OF DISRUPTIVE BEHAVIOR TO THE SCHOOL PERFORMANCE OF GRADE IV & V PUPILS IN CABANGLASAN DISTRICT

Click here to guide you by Chapters – Chapter IChapter 11Chapter IIIChapter IVChapter V

CHAPTER II

Review of Related Literature and Studies

            This chapter presents the review of related literature which guided the researcher in the conduct of this study. The literature will be taken from the relevant materials to give the necessary background; insight and to supplement the ideas in the present investigation.

Foreign Studies

Common Demographic Profile of Children

Gender and disruptive behavior

Parenting Preschoolers with Disruptive Behavior Disorders Does Child Gender Matter? 8-19-2013 Antonya M. Gonzalez, Washington University in St Louis. –  This study is related to the present study because it deals with parental responses to child behavior (to girl or boy) that can have an important impact on later behavioral outcomes. Children with Disruptive Behavior Disorders often engage in externalizing and disruptive behaviors  which usually elicit negative responses from parents. Boys are more frequently diagnosed with these disorders, resulting in a dearth of literature on parental responses to girls with Disruptive Behavior Disorders. Studies have found that parents react more negatively when girls engage in disruptive behavior, plausibly because it is contrary to societal gender expectations.

Parents Intervention

HYPERLINK”/Reports/ Order %20in%20the%20Classroom-Violence,%20Discipline.pdf” \t “_parent” 1995, has published that a certain study stressed that environmental factors  causes disruptive behaviors and can be managed with common-sense approaches including concentrating on the child’s positive behaviors and ignoring the  undesirable behaviors. There should also be clear, simple, consistent consequences for disruptive behavior. Parents can promote positive behaviors by noticing and praising children’s good behaviors as often as possible. A useful way of remembering this is the phrase “Catch them when they’re good”  consequently that appropriate expectations of children’s behavior and the basic principles of behavior change go a long way to understanding and managing disruptive behaviors and that when behaviors are given attention, they tend to be repeated.

Barton, P.E.2009, added that any attention given to a behavior (telling off and yelling count as attention) increases the chances that it will happen again.

Obviously, severe physical punishment may be some kind of deterrent, but carries many detrimental consequences in terms of unhappy relationships, emotional problems, poor self-esteem, and anger.

Review of Related Literature and Studies of Chapter 2, click below:

Chapter 2: Disruptive Behavior (Foreign Studies) – Foreign Studies

Chapter 2: Disruptive Behavior (Foreign Studies) – Gender & Parents Intervention

Chapter 2: Disruptive Behavior (Foreign Studies) – Overt Inattentive

Chapter 2: Disruptive Behavior (Foreign Studies) – Tardiness and Laziness

Chapter 2: Disruptive Behavior (Foreign Studies) – Misbehavior

Chapter 2: Disruptive Behavior (Local Studies) – Aggressiveness

Chapter 2: Disruptive Behavior (Local Studies) –Economic Background & Justification

Helping, Guiding and Coaching You On Your Thesis Or Dissertation Making . Call or text to 09268212800

Thesis / Dissertation of Disruptive Behavior of Children – CHAPTER II – Foreign Studies – Misbehavior

THE EFFECTS OF DISRUPTIVE BEHAVIOR TO THE SCHOOL PERFORMANCE OF GRADE IV & V PUPILS IN CABANGLASAN DISTRICT

Click here to guide you by Chapters – Chapter IChapter 11Chapter IIIChapter IVChapter V

Misbehavior

Articles for Teachers Disruptive Student Behavior – Getting an Understanding By: Cindy Chung, 2002 – The article is related to the study because it deals with the behavior  and it is generally termed disruptive when it disrupts the teacher’s plans, upsets other class members, or in some way disturbs the process of teaching and learning in the classroom. In other words, the behavior is inappropriate in the context of the classroom setting is unacceptable since it detracts the education of the other pupils.

Misbehavior and Interruptions usually exhibited by children having disruptive behavior such as talking when the instructor or others are speaking, constant questions or interruptions which interfere with the instructors’ presentation.

Dinkes, R. Cataldi, E.F., Indicators of school crime and safety (2006). The article is related to the present study for it focus on children exhibiting disruptive behavior and have impaired socialization and academic struggles at school.

Ramos, R. Ellen, Free Press, Resilient Classrooms (2005), stressed that Children with disruptive behavior disorders tend to struggle with interpersonal relations and might have excessive conflicts with family, friends and school staff.

A child having disrupted behavior usually have impaired socialization among his her co-pupil.  The child is often struggling to understand and to be understood by peers.  Peers too are struggling over this pupil because of her/his misbehavior.   Children having disrupted behavior are impatience that usually can’t wait and there has always the chances to interrupt someone near them.  They usually interrupt someone by not respecting the rights of other pupils to express their view points and inordinate or inappropriate demands for time and attention.

Choices, Essi Viding, Ph.D: Ana Seara-Cardoso, M. SC. Am J Psychiatry 2013; Copyright @ 2013 by the American Psychiatric Association – The article .“Why Do Children With Disruptive Behavior Disorders Keep Making Bad”  has made an important contribution to the literature for it relates that the “specific decision-making impairments” correlated with disruptive behavior disorders of children.

This article is related to the present study for it relates about the effects of disruptive behavior to the total personality of the pupils especially in their decision-making wherever they are, thus it is clear that the effects of having that kind of behavior will affect to their school performance because of their unwise decision making. They often got in trouble and or can’t understand right away their lessons that makes them left behind by their classmates or peers.

Children who have disruptive behavior is generally a misbehaving and exhibits interrupting, behavior in such a way that he monopolizes classroom discussions which has negative effect to others. It is sad to note that children doing these were not conscious of its effect. Parents, teachers and school administrators must be equipped with knowledge and skills on how to handle such kind of children.

American Academy of Child and Adolescent Psychiatry, 2003.The Academy is an organization for physicians trained to diagnose and treat mental illnesses and emotional disturbances in children and adolescentsThe article published by the academy “ How Disruptive Behavior Be Treated” is related to the study because it points out  the behavior of  some pupils who are simply too sad, too anxious or too angry to learn.    Indeed, the three emotions are often all present and may come to the surface unexpectedly.    Thus a pupil who is anxious or sad may suddenly become very angry.     Anger may be easier to feel than sadness or fear.

Review of Related Literature and Studies in Chapter 2,  click below:

Chapter 2: Disruptive Behavior- gender and parents intervention

Chapter 2: Foreign Studies – Overt Inattentive

Chapter 2: Foreign Studies – Tardiness and Laziness

Chapter 2: Foreign Studies – Misbehavior

Chapter 2: Local Studies – Aggressiveness

Chapter 2: Local Studies – Economic Background & Justification

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Possible Questions To Be Answered During Defend On Effects of Disruptive Behavior of Kids

Before the schedule of the defend of the thesis entitledFACTORS ASSOCIATED WITH DISRUPTIVE BEHAVIOR AFFECTING THE SCHOOL PERFORMANCE  OF GRADE IV & V PUPILS OF CABANGLASAN DISTRICT” the following questions were already answered for the presentation.

Why the Topic is Chosen for Study?

The researcher chosen this topic as her study because she is concern about the alarming disrupted behavior of Grade lV & V pupils in Cabanglasan District. The researcher wanted to know what are the disruptive behavior commonly exhibited by pupils and to know the effects of it  to the school performance of the concern pupils.

It was observed by the researcher  that not only theIt was observed by the researcher  that disruptive behavior will not only affects the pupils who did it but also all the individual found in the class. She also observed that her co-teachers were usually  complaining about the disruptive behavior that hampered their classroom instruction.   She did hoped that through her study, she able to know more about disruptive behavior and at the same time will guide her how to address the disruptive behavior of pupils in school.

Research Concept/Theory
Disruptive behavior of children is part of their growing up and describing disruptive behavior are varied.  Disruptive behavior may intensify from mild to severe; the behaviors may occur in only one setting or in many settings; or behaviors may be described as “normal” or “abnormal”, depending on the child’s developmental stage. (William H. Blahd, Jr., MD, . . .)

Grade IV and V pupils in Cabanglasan were observed exhibiting disruptive behavior by persistent tardiness, misbehavior, aggressiveness and  overt inattentiveness. These pupils who have these  kind of behavior must know or orient them how to deal with their environment well without displaying disrupted behavior. Expressing their anger and fear by disruption will affect not only their performance at school but all the individual found in the class.

Schematic Diagram:

Independent Variables                          Dependent Variables

DISRUPTIVE BEHAVIOR:

-PERSISTENT TARDINESS

AND LAZINESS                              EFFECTS ON SCHOOL PERFORMANCE

-MISBEHAVIOR

-AGGRESSIVENESS

– OVERT INATTENTIVENESS

The schematic diagram in Figure 1 shows the variables reflected in the first box. These are  independent variables that the Grade !V and Grade V pupils was exhibiting or displaying when having their disrupted behavior in the school and or during classroom instructions.  Particularly, pupils showed disruptive behavior by persistent tardiness and laziness, misbehavior, aggressiveness and overt inattentiveness.  In the 2nd box is the consequence of disruptive behavior and that is effect on school performance. This is the dependent variable. They usually have some failing grades on some subjects.
On the above performance of the child at school, usually teachers will be alarmed and they have no other recourse but the best they must do is to help the child is by informing the parents, telling them about the school performance of the child and the necessary moves to do for the welfare of the child.

Statement of the Research Problem

Disruptive Behavior disorders involve consistent patterns of behaviors that “break the rules”.   All young people break some rules, especially less important ones.  More serious oppositional behavior is a normal part of childhood for children two or three years old and for young teenagers (here includes the Grade IV and V pupils in Cabanglasan District).  At other times, when young people are routinely, very, very oppositional and defiant of authority , factors associating on it must be identified for the welfare of the child. (Mental Health Association of America – http://www.nmha.org./infoctr/ factsheets/7.cfm.  The main problem of this proposed study is to know the factors associated with disruptive behavior affecting the school performance of Grade IV & V pupils in Cabanglasan District.

This  study aims to answer  the following sub problems:
– How serious the factors was perceived  by the Grade IV & V pupils in Cabanglasan District to:  a)   large family size  b)  exposure to violence in media, TV, movies and etc.  c)   living in poverty   d)   combinations of stressful family socio economic   e)   not given good foster care  f)   raised in homes with mother who were abused  g) Physically, emotionally or sexually abused.

– What is the extent of  Disruptive behavior among the Grade IV & V pupils in the District of ‘Cabanglasan.

– What is the level of scholastic performance of the DisruptiveBehavior  of Grade IV & V pupils in the District of Cabanglasan.

– Is there a significant difference between the demographic profile with the economic background of Grade IV & V pupils in Cabanglasan District.
Research Design

Basically, this study will employ a descriptive- qualitative research design.   Certain questions will be designed to draw out responses from the respondents.  The descriptive study using survey was the main tool for gathering data. This was qualitative study where its main purpose is to determine the factors associated with disruptive behavior affecting the school performance  and that are, living in poverty, exposure to violence in media (TV, movies, etc.), use of drugs and/or alcohol, combination of stressful family socio-economic factors, not given good foster care, “physically, emotionally or sexually abused,” and raised in homes with mothers who were abused.

Data collection was taken from the respondents chosen by the use of purposive sampling, picking all the cases that meet the criterion Descriptive research describes and interprets what it was.   It was concerned with the conditions or relationships that exist, opinions that are held, processes that are going on, effects that are evident, or trends that are developing.    It primarily draws attention to the present although it often considers past events and influences as they relate to current conditions.

Thesis / dissertation of DISRUPTIVE BEHAVIOR OF KIDS OR CHILDREN: Chapter III

Click here to direct you by chapters – CHAPTER I; CHAPTER IICHAPTER IIIChapter IVChapter V

CHAPTER III – Research Methodology

This chapter presents the research design, the description of the subjects/respondents, the sampling procedure that was used, the data gathering procedure, the administration of the instrument and the treatment of data.

Research Design

The researcher chose the descriptive research design, using survey as the main tool in gathering the data. These were qualitative data where its mean purpose was to determine the extent of factors associated with disruptive behavior of grade IV and V pupils. Data collection were taken from the respondents chosen by the use of random sampling. The conditions or relationships that existed, opinions that are held, processes that are going on, effects that are evident, or trends that are developing were described using the instrument. It primarily draws attention to the present although it often considers past events and influences as they relate it to current conditions.

Research Locale

            This study was conducted at the Municipality of Cabanglasan Bukidnon District of Cabanglasan school year 2013-2014. This was chosen because of  the convenience of the researcher in gathering data for the reason that the researcher is presently employed in the same municipality .

The Municipalty of Cabanglasan is geographically located at the eastern part of Bukidnon with a total land area of 26,230 kilometer ,composes of 15 barangays. It has 35 kilometers away from Malaybalay City Bukidnon. The Local Government Unit of Cabanglasan Bukidnon also helped in implementing some

projects through donations as partnership in the smooth delivery of  educational services to the community. The Parent Teacher Association (PTA) is working with the school as partners in achieving its vision and mission. Some of the school projects were funded by the PTA as one of the stronghold  of the institution in achieving its goals of quality basic education. Thus The Cabanglasan District has 26 schools with a total number of 194 teachers as indicated in form 3. 43 of which are the grade IV and V Teacher respondents having pupils with disruptive behavior. Attached in the next page is the table  showing the distribution of teachers by school.

Respondents of the Study

            The respondents of this study were the grade four and five teachers of Cabanglasan District, during the school year 2013-2014 .They were chosen to provide important information about the Factors Associated with Disruptive Behavior of grade four and five pupils in Cabanglasan District. These respondents were validated and generated with their classroom data on pupils gender, age, educational attainment of parents, and number of children in the family. The population of the respondents is small, so the researcher used the entire population and  targeted of not less than 2 teachers in every school found in Cabanglasan District  to cooperate with her study.

Number of Respondents by School of Cabanglasan District
Name of School No. of Teachers in Grade IV No. of Teachers in Grade V Total
 ANLUGAN E/S 1 1 2
 CABANGLASAN E/S  1 1 2
 CABULUHAN E/S  1 1 2
.  CANANGA-AN E/S  1 1 2
.  COPINONAN E/S  1 1 2
.  CROSSING MANDAING E/S  1 1 2
 DALUCATAN E/S  1 1
 FREEDOM E/S  1 1 2
 IBA CENTRAL SCHOOL  1 1 2
 IMBATUG E/S  1 1 2
 JASAAN E/S  1 1 2
 KUMALIWAT E/S  1 1
 LAMBAGAN E/S  1 1 2
 LUANLUAN E/S 1 1
 MAINAGA E/S 1 1
 MANDAING E/S  1 1 2
 MANGGAOD E/S  1 1
 MAUSWAGON E/S  1 1
 MIARAY E/S 1 1
 OLD CABANGLASAN E/S  1 1 2
 OMALAO E/S  1 1
 PARADISE E/S  1 1 2
 SAN VICENTE E/S 1 1
 TAGBACAN E/S  1 1 2
 TAGIPTIP E/S  1 1 2
 VALSONS E/S  1 1 2
Grand Total  22 21  43
  Scoring Procedure Used in the Study
Scale Limits Qualitative Description Qualifying Statement Interpretation
5 4.21 – 5.00 Always Occurred in all Situation Highly Disruptive Behavior
4 3.41 – 4.20 Often Occurred in many Situations Disruptive Behavior
3 2.61 – 3.40 Occasionally Occurred in few situations Moderately Disruptive Behavior
2 1.81 – 2.60 Seldom Occurred once in a while Less Disruptive Behavior
1 1.00 – 1.80 Never Not occurred at all Never occurred

To continue, click parts of the Chapter 3 of this thesis/ dissertation below :

Chapter 3 (Disruptive Behavior) – Research Methodology;

Chapter 3 (Disruptive Behavior) – Research Design;

Chapter 3 (Disruptive Behavior) – Research Locale;

Chapter 3 (Disruptive Behavior) – Respondents of the Study;

Chapter 3 (Disruptive Behavior) – Scoring Procedure of the Study

Chapter 3 (Disruptive Behavior) –  Sampling Procedure;

Chapter 3 (Disruptive Behavior) – The Research Instrument;

Chapter 3 (Disruptive Behavior) –Data Gathering Procedure;

Chapter 3 (Disruptive Behavior) – Scoring Procedure;

Chapter 3 (Disruptive Behavior) –Statistical Treatment

Thesis / dissertation of DISRUPTIVE BEHAVIOR OF CHILDREN – Introduction

CHAPTER 1

THE EFFECTS OF DISRUPTIVE BEHAVIOR TO THE SCHOOL PERFORMANCE OF GRADE IV & V PUPILS IN CABANGLASAN DISTRICT

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Click here to guide you by Chapters – CHAPTER ICHAPTER IICHAPTER IIIChapter IVChapter V

IntroductionConceptual FrameworkSchematic DiagramStatement of the Problem; Null HypothesisSignificance of the StudyScope & Delimitation

Introduction

Disruptive behavior of children is the common problem encountered by the teachers inside the classroom. Most of the time this will hamper the smooth flow of the teaching and learning process. This complex and troubling issue needs to be carefully understood by the  parents, teachers, and other adults.  Children as young as in the elementary schools can show disruptive behavior.  Parents and other adults who have children with such behavior were alarmed; however, they often hope that the young child will “grow out of it.” Disrupted behavior in a child at any age always needs to be addressed seriously. It should not be quickly dismissed as “just a phase they’re going through!” (Rynders, 2006,p 216).

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Numerous research studies have concluded that a complex interaction or combination of factors associated with disruptive behavior leads the child and young adolescents to exhibit extreme disruptive behavior in the future if not given much attention earlier.  Research studies have shown that these disruptive behaviors can be reduced or even prevented in school, depending on the efforts exerted by the pupil, teachers, and school administrators in improving their school facilities and policies.     Most importantly, efforts should be directed by the parents by decreasing or eliminating exposure of children to violence at home and in the community. This is the usual reason why a certain pupil exhibits some sort of disruptive behavior.  (Fernandez, 2003, p 108).

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Various researchers have introduced different character curricula in an effort to improve the negative behavior. A NBCT interviewees was quoted stating “if we want children to practice good character traits in school, we must teach children what is acceptable versus unacceptable behavior” (Brannon, 2008).

Instructional strategies that were implemented throughout the schools being surveyed were taught through modeling, discussion, role-playing activities and cooperative learning. There was also a focus on the notion that these strategies should be practiced at home in addition to the classroom, mainly because adults in a child’s life, whether he may be a teacher or a family member served as role models for children.

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Rynders (2006) and Barton, Richard and Wenglinsky (1998) addressed an instructional method called “Character Counts!”, developed by the Josephson Institute of Ethics stated that. “If children internalize the right values, and their actions are informed by those values, they will become responsible citizens in the school hall and school room, as they will in the community as a whole”.

(Barton et al., 1998, p. 35). The program known as the six pillars of character are presented: trustworthiness, respect, responsibility, fairness, caring, and citizenship. According to the “Character Counts!” website, a school in Montcalm County, Michigan has seen a decline in discipline referrals over two years (Rynders, 2006, p.216). Once children learn about character and how to develop it within, they want to become better individuals.

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The Cabanglasan District Teachers are aware of the disrupted behaviors shown by some of the Grade IV & V pupils wherein they showed a wide range of behaviors such as: explosive temper tantrums, physical aggression, fighting, threats or attempts to hurt others (including homicidal thoughts), cruelty toward animals, taunting and teasing to physical assaults and destruction of property. Whenever disruptive behavior occurs at school, whether in the form of physical assault or emotional abuse, the learning process is disrupted, not only for the children directly involved but for teachers and children bystanders (Daniel L.4 Smallwood . . .)

Many of the factors causing disruptive behavior disorders happen very early in a Childs’ life. It is important to recognize and act on  the problems as early as possible. The Treatment that has shown the best results is a combination of: specialized skills training, behavior therapies to teach young people how to control and express feeling in a healthy ways and coordination of services with the young person’s school and other involved agencies.  Kazdin AE. Research design in clinical psychology 4th ed. Boston: Allyn& Bacon; 2003.

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The government introduced and formulates acts to protect child rights and Department of Social Worker and Development (DSWD) is the lead agency to look into this.  The“PantawidPamilyangPilino Program (4Ps)”, is one of these where in the government will not just share the financial support to the children but it educates the parents as well on how to care, understand and protect their children. In spite of all these, some children are still exposed to some factors either at home and in the community that triggers them to have disrupted behavior which affected their school performance.

This study, did not only focused on the performance of the pupils’ having disruptive behavior  to measure how far the factors associated with disruptive behavior affects the school performance of the Grade IV & V pupils in Cabanglasan District.

To continue click the following parts of Chapter 1:

Chapter 1 (Disruptive Behavior) –Introduction;

Chapter 1 (Disruptive Behavior) – Conceptual Framework;

Chapter 1 (Disruptive Behavior) – Schematic Diagram;

Chapter 1 (Disruptive Behavior) – Statement of the Problem;

Chapter 1 (Disruptive Behavior) – Null Hypothesis

Chapter 1 (Disruptive Behavior) – Significance of the Study;

Chapter 1 (Disruptive Behavior) – Scope & Delimitation & Operational Definitions of Terms

Click the following to locate the questionnaire for the respondents of this thesis:

Questionnaire  1

Questionnaire 2

Questionnaire 3

Questionnaire 4

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Thesis / Dissertation of Disruptive Behavior of Children – Foreign Sudies

Thesis / Dissertation of Disruptive Behavior of Children – Foreign Sudies

THE EFFECTS OF DISRUPTIVE BEHAVIOR TO THE SCHOOL PERFORMANCE OF GRADE IV & V PUPILS IN CABANGLASAN DISTRICT

Click here to guide you by Chapters – CHAPTER I; CHAPTER IICHAPTER IIIChapter IVChapter V

IntroductionConceptual FrameworkSchematic DiagramStatement of the Problem; Null HypothesisSignificance of the StudyScope & Delimitation;

CHAPTER II – Review of Related Literature and Studies

This chapter presents the review of related literature which guided the researcher in the conduct of this study. The literature will be taken from the relevant materials to give the necessary background; insight and to supplement the ideas in the present investigation.

Foreign Studies

Range of Violent Behavior; Scott S; Knapp M; Henderson J;  Maughan B: Financial cost of social exclusion: follow up study of antisocial children into  adulthood.  BMJ   2010; Disruptive behavior were in the form of overt inattentiveness, misbehavior, tardiness and laziness at school.  There are also children and adolescents that had a wide range of behaviors: explosive temper tantrums, physical aggression, sleeping, reading of papers or any magazines or books not related to the subject matters that was taken on that specific time.

The above mentioned outward expressions of children having disruptive behavior are related to the present study because children who have this kind of character shown at school will disrupt not only the teachers but also the doer themselves and all the individual present in the room.

Mental Health Association America, 2005 NMHA is a national organization dedicated promoting mental health through education and advocacy. What can be done if a child shows disruptive behavior?

The goals of treatment typically focus on helping the child to: learn how to control his/her anger; express anger and frustrations in appropriate ways; be responsible for his/her actions; and accept consequences. In addition, family conflicts, school problems, and community issues must be addressed.

Barton, P.E.2009, reported from his study that each child arrives in the world with a particular profile of temperamental traits, for example, getting excited quickly compared with being really laid back , being very active and restless compared with being placid and relaxed, and seeking out stimulation compared with shrinking from stimulation. Different temperamental traits drive different kinds of behavior. For example a child who is easily excitable may have more temper outbursts than a child who is very placid.

Kim-Cohen  J;  Caspi  A;  Moffitt  TE;  Harrington  HL;  Milne  BJ;  Poulton R: What are the “warning signs” for violent behavior in children?Kim Cohen  J;  Caspi  A;  Moffitt  TE;  Harrington  HL;  Milne  BJ;  Poulton  R:  Prior juvenile diagnoses in adults with mental disorder: developmental follow-back of a prospective-longitudinal cohort.  Arch Gen Psychiatry   2005;

Children who have several risk factors  showed  the following behaviors should be carefully evaluated: intense anger, frequent loss of temper or blow-ups, extreme irritability, extreme impulsiveness, becoming easily frustrated.   Parents, teachers and institutions dealing with children such as school administrators will go hand in hand to understand and find ways to minimize such behavior.

Evidenced-based parent programs for reducing disruptive behavior in Children; Author: Ph.D. Candidate Gavita Oanalex, 2010 – The study is related to the study because it relates the cause and effect of disruptive behavior and it stressed that poor parenting practices are related to disruptive behaviors, while positive parenting practices are protective factors. Indeed, parents who engaged in more negative parenting practices, such as the use of harsh and inconsistent discipline, often report higher externalizing and internalizing problems in both children and adolescents.

(Burke et al., 2006; and Frick, 1994) has a study that children’s disruptive behavior has been linked with different aspects of parenting practices, such as monitoring, harassing and inconsistent discipline, etc. Wasserman et al., 2002, found out that punitive discipline of parents has been found to be a common risk factor for children with oppositional, aggressive, hyperactive, and internalizing behaviors.

           (Burke et al., 2002),has a study that physically aggressive punishment seems to be linked to child aggression, while low parental warmth/involvement was associated to oppositional child behavior.

Review of Related Literature and Studies in Chapter 2, click below:

Chapter 2: Disruptive Behavior (Foreign Studies) – Foreign Studies

Chapter 2: Disruptive Behavior (Foreign Studies) – Gender & Parents Intervention

Chapter 2: Disruptive Behavior (Foreign Studies) – Overt Inattentive

Chapter 2: Disruptive Behavior (Foreign Studies) – Tardiness and Laziness

Chapter 2: Disruptive Behavior (Foreign Studies) – Misbehavior

Chapter 2: Disruptive Behavior (Local Studies) – Aggressiveness

Chapter 2: Disruptive Behavior (Local Studies) –Economic Background & Justification