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


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


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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Thesis / Dissertation of Disruptive Behavior of Children – Foreign Sudies

Thesis / Dissertation of Disruptive Behavior of Children – Foreign Sudies


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