Classroom Behavior, Context, and Interventions: The Search for Solutions to Complex Problems

Abstract

Several questions guide our analysis of behavioral concerns. First, are there in fact differences in children that predispose them to difficult behavior in school? For example, are there endogenous learning or behavioral characteristics, or learned behaviors that children bring to school, which make some children more likely to succeed in navigating the complex social and academic environments they will encounter? If so, can these characteristics be altered, can behaviors be changed, or can their impact be ameliorated through intervention? Reid (this volume) addressed many of these questions in his chapter on Attention Deficit Hyperactivity Disorder (ADHD), especially as the questions relate to academics. Using Barkley's (2006) theoretical work as a framework, and recent descriptive and longitudinal data, Reid discusses the academic status and trajectory of students with ADHD. Looking closely at possible causal factors for academic problems, Reid identifies and describes promising interventions, such as computer-assisted instruction, peer tutoring, and strategy instruction.

Citation

Tankersley, M., Landrum, T.J. and Cook, B.G. (2012), "Classroom Behavior, Context, and Interventions: The Search for Solutions to Complex Problems", Cook, B.G., Tankersley, M. and Landrum, T.J. (Ed.) Classroom Behavior, Contexts, and Interventions (Advances in Learning and Behavioral Disabilities, Vol. 25), Emerald Group Publishing Limited, Leeds, pp. xiii-xix. https://doi.org/10.1108/S0735-004X(2012)0000025003