A child with a trisomy 21 diagnosis -- Down syndrome -- often has a variety of health issues that may lead to behavioral problems. As you navigate this challenging course, learn about behaviors that are typical of children with Down syndrome. Armed with this information, you will be in a better position to care for your child. Chronological Age A child with Down syndrome may display some skills and behaviors that are on track with her chronological age and some that are on track with a delayed developmental age, states Doreen B.
What is challenging behavior? The form of a challenging behavior is the observable manifestation of the behavior. Examples include yelling, biting, hitting, screaming, running away, self-injury, etc.
The child may engage in a single form of challenging behavior per episode e. The function is the outcome that results from engaging in the challenging behavior. Some functions that a behavior may serve are to avoid or escape undesired outcomes, to obtain a preferred item or activity, to gain attention, or to fill a sensory need.
What is socially motivated vs.
Challenging behaviors that require the mediation of others in the environment are socially motivated. A child may engage in socially motivated behavior to gain access to attention, objects or activities — or to escape or avoid non-preferred situations. For example, Mary throws materials around the room in order to communicate her desire to end an activity.
Challenging behaviors that do not require the mediation of others are non-socially motivated. These behaviors may serve the function of obtaining or gaining internal stimuli. None of these behaviors require any interaction with others in his or her environment in order to be reinforced.
A child may bang his head in order to escape the pain of an earache. Non-socially motivated behaviors can become socially motivated over time. Consider a young child who bangs his head to alleviate the pain of an earache.
The first few times his mother noticed him banging his head, she picked him up and offered him his favorite toy. She noticed that there was drainage from his ear and took him to his pediatrician. Once the infection was gone, the child would still occasionally bang his head and his mother still immediately picked him up and offered him his favorite toy.
The child had learned that banging his head brought him immediate attention and a preferred item. This behavior began as non-socially motivated, but through reinforcement became socially motivated. Family, peers and teachers may unwittingly change routines, alter demands and defer from causing any conflict with a child to avoid an episode of challenging behavior.
The following example illustrates how children can affect the way care providers and peers interact with them. She always sits next to George, assigns him to her play group and spends most of her time interacting with him.
The time that she does spend with the other children is often interrupted while she diverts her attention to George. It is apparent the teacher has adapted her teaching style by providing George with an abundance of attention in order to decrease the likelihood that he will engage in challenging behavior, but she has not been able to teach him more socially acceptable behavior to receive the attention that he is seeking.
It is important not to just avoid episodes of challenging behavior but to sufficiently analyze the behavior to determine what the child is trying to communicate so that you can use this as an opportunity to teach more appropriate and effective social skills.
See more at CEED:Depression is one of the most common psychological/psychiatric disorders. It affects a person's overall energy, mood, expressions of emotion and behavior. Behavior Worksheets. Behavior thinksheets, behavior contracts, behavior interventions, classroom behavior and classroom discipline.
Social emotional learning worksheets and printables. Behaviour printables. How to manage classroom behavior and discipline.
Focusing on behavior on the first few days of school will help to have effective classroom. Behavior problems in children: behaviour that is maladaptive and harmful. See detailed information below for a list of 17 causes of Behavior problems in children, Symptom Checker, including diseases and drug side effect causes.
To diagnose ADHD, doctors start by asking about a child's health, behavior, and activity. They talk with parents and kids about the things they have noticed. Your doctor might ask you to complete checklists about your child's behavior, and might ask you to give your child's teacher a checklist too.
Leading provider of high quality, low cost online training to foster and adoptive parents, social workers and others working with at risk children. The researchers assessed child behavior by asking the mother to report on 35 traits related to aggression and CU traits.
“The study convincingly shows that parenting—and not just genes—contributes to the development of risky callous-unemotional traits,” said Luke Hyde, U .