Any child can engage in behavior that is undesirable or inappropriate. Indeed, some “inappropriate” behaviors are characteristic of developmental stages and are therefore “appropriate” developmentally (think of how we talk about “The Terrible Two’s” or the rebelliousness of adolescents). When a child or adolescent has been diagnosed as having a neurological condition, however, parents and teachers may find themselves falling into the morass of trying to determine whether what they’re seeing is voluntary behavior or a symptom of the child’s condition and whether to or how to attempt to modify it.
Articles Available on This Site
What Do You Mean by “Behavior?”
Is Behavior Modification Appropriate?
Functional Behavior Assessment: Overview for Parents
Hone Your Skills (pdf)
Does Behavior Pass “The Acid Test?” (pdf)
Pitfalls in School-Based Behavior Modification Plans (pdf)
Reflections of a Former “Rat-Runner” (pdf)
School Behavior and Disciplinary Experiences of Youth With Disabilities (pdf)
Reducing Behavior Problems in the Elementary School Classroom (pdf)
Teaching Decision Making to Students With Learning Disabilities by Promoting Self-Determination (pdf)
The Effects of Cognitive-Behavioral Interventions on Dropout Rate for Youth with Disabilities (pdf)
Taking Stock of Risk Factors for Child/Youth Externalizing Behavior Problems (pdf)