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The genetic risk factor identified does not appear to influence behavior directly unless it is paired with environmental factors such as exposure to abuse or other regular and/or extreme violence, and then it leads to the development of aggressive and other challenging behaviors (Kaiser & Rasminsky, 2002). The environmental risk factors identified -- i.e., the abuse/exposure to violence -- has been demonstrated to have an effect without the presence of the genetic factor, however the increased probability of aggressive behavior development in such children is only slightly higher than in children that do not have the same environmental risk factor, meaning the genetic factor is of great impact (Kaiser & Rasminsky, 2002). The lack of communication learning can lead to behaviors such as aggression brought about through frustration, inappropriate behaviors used as substitutes for asking questions or verbally expressing displeasure, and a variety of other issues (Conroy, 2004).
Ongoing research suggests that children's brains remain malleable...
By presenting appropriate choices of actions, ensuring effective communication, and attempting to determine the real meaning and causes of challenging behaviors, educators can truly help such children rather than simply "dealing" with them (Kaiser & Rasminsky, 2002; Conroy, 2004). This is a positive outcome for all parties.
References
Conroy, M. (2004). Addressing Challenging Behavior in Early Childhood: Behavior in Early Childhood: Strategies for Teachers and Trainers. Accessed 7 December 2011. http://www.challengingbehavior.org/explore/presentation_docs/9.04_addressing_challenging.pdf
Kaiser, B. & Rasminsky, J. (2002). Challenging Behavior in Young Children: Understanding, Preventing, and Responding Effectively Vitalsource eBook for Ashford University, 2nd Edition. Pearson Learning Solutions pp. 47-57). Young Children.
Extra Counseling ServicesBackgroundThe Individuals with Disabilities Education Act (IDEA) requires that schools provide a free and appropriate education to all students with disabilities (Lipkin et al., 2015). In order to meet this obligation, schools must offer a range of services, including counseling. While all students can benefit from counseling, students with disabilities often face unique challenges that can benefit from additional counseling services. For example, students with disabilities may struggle
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