Sharon Graham, MM, MT-BC

1. Understanding Child behavior disorders and best practices in teaching children withbehavioral concerns Sharon Graham, MM, MT-BC

2. History of Child Psychopathology • The Emergence of Social Conscience • historically, children often ignored or subjected to harsh treatment because of belief that they would die, were possessed, or were simply owned by parents • John Locke (17thC) and Jean-Marc Itard (19thC) advanced the belief that children should be treated with kindness and compassion • Evolving Forms of Treatment • until late 1940’s, most children with intellectual or mental disorders were institutionalized • from 1945-1965, number of children in institutions decreased while number of children in foster families and group homes increased • in 1950’s and 1960’s, behavior therapy was the systematic approach to treatment

3. Defining Psychological Disorders • Traditionally defined as a pattern of behavioral, cognitive, or physical symptoms, that is associated with one or more of: • distress • disability • increased risk for further suffering or harm • There are no “bad children.” Children can and will make bad choices, and they learn based on their experiences. • Any oppositional, defiant, or aggressive behavior is a sign that the child has experienced some kind of trauma or abuse.

4. Communicative Language • Many childhood problems are best depicted in terms of relationships • Labels describe behavior, not the child • Problems are the result of children’s attempts to adapt to abnormal or unusual circumstances • When discussing children and their behavior, remember person first language. • When discussing behavior with a child, emphasize their choices. “Let’s treat the instruments/materials with respect; when we make good choices, we have more fun!” (Instead of “I want you to be good!”)

5. Best Practices in Teaching • Control the environment, which controls everyone: • Build rapport & maintain a positive class culture • Guard materials, strategically place/remove items • Clearly outline behavioral expectations & consequences • Use close proximity of yourself with children with behavior issues • Must consider not only the degree of maladaptive behavior, but also children’s competence (the ability to adapt in the environment and achieve more normal behavior). Use positive reinforcement the SECOND you see the child doing something right!

6. Best Practices, cont. • Monitor your sequence and timing of tasks; the better your flow, the better the engagement/behavior • This has to do with making sure your lesson builds on itself • As well as maintains an age-appropriate pace • Make the lesson as participatory as possible, giving students many opportunities to create • Give immediate, specific, and concise praise of students’ creations and good behavior • Use other adults as resources (teachers, parents, paraprofessionals), both in the room & out.

7. If you have further questions, please feel free to contact:Sharon Graham, Master of Music TherapyMusic Therapist-Board Certified (Mt-bc) (813) 298-4286www.MusicTherapyFL.com VSA FL & Tampa Bay Institute for Music Therapy