Using the Teacher Variance Approach chart, which approach most closely represents what you currently believe about children with behavioural or emotional disorders?
How has/ will that belief impact your interactions with challenging behaviours you encounter?
Hyman’s comparison of the Teacher Variance Approaches offers a general set of philosophies that could be applied to dealing with discipline issues in a classroom. In his table, Hyman provides opportunities for the reader to identify with the following approaches to discipline: Behavioural/ Cognitive-behavioural, Psychodynamic/ interpersonal, Humanistic, Biophysical, and Ecological/ Systems. While, as a pre-service teacher, the ecological model most closely represent my beliefs about children with behavioural or emotional disorders, I also believe that none of the models should be used in isolation. All of the approaches that Hyman has put forth have validity; a teacher should use his/ her discretion and relationship with the student to extract the most appropriate diagnoses and strategies for each unique situation.
I take issue with using any of Hyman’s models as sole means of discipline or positive behaviour development. The Behavioural/ Cognitive-Behavioural is over-simplified in suggesting that changing behaviour is simply a matter of using positive reinforcement to reduce undesirable behaviour. I fully support Skinner in that positive reinforcement is more effective than punishment, but if Premack’s arguments on reinforcement being relative are considered, the intervention techniques may not be effective. For example, a student who has undergone severe trauma physically or emotionally may not respond to reinforcements, even positive ones, in a way that is comparable to another student. As well, students with certain conditions, such as Tourette’s syndrome may not be physically able to produce acceptable behaviours consistently, regardless of the reinforcement being applied. The other possible danger of this method is that if a reward is used, the motivation of the student (to display acceptable behaviour) could decrease once the reward system ends. Therefore, the Behavioural/ Cognitive-Behavioural approach should be used either in combination with other methods, or when anecdotal records indicate that the positive behaviour shows evidence of persisting.
I believe in the Psychodynamic/ Interpersonal model to the theoretical extent that behaviour and personality generally reflect experiences and relationships. However, a main argument against this model is that many people go through similar experiences, yet their overall behaviours are different. For instance, some people who grow up in poverty continue to perpetuate statistics, while others are able to become successful. According to Brooks-Gunn and Duncan (2010), “low income is statistically linked with a variety of poor outcomes for children...[such as] academic failure, emotional distress, and unwed childbirth in adolescence.” Nevertheless, the countless success stories in the media (Oprah Winfrey for example), and in real life have demonstrated that this is not always the case. Another potential problem with this model is that according to Hyman, diagnosis involves analysis of the student record and obtaining a history of the child and child-rearing practices. Certainly, this could be advantageous in some situations, but difficulties might arise when dealing with a student who is adopted (in a closed adoption) or new to the country.
I do identify with the optimistic Humanistic approach, where the theory is that people are born “blank slates” and have the potential to be good and competent. Again, however, the theory relies on the assumption that factors that diminish worth are always reversible, when such cases as Susan Wiley (more commonly known as Genie Wiley) have shown us that they are not. To summarize, Susan Wiley was a severely neglected and abused child who was strapped to a potty-chair from ages 1-13. She was left in an isolated room and rarely spoken to; she also rarely spoke. When she was discovered, a group of scientists attempted to work with her to disprove the Lenneberg hypothesis that language acquisition must occur before puberty. In the end, this case actually confirmed what Lenneberg had proposed.
The biophysical model definitely has merit, especially for conditions such as asthma and diabetes, however for Attention Deficit Disorder medication may not be the best option. Smith (2008) indicates that medication for ADD is designed to help deal with symptoms such as poor focus, but is not a cure and works differently for everyone. Medication could also have side effects and end up causing more problems for students. For these reasons, I believe that if medication or changes in diet are introduced, they should be accompanied by common sense strategies for discipline such as consistency and offering choices.
The ecological/systems approach provides the most opportunity to incorporate other methods and decide on intervention plans based on each specific case. As a result, more opportunities exist to help meet the needs of a variety of students, rather than treat all students with the same methods. The focus this model has on restructuring classroom and school environments could be expanded to include not only the physical aspects of an environment, but also ways that discipline and reinforcement are displayed. For instance, a student may show evidence of improved behaviour after being exposed to more sunlight, but would likely also benefit from generous praise and predictable consequences. I also relate to this method because it accounts for various learning styles, which can also impact behaviour. When I encounter challenging behaviours in a classroom, I will be especially sensitive to the different needs of each student. As a result, I will take possible solutions from several of the models, as well as develop strong positive relationships with the students.
Works Consulted:
Berlina, A. (2004). Lenneberg’s Critical Period Hypothesis. Retrieved from
Duncan, G., and Brooks-Gunn, J. (2010). Consequences of Growing Up Poor. Retrieved from
Smith, M., Cutter, D., and Segal, J. (2008). ADD/ ADHD Medications: Are ADHD drugs right for you or your child? Retrieved from
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