Page 24 - CARING and SAFE SCHOOLS in ONTARIO

Specific Conditions Affecting Behaviour
▪ Students who are identified as having special education needs may manifest
an array of behaviours in response to demands, stimuli, and relationships in the school environment. These behaviours can indicate a need in the communication, sensory, academic, physical, medical, social, or emotional areas, or in a combina- tion of these areas (Barkley, 1990; Gerber, 1993; Lyon, 1994; Rourke, 1995; Nelson, Benner, & Rogers-Adkinson, 2003; Pinborough-Zimmerman, Satterfield, Miller, et al., 2007).
FIGURE 4. NEEDS AND TYPES OF CONDITIONS AFFECTING STUDENT BEHAVIOUR Sensory Academic
Medical Communication
NnEeEeDdSs EeXxPRrEeSsSsEeDd TtHhRrOoUuGgHh BEeHhAaVvIiOoUuRr
COoNnDdIiTtIiOoNnSs AaFFEeCTtIiNnGg
BEeHhAaVvIiOoUuRr Communication Disorders
Social
Nneeds Eexpressed Tthrough Behaviour
Conditions aAffecting Behaviour
Executive Function Defificits
Emotional
Physical
Mental Health Problems
Researchers, educators, and professionals have identified three broad categories of challenges that students may experience, singly or in combination – communication disorders, executive function deficits, and mental health problems. Information
on these three areas is provided below, in both discussion and chart form. (Figures
5 through 8, on the following pages, outline specific “look-fors” and strategies educators can use when working with students whose behaviour is affected by
these three types of challenges.)
22
Caring and Safe Schools