Pédiatrie et thérapeutique

Pédiatrie et thérapeutique
Libre accès

ISSN: 2161-0665


Effectiveness of Behaviour Modification Strategies in School Going Children for Specific Classroom Behaviour

Ashu Sharma, Mandar Malawade and Sheila Shrikhande

Background: It has been seen that normal children have some behavioural problems that may affect their academic performance, despite of having no disability. The prevalence of such behaviour problems in children is alarmingly high. The number of affected children and adolescents is still staggering. Specially, in set ups where, there are very less number of teachers available for students, who are unable to pay attention on these behavioural issues of children. Thus, these problems are been overlooked, which in long run can create difficulties in shaping the future of the children. Hence, there is a need to pay attention by helping the children with the behavioural problems. There are some studies which show that behaviour therapy works to change problematic behaviours in children. Thus these strategies will help the children to change their specific behavioural problems and adapt to the social environment more efficiently.
Methodology: 78 participants were examined for the study. Their particular problematic behaviours were selected and the interventions for them were set. Intervention was given for a period of 8 weeks, twice per week and the session lasted for a period of 40-45 minutes. Daily assessment was taken on time sampling and frequency recording forms. Behaviour Modification was applied.
Results: Baseline data of Time sampling and frequency recording was collected and recorded on the first day before starting the intervention then at fourth week and then at eighth week. The results for the study were analysed through comparison of the results at baseline, fourth week and eighth week readings. The percentage increase or decrease in the behaviours was recorded according to the time sampling and frequency recording
Conclusion: Behaviour Modification Strategies are effective technique to reduce problem behaviours shown by students in the classroom.