Overcoming Passive Behavior

Kay, Marilyn

doi:10.1177/105345128602200105

Academic Therapy

1986

DOI: 10.1177/105345128602200105

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Overcoming Passive Behavior

Marilyn Kay¹

Abstract: Passivity is a behavior problem that seriously interferes with learning for many LD youngsters but it can be identified and dealt with.

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Fostering Self-Determination is a Developmental Task

Sands

Doll

1996

J Spec Educ

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The field of special education recognizes the need to foster self-determination among students with disabilities; here we argue that support for self-determination must begin long before students leave schools to assume adult responsibilities of work, independent living, and community participation. We begin by describing developmental investigations of metacognition, self-perception, social problem solving, and autonomous decision making. Because development occurs within the context of interpersonal relationships, we discuss critical attributes of the social environment that must be considered if efforts to support self-determination are to be successful. Our examination of the developmental underpinnings of self-determination leads us to conclude that attention must shift to (a) supporting basic research on the emergence of self-determined behaviors in young children; (b) promoting policies that draw attention to elementary and middle school contributions to self-sufficiency; and (c) ameliorating aspects of the curricular, instructional, and service delivery systems that foster dependence, while expanding students' opportunities to exercise choice and engage in self-enhancing independence.

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Fostering Self-Determination is a Developmental Task

Sands

Doll

1996

J Spec Educ

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Understanding and Preventing Learned Helplessness in Children who are Congenitally Deaf-Blind

Marks

1998

Journal of Visual Impairment & Blindness

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The absence of both distance senses creates the need for children who are congenitally deaf-blind to rely on others to motivate them to explore and to provide the connections between exploration and communication, which is the foundation of concept development. This article links the literature on learned helplessness with best practices in teaching children who are deaf-blind to address how caregivers and teachers can prevent or reduce learned helplessness in these children.

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Aspects of Negative Behaviors among Students in the Basic Stage from the Viewpoint of Teachers and Mechanisms of Coping With them

Barakat¹

2008

An-Najah Univ J Res-B (Humanities)

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This study aimed at identifing the aspects of negative behaviors among students in the basic stage from the viewpoint of teachers and mechanisms of coping with them. To achieve this aim, instruments were administered to a sample of 832 teachers (413 males and 419 females). Results revealed the following: 1) The level of the teachers' evaluation of the student's aspects of negative behaviors in the basic stage was average, while their coping with them was high. 2) The most frequent five aspects of the student's negative behaviors were arranged as follows: Scribbling on walls, talking without permission, cursing, kicking others, and mess. In contrast, the least frequent five aspects were arranged as follows: walking in class, hand clapping, calling, making noise, and using obscene words and expressions. The arrangement of the domains of negative behavior aspects were as follows: aggressive behavior domain, verbal behavior domain, and motor behavior domain. 3) The most frequent five mechanisms used by teachers to cope with the negative behavior of the students were arranged as follows: ignorance, time-out, engagement, attractive methods, and constructing human relations with students. The least frequent five mechanisms arranged were as follows: humor, identifying causes of behavior, punishment, guidance, and cooperative learning. The arrangement of the styles domains was as follows: social, psychological, and educational.

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Overcoming Passive Behavior

Abstract: Passivity is a behavior problem that seriously interferes with learning for many LD youngsters but it can be identified and dealt with.

Cited by 3 publications

References 1 publication

Fostering Self-Determination is a Developmental Task

Fostering Self-Determination is a Developmental Task

Understanding and Preventing Learned Helplessness in Children who are Congenitally Deaf-Blind

Aspects of Negative Behaviors among Students in the Basic Stage from the Viewpoint of Teachers and Mechanisms of Coping With them

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