There are five very common behavior problems that almost every parent will experience when dealing with their children. Of course, every child is different, and some children will struggle more with some problems than other children. If you are a parent, however, chances are you will have to deal with at least one or two of these problems as your child grows and matures.
One of the most common problems that parents have to deal with is their child’s whining. How does a child begin whining? More than likely, your child began whining when she discovered that you paid more attention to her when she was in distress. While that distress may have begun with a legitimate situation, it probably developed into your child’s way of getting your attention, even if that attention was negative. How can you deal with the whining? You need to take the attention away from your child. You simply should not respond to your child’s whining. When she begins to whine, you can very calmly tell her that you will not answer her or address her problem until she speaks to you in an ordinary voice, then walk away from her and continue to ignore her whining behavior. When she realizes that the whining isn’t getting the result she desires, she should stop.
It's common for preschool children to exhibit behavioral problems, as the result of increased interaction with others and not knowing how to communicate their needs effectively. The majority of common behavioral problems are exhibited in children 18 months and older.
1. Hitting is often a direct communication of frustration when a child is not getting his way. Young children often hit because they cannot speak the words to communicate their irritation.
2. Biting Typically, this is a developmental teething issue and not behavioral. However, like hitting, it is an easy way for children who do not have verbal skills to express anger or frustration.
3. Taking Toys Children under the age of three are still learning the basic concept of sharing. Children do not share their toys at home in an only-child situation, thereby making sharing in preschool a foreign concept to them.
4. Temper Tantrums are attention-gaining tools for children to get their way. Children realize quickly that teachers are more likely to give in the louder the tantrum is and the longer it lasts.
5. Not Following Directions Following directions is very difficult for children under two years of age as their main focus is to explore and sense the world around them. However, children over two years, while still curious, should understand boundaries and rules when told to do something.
6. Personal Aggression Children who suck their thumb, grind their teeth, pull their teeth or rock or bang their heads include some of the negative habits that puts parents and other adults on edge. What may look like self-aggression is typically a bad habit a child formed and will most likely grow out of it. The article "Bad Habits, Annoying Behavior," published by the University of Michigan Health System, states that calling attention to the offending behavior, shouting or disciplining a child usually does not stop the habit. Instead, they suggest offering praise and encouragement when the child ceases the behavior.
Every person with an intellectual disability can learn and develop physically, mentally, socially and emotionally throughout life. However, learning may need more guidance, take more time and require more structure.
A child's rate of learning will depend upon the degree of intellectual disability present. Formal assessment can give parents and teachers some idea about a child's degree of intellectual disability from mild, moderate to severe.
Children with intellectual disability may find it hard to use their knowledge or skills in new situations. Skills and behaviors may have to be taught or re-taught in each place. For example, a child may learn to wash his hands at home. However, he may need help to learn to do the same task at preschool or school.
Children receive additional support at preschool or school depending upon their levels of need. Levels of need may vary depending upon abilities, environment, age and temperament. For instance, if your child relies heavily on routine and structure, she may be more settled in the classroom than in the school's playground.
The child's problems are often multi-factorial and the way in which they are expressed may be influenced by a range of factors including developmental stage, temperament, coping and adaptive abilities of family, the nature and the duration of stress. In general, chronic stressors are more difficult to deal with than isolated stressful events.
Children do not always display their reactions to events immediately although they may emerge later. Anticipatory guidance can be helpful to parents and children in that parent can attempt to prepare children, in advance, of any potentially traumatic events e.g. elective surgery or separation. Children should be allowed to express their true fears and anxieties about impending events.
Young children will tend to react to stressful situations with impaired physiological functions such as feeding and sleeping disturbances. Older children may exhibit relationship disturbances with friends and family, poor school performance, behavioral regression to an earlier developmental stage, development of specific psychological disorders such as phobia or psychosomatic illness.
It can be difficult to assess whether the behavior of such children is normal or sufficiently problematical to require intervention. Judgment will need to take into account the frequency, range and intensity of symptoms and the extent to which they cause impairment.
