Many children in today’s world experience some form of emotional behavior. In some cases these emotions are not adequetly dealt with well by the child. How do teachers, the government, and parents deal with children who have behavior problems ranging from moderate, to severe? The answer is to follow. This paper will discuss five different articles which define what a behavior problem is, classroom management strategies for students and teachers, and the education environments that are best for children with Emotional or Behavioral Disorders. (EBD) Topics also included, community support, teacher perceptions of what is being done, and parent’s perspectives on the services provided for their youths with EBD. I will also address the things that surprised me about this system and the things I found that might be helpful or affect my teaching strategies in the future. The first article I read from Behavioral Disorders Journal was “Classroom Management Strategies: Are they setting events for coercion?” This article addressed some common methods teachers are using to force all students to participate in classroom activities. The authors, Richard E. Shaus, Phillip L. Gunter, and Susan L. Jack, described the coercion methods that many teachers use to convince students to work. The purpose of this article was to investigate how students react to teachers who used reciprocal or coercive methods to teach. The authors found that, “ teachers are more likely to attend to . . . inappropriate behavior . . . than they are to use positive verbal attention for appropriate behavior . . .” Coercive interactions occur as a student uses attempts to gain a reaction or outcome by displaying an assertive attitude. A reciprocal interaction is usually a positive exchange between two parties. One person’s positive act induces the other person to have a positive response. Students who use escape or...
