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In this short paper, the authors begin by giving a general definition of what behavior is. From a wide range of deeds, they select a few key terms such as reactions and responses, processes and operations to explain what they mean as these terms play an important role in our understanding of what behavior is. From the definition of behavior, the authors move on to introduce the six different types of behavioral profile that can be divided into two categories. The first is of sociogenic origin consisting of Level #1 BD-Behavioral Disadvantages (lowest level and least severe), Level #2 BD-Behavioral Differences, and Level #3 BD-Behavioral Dimensions. The second is of neuro-psychogenic origin consists of Level #4 BD-Behavioral Difficulties, Level #5 BD-Behavioral Disabilities, and Level #6 BD-Behavioral Disorders (highest level and most severe). The rationale behind this paper is to inform counselors, educational therapists, teachers as well as parents and interested readers regarding the importance of differentiating among and between the different types of challenging behavior by recognizing the six different levels of behavioral profile according to the increasing degree of severity of behavioral challenges. In this way, appropriate early treatments can be planned to help resolve behavioral challenging issues encountered in the first BD category when these behavioral problems are still at the lower levels of severity. For more serious challenging behavioral issues seen in the second BD category, the treatments for such severe to profound behavioral conditions will be more complicated and they involve medical professionals such as psychiatrists and pharmacists, especially when medication (e.g., Zoloft, Adderall and Concerta) is included as part of the treatment plan. Other allied healthcare professionals such as behavioral psychologists, behavioral therapists and educational therapists may be included to provide intensive behavioral management/modification.
Quite significant is the proportion of students who have behavioral problems and attend all school levels. The purpose of this work is to highlight, through recent bibliographical data, the basic framework of educational approaches with an emphasis on effective teaching within the classroom and on effective management of behavioral problems in the educational community. In order to successfully address the behavioral problems of students, it is necessary that teachers try to integrate them, use appropriate educational approaches and cooperate effectively between the school and the families of these students. The aim is to offer a brief overview of literature related to the key role of educational techniques in behavioral problems.
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