SCHOOL OF OUR LADY OF ATOCHA INC.

SENIOR HIGH SCHOOL DEPARTMENT

ACADEMIC YEAR 2019-2020

CHAPTER II
This chapter presents the literature and studies relevant to presentation investigation.

REVIEW OF RELATED LITERATURE

1. General behaviour problems/ Behaviour disorders- There have been numerous studies in
the last three decades regarding behaviour disorders in children’s. This selected review
focus on studies involving behavioural problems of children and adult.

To increase the level of academic achievement, it is essential to increase student

attention. Research suggests that using methods that increase student engagement and
attention lead to higher student learning (Fink, 2016). Research regarding attention and
focus shows that inappropriate classroom behavior is linked to negative consequences in
achievement (Kilian et al., 2010). This research study proposed that the more students are
unfocused and engaging in off task behaviors, the more their academic achievement
suffers (Kilian et al., 2010). Another study argues sitting in a chair for an extended period
of time is a strenuous task for students (Mulrine, Prater, & Jenkins, 2008). Giving
students the opportunity to mentally relax throughout a long lesson directly relates to
research on student engagement and inappropriate classroom behaviors.

Healthy play and an active lifestyle also increase attention in adults and children
(Symons, Cinelli, James & Groff, 1997; Zygmunt-Filwalk & Bilello 2005). One study
conducted by Symons and colleagues (1997) stated that participating in health risk
behaviors, or behaviors that are detrimental to your health, are linked to negative
outcomes in achievement. Health risks behaviors include unhealthy food choices or being
sedentary for long periods of time. These extended periods with little to no physical
activity is similar to the expectations of students in the classroom. Furthermore, the
aforementioned health risk behaviors are associated with negative outcomes such as
higher dropout rates, inappropriate behavior at school, and decreased participation in
school related activities such as homework (Symons et al., 1997). The need for
prioritizing healthy choices and activities is paramount for elementary age students.

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 SCHOOL OF OUR LADY OF ATOCHA INC.
SENIOR HIGH SCHOOL DEPARTMENT
ACADEMIC YEAR 2019-2020

Healthy activities, including play, have been shown to have social and cognitive benefits.
For example, Vygotsky (1978) studied social interaction and cognition and found that
children benefit cognitively from social interaction and play. That is, children learn
through play and having interactions with peers, which are main components of recess in
educational settings. Furthermore, children who actively participate in recess
demonstrated improvements in cognitive and social development (Zygmunt-Fillwalk &
Bilello, 2005). Additionally, Zygmunt-Fillwalk and Bilello (2005) demonstrated that
academic achievement improves even with less time being dedicated to academics due to
recess. Similarly, Pellegrini and Smith (1993) indicated that recess is a positive predictor
of cognitive development and positive classroom behavior. That is, recess helped
children adapt successfully to both social and cognitive demands as well as to
appropriately participate in the classroom setting (Pellegrini & Smith, 1993).

There is empirical research that suggests that recess decreases inappropriate behavior in
the classroom (Ridgway et al., 2003; Mulrine et al., 2008). Ridgway and colleagues
(2003) suggested that recess decreased levels of inappropriate behavior as a function of
time in confinement in the classroom. This means that the more time children spend in
the classroom the higher the levels of inappropriate behavior result. Furthermore,
Ridgway and colleagues (2003) suggested that children need a break that is directly
related to the amount of time they spend in the classroom. Mulrine and colleagues (2008)
conducted a study with students with Attention Deficit Hyperactivity Disorder (ADHD)
and how to support those students academically through exercise. ADHD was defined as
students who are continuously active and more frequently display bouts of hyperactive
behavior and inattention as compared to their peers. Results indicated that the students
with ADHD and their typically developing peers benefited from exercise throughout the
day (Mulrine et al., 2008). That is, routine exercise lends itself to higher academic
performance and reduced disruptive classroom behaviors (Mulrine et al., 2008). Some
teachers and administrators may be apprehensive to forego seated instructional time for
physical activity; yet, without the breaks teachers are likely to experience more disruptive
classroom behavior and less time being able to instruct.

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 SCHOOL OF OUR LADY OF ATOCHA INC.
SENIOR HIGH SCHOOL DEPARTMENT
ACADEMIC YEAR 2019-2020

REVIEW OF RELATED STUDIES

Suh, M., Carison, R.(1977) studied 197 children with behaviour disorder. An attempt was
made to correlate diagnoses between children rearing methods and family socioeconomic
status (SES- the Hollings). Result indicates that SES of the family is a factor in the
expression of symptoms in behaviour disorder, rather than particular child rearing
methods.

Welding, G.,(1977) studied German preschool children and identified them by using
interviews and a checklist. According to Welding most common disturbance were
sensitiveness, aggressiveness other affective problems, social withdrawal, hyperactivity,
psychomotor disturbances and speech disorder.

Center, D. B.,(1981) tested 33 children ranging age from 5 to 12 years old. They tested
the assumption that there is a close relationship between presenting behaviour problem
and developmental deficits by running a stepwise, backward multiple-regression analysis
of scores obtained from data.

Crowther, J. H., Bond, L.A. & Rolf, J.E.(1981) studied 588 children, 320 boys and 269
girls aged 2 to 5 years. Boys were rated as having difficulty working and playing well w/
others at 4 years, larger percentage of girls were rated as speaking in soft voice compared
to other children.

Mc Gee, R., Silva, P.A., & Williams, S.(1983) investigated the characteristics of children
identified as having behaviour problem by parents and teachers. Results indicate that
differential association between those background characteristics and problems whether
the parent, the teacher or both perceived a problem.

Stein Mark, A., O’Donnel, J.P.(1985) studied 59 boys, 39 girls ranging age from 5 to 12
years with IQ greater thatn 70, 19 children with conduct disorder (CD), 23 with attention
deficit disorder (ADD) and 16 with Anxiety Disorder for contrast group – 14 children
with physical disability ad 17 normal children. As a result, data suggest ADD is part of a
broader conduct problems.

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 SCHOOL OF OUR LADY OF ATOCHA INC.
SENIOR HIGH SCHOOL DEPARTMENT
ACADEMIC YEAR 2019-2020

Thompson, R.J.(1985) studied behaviour problem in childhood. Findings are organized

around basic question regarding frequency of behaviour problem in the normal
population.

Wang, Y., Shen, Y., Gu, B.J. et al, (1989) studied that the frequency of behavioural
problems varied significantly with different social condition such as family structure,
parent involvement in child’s teaching and the way were brought up. There was
significantly differences between problems evaluated by parents at home and those
observed by teachers in school.