Behaviour Disorders - Developmental Consequences

Developmental Consequences of Behavioural Disorders
Because the behaviours and the population are so heterogeneous, a profile of a typical child with behavioural disorders cannot be drawn. Each child is unique.   However, every child diagnosed with a behavioural disorder experiences other developmental consequences as a result.  Most commonly, the developmental consequences of behavioural disorders includes:

Cognitive Development - Many students with behavioural disorders may be slightly below the norm in cognitive development.

Academic Achievement - Children with behavioural disorders do not achieve well academically. They usually lag behind in reading, arithmetic, and spelling. The behaviour often hinders efficient learning in conduct-disordered children. Anxious children develop a defeatist attitude that hinders social development. The timid and passive behaviour of anxious and withdrawn children interferes with the adequate utilization of potential.

Communication – Problems such as speech and language disorders are often found as co-occurring disabilities in children with behavioural disorders.

Social and Emotional Development - Socialization is the means by which individuals become acceptable members of their society. Many children with behavioural disorders do not have social competence and lack social skills. They may show deficits in social cognition-the knowledge and cognitive activities used by people in dealing with the social world-and in prosocial behaviour-voluntary behaviour intended to aid or benefit others. Highly aggressive children have few friends and probably meet school failure. Children with personality disorders develop strategies to cope with anxiety. In doing so, they forego assertive, independent behaviour and instead exhibit low self-concept, poor self-esteem, and withdrawn behaviours.

Co-Occurring Disabilities  - Together with speech and language disorders, children with behavioural problems may have learning disabilities, anxiety, mood disorders, or Tourette syndrome.

Family Variables - Raising a child who is behaviourally disordered brings great stress to families.

Cultural and Linguistic Differences - Today, a high proportion of students served under the categories of behavioural disorders or serious emotional disturbance are from culturally and linguistically diverse groups. Misdiagnosis is often a culprit; equally important are the ideologies and expectations of school systems, which can have an immediate and profound effect on behaviour. Behaviour considered normal and adaptive in a subculture may be looked upon as deviant or inadequate by members of the dominant group.

Winzer, M.  Children with Exceptionalities in Canadian Classrooms.