Students' population in schools is consisted of students having different levels of intelligence and varies accordingly in their level of performance. On one hand we find children whose academic achievement is commensurate with their intelligence, l.e. there is no significance, discrepancy between their ability and achievement. On the other hand, there are others who have average or above average intelligence but they continuously fail to maintain normal progress in school subjects. In fact, in the latter group, there are some students who have a significant discrepancy between their ability and achievement. Since these children are apparently normal with no sign of any physical, mental and other disability, they often elude traditional categorization of exceptionality. The term 'Learning Disabilities (LDs) emerged from a need to identify and serve this later group of children. The term learning disabilities was first coined by Samual Kirk in 2003 to describe children who have serious learning problems in schools but do not fall under other categories of handicap.

Much of the attention currently given to improving students academic achievement addresses issues of curriculum, instructional strategies, and interventions or services for struggling learners, and rightfully so. However, even after addressing these issues, barriers still remain for some students. An estimated one-third of students fail to learn because of psychosocial problems that interfere with their ability to fully attend to and engage in instructional activities, prompting a call for "new directions for addressing barriers to learning. These new approaches go beyond explicitly academic interventions to take on the learning challenges posed by problematic student behavior and the ways schools deal with it. Approaches aimed at improving school and classroom environment, including reducing the negative effects of disruptive or distracting behaviors, can enhance the chances that effective teaching and learning will occur, both for the students exhibiting problem behaviors and for their classmates.

It has been found out that the pupil's difficulty in learning may be due to many factors within the child himself. One of them is the behavior of the pupils which fall under mental factors. Behavior play a large part in the mental organization that affect learning.

When a child struggles in school, teachers must first determine the underlying factors contributing to the learning or behavior problem. When a child acts out, the reason may not be readily apparent. Similarly, when a child fails to or refuses to complete work, it is rarely because of poor motivation. Lowered motivation in students is often a secondary symptom, resulting from chronic school difficulties. Over many years of working with students, school psychologists, special and general education teachers, and parents, we have developed and revised a simple framework for explaining why children experience learning and behavior problems in the classroom.

The analysis of behavior practice enables the statement that the prevention of undesired behavior at school must be long-term and well organized, the most effective condition of preventive program or model implementation involvement of entire school community into unified activity, having identified the factors, which diminish manifestation of problematic behavior, and having applied them for creation of strategies of behavior control.

Every teacher experiences difficulty at one time or another in trying to remedy an individual student's behavior problem that is no responsive to preventative efforts. Because research suggests that the success of a behavior intervention hinges on identifying the specific conditions that prompt and reinforce the problem behavior (that is, the behavior's "antecedents" and "consequences, it is recommended that teachers carefully observe the conditions in which the problem behavior of an individual student is likely to occur and not occur. Teachers then can use that information to tailor effective and efficient intervention strategies that respond to the needs of the individual student within the classroom context.

Understanding the root causes of behavior problems in children is critical to ensuring proper treatment. Too often people go on the old standard theories and treat the child with a purely "behavioral approach". These theories are not the "be all and end all" answer for every behavior, which too many assume it to be. Each child is unique and must be treated as such. What explains behavior problems in one, may not in another. What treatment works for one, may not work for another.