Asyura Bte Alias Group B

Case 1:
Intervention to decrease Annie’s behavioural problems and enhance her social development

(i) the intervention
The article described 5 interventions that may be beneficial to decrease Annie’s behavioural problems and enhance her social development. Out of the five interventions, three of them mentioned from the article are related in assisting children who posed challenging behaviours. In addition, it mentioned that families are an important partner in developing and implementing interventions for children’s behaviors (Hemmeter, 1999).

The three interventions are firstly, the design of environments and instructional activities to prevent behavioural problems (Jolivette, Gallagher, Morrier and Lambert, 2008). Secondly, Strain and Hemmeter (1999) emphasis on ways which teachers can promote appropriate behaviour by reinforcing the rules, modeling and praising correct behaviours display by the children. Thirdly, is by providing young children who display problem behavior with opportunities to make choices, which has been proven to decrease problematic behavior (Peck et al., 1996). Without these appropriate interventions, the article mentioned that children’s ‘challenging behaviors may increase and result in injury to self or others or that may cause damage to the environment, interfere with the acquisition of new skills, and/or socially isolate the child’ (Doss & Reichle,1991).

The other two interventions which the article proposes are to enhance Annie’s social development. The article emphasis that in order to improve in a child’s social skills, ‘appropriate, prosocial behaviors need to be taught, modeled, and reinforced for school and lifelong success’ (Fox, Dunlap, & Powell, 2002). The interventions are firstly, to foster the importance of friendships for young children in preventing problem behaviours (Hemmeter and Fox, 2006). Secondly, is applying the positive behavior support (PBS) framework to teach prosocial behaviors and prevent histories of problem behaviors from developing (Hemmeter, 1999).

(ii) its effectiveness

Listed below is the effectiveness of the five interventions in a sequential manner.
• Firstly, through Strain and Hemmeter (1999) facets of physical environment, children’s’ challenging behaviours can be managed and prevented. It involves well-planned and appropriately arranged classroom environment, engaging and interesting materials as well as short routines and transitions provided by the teachers.

• Secondly, according to Hyter (2003), teacher’s proficient communicative modeling and scaffolding may demonstrate an increase in children’s’ language usage, decreases in problem behavior, and improvements in peer interactions.

• Thirdly, Jolivette, McCormick, Jung, and Lingo (2004) suggested that children benefited when they are given choice-making opportunities in relation to their daily routines. They will be able to enhance in their independence skills, self-monitor on their appropriate behaviors, active participation in the environment, improved performance, increased sense of well-being and decrease in inappropriate behaviors.

• Fourthly, friendship skills are essential to be taught to young children to practice and demonstrate sharing, taking turns, cooperating, understanding and providing appropriate apologies (Hemmeter and Fox, 2006).

• Fifthly, the positive behavior support (PBS) framework allows the children to portray appropriate behavior.(Hemmeter, 1999). Fox et al. (2003) then expanded the positive behaviour support PBS model into four steps which compromise firstly, positive relating with children, families, and colleagues. Secondly, classroom preventative practices. Thirdly, social and emotional teaching strategies and lastly intensive individualized intervention.

(iii) your personal evaluation how the child will benefit from this intervention

Firstly, this is a case that I have not observed and attended before during my teaching experience. Since Annie is a child with facial deformities, the teacher needs to be highly sensitive towards her feelings. From the case description, she exhibits behavioural and social problems due to her low self-esteem over her disabilities. The intervention and preventive measures listed in the article are indeed useful to be adapted in Annie’s case.
The environment needs to be conducive for Annie’s learning as well as the rest of her peers since she is in the inclusion setting. Therefore, it is essential for the teacher to take note of the classroom environment and the activities implemented in the learning centres to avoid any disruptive behaviours.

Routines need to be clear for Annie to understand and the teacher may practice buddy system in the classroom to encourage Annie to participate and mingle around.To support this, peers play an important role in boosting Annie’s confidence and interaction in the classroom. With effective peer interaction, she will then be able to feel comfortable without acknowledging her disability.

For Annie to think and feel optimistic or positive in the classroom, teachers play a main role in advocating inclusion to the rest of the children. Modeling is the essential tool for children to reflect and practice the appropriate way applied by the teacher. Annie’s peers will be able to treat Annie appropriately if they are given the correct examples of treating a child like Annie, with a disability.

(iv) your suggestions how you can make adjustments to cater to the needs of the
child and to facilitate integration of the child / the intervention activity into
your classroom.

First and foremost, I will definitely include the intervention listed from the article into the classroom. To allow Annie’s classmates to understand her condition better, I will be introducing Annie and her disability to the class. I will use pictures, story books or puppets to share with them about Annie’s situation and the challenges she need to face. If possible, I will allow Annie to share her own thoughts and feelings on her disabilities to her classmates. (I did this sharing with a child in my class who is hearing disabled. The rest of his peers began to show empathy and deep understanding about his situation. They also began to show concern and interest in knowing more about the hearing aid devices).

To gain an effective family support, it is essential to gather the parents of the class and share with them about Annie’s situation and seek for their understanding. Some parents may encounter a similar case and may share their thoughts and concerns together.

Annie can be involved in the storytelling or daily routines or schedules (such as being a group leader). In this way, it will aid in her level of confidence. She can also be paired up or group to enhance her social development in the buddy system.

Reference
Jolivette, K., Gallagher, P., Morrier, M., & Lambert, R. (2008, June). Preventing Problem Behaviors in Young Children with Disabilities. Exceptionality, 16(2), 78-92. Retrieved September 4, 2009, doi:10.1080/09362830801981195