Lam Sim Theen Group A

Case 1: Communication Difficulties
(i) the intervention

Nungesser and Watkins (2005) points out the importance in acknowledging and understanding the relationship between social competence, challenging behaviors and communication difficulties. In case 1, Annie suffers from speech impairment and communication difficulties due to facial deformities at birth which leads to behavioral and social difficulties as assumed in case 1 that she may not be equipped with the language to express her needs and emotions.

In Nungesser and Watkins’s research, it took the angle in how speech-language pathologists can assist mainstream teachers in dealing with challenging behaviors in the classroom. This includes process of understanding teachers’ perspective of the disruptive behaviors, factors that cause the behavior and what are the responses of the teachers in dealing with the behavior. This leads to recommended commonly used intervention called Language Enrichment Techniques. It is a proactive, preventive-oriented strategy compared to reactive strategies such as time-out and redirect undesirable behaviors.

(ii) its effectiveness (as reported in the journal article)

According to the research, the three most challenging behaviors are biting, throwing temper tantrums and screaming. 20% of the teachers reflected that these behaviors are due to language and communication deficit while 4% are due to the child trying to fit into the group. On top of all these, this research portrays relatively similar issues to Annie’s case. However, the research reflected that the top three strategies teachers used are time-out, redirect and reminders of rules which were ineffective. Therefore, Nungesser and Watkins (2005) provide clinical recommendation which is using Language Enrichment Techniques to tackle the behavioral problems.

Language Enrichment Techniques involve teacher modeling appropriate language alternatives. Shadowing is one of the strategies used. It is where the teacher follows the child during sessions such as free play and anticipate potential occurrence of situations and interactions which will lead to challenging behaviors. Teacher will provide communicative support to reduce challenging behaviors such as intervene and provide direct modeling of making a request for something. Such intervention is also a form of scaffolding as when the child slowly learns the appropriate forms of communication, intervention will stop gradually.

Another is modeling appropriate emotional expressions which mirrors, labels and discuss emotions and causes of emotions with the children. In this case, teacher has to convey her own emotions through clear and appropriate facial expressions for various emotions in different situations. Teacher also has to create opportunities for discussion and label feelings as this provide children with words to express their feelings.

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

I strongly agree with Nungesser and Watkins’s idea that we must look into the core of such challenging behaviors. In Annie’s case, I believe that it is the communication difficulties which lead her to having troubles in self-expression and hence leading to her being aggressive yet shy or withdrawn at times. Therefore, this research’s recommendation is a relatively good reference for Annie’s teacher to consider. Most importantly, it emphasizes on working with the child to use appropriate forms of communication in expressing needs and feelings. Children learn best through modeling and I believe Annie’s friends will also model the appropriate way to treat and understand Annie if opportunities for discussion about feelings are provided.

(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.

When using Language Enrichment Techniques, teacher may want to emphasize more on modeling and providing the appropriate forms of communication for expressing feelings and emotions first. This allows Annie to express her feelings such as anger and sadness to her friends which may stop them from teasing her. Teacher may also want to focus on conveying the message that we should empathize and it is bad to tease people through storytelling, role playing, puppetry and discussions. However, teacher may need to be sensitive about mentioning names.


References
Nungesser, N., & Watkins, R. (2005, April). Preschool Teachers' Perceptions and Reactions to Challenging Classroom Behavior: Implications for Speech-Language Pathologists. Language, Speech, & Hearing Services in Schools, 36(2), 139-151. Retrieved August 30, 2009, from Academic Search Premier database.