Heng Shi Wen Eda, Group A

Case 1: Intervention to promote Annie’s behavioral and social emotional development

The intervention

The intervention is to involve and teach student self-management, self-monitoring and self-instruction. Self-management refocuses and engages student with disruptive and other behavior problems toward independent behavior control. These interventions can assist students in shifting their contingent behavior from external rewards to intrinsic, natural rewards and consequences, and can support student responsibility and self-control. Self-monitoring involves the student's recognizing and recording designated target behavior(s). Often, one's awareness and counting of target behaviors serve as useful interventions by themselves. Self-monitoring procedures comprise two components: self-observation and self-recording. Self-observation involves the student becoming aware of the presence or absence of the target behavior. Self-recording involves the systematic observation and recording of one's own behavior. Self-monitoring strategies have contributed to the long-term stability of appropriate social responses of students who are inept at reading social situations. Self-instruction consists of covert self-statements to help regulate behaviors that interfere with classroom performance and learning outcomes. Self-instruction is effective in helping students to recall the necessary steps to solve a social or academic problem and is intended to teach individuals ways to restructure maladaptive thoughts and beliefs.
Its effectiveness (as reported in the journal article)
Students who have been taught self-management interventions have successfully generalized their behaviors to other situations and settings reduced disruptive behaviors in both general and special education classrooms and increased appropriate social interactions within and outside the school setting. Several studies have shown that self-monitoring improved classroom behavior of students. Self-monitoring is often recommended and used by practitioners to enhance the acquisition and maintenance of specific skills because self-monitoring has been shown to increase appropriate school behaviors. Self-instruction involves teaching students how to monitor and evaluate themselves and has been used successfully in the SPED settings.

My personal evaluation on how Anna will benefit from this intervention

Having self-management, self-monitoring and self-instruction skills, Anna will enhance independence and responsibility when she is able to independently control her behavior. Being more aware on the presence or absence of the target behavior can motivate her display more appropriate behavior. She will be able to regulate her own behaviors and recall the necessary steps solve social. After all these are seen the teacher will see a great behavior improvement and praise her for her effort. Because of the teacher consistently modeling positive behavior towards Anna and praising her in front of everyone might change Anna’s classmates mindset about her and will see her in a different light. These will increase Anna’s self-esteem and might be more willing to socialize with her friends.

Suggestions

Spend more time with Anna in helping her learn the skills needed to control her behavior. Include a corner in class for Anna to be able to vent her anger and frustration by writing, drawing and listening to the music.

Reference:
Fitzpatrick, M., & Earle, K. (2009). Bringing evidence-based self-directed intervention practices to the trenches for students with emotional and behavioral disorders. Preventing School Failure, 53.4, 253(14). Retrieved from Academic OneFile database.