Jumana Juzer Group B

Case Study 1

(i) the intervention

According to Jolivette, Gallagher, Morrier and Lambert, (2008), it is important to intervene with a child in such a way that is appropriate as well as prosocial behaviors are taught and modelled. The article suggested 3 intervention strategies used:

1. Fox, Dunlap, and Cushing (2002) states that establishing a strong, positive teacher, child relationship.
2. Allowing children to make choices has been proven to decrease difficult behaviour
3. Hyter (2003) states that communication modeling and scaffolding by a teacher or a speech and language specialist.

For these strategies to be effective, it should be implemented within the ongoing natural routines and activities of the child in both the classroom and home setting.


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

Problem behaviours are commonly seen in everyday classroom. Parents and teachers are usually very affected by these problem behaviours. Hence, it is vital that the child’s educational environment be preventative in putting off the occurrence of problem behavior and be proactive in teaching expected, appropriate prosocial behaviors (Fox et al., 2003) as cited in as cited in (Jolivette et al., 2008).

Fox et al. (2003) identified 4 elements that contribute to the effectives of interventions. They are family focus, working relationships between family members and adults who work with their children, positive behavior support, and the child being in an inclusive classroom.

(a) A strong teacher adult relationship can promote prosocial behavior by increasing compliance and the development of self.

(b) Effectiveness of choice making with young children:

• Decrease the occurrence of challenging behaviour
• Assist young children in better understanding and experiencing the natural consequences of their actions.
• Social competence

Sigafoos (1998) suggested a four – process approach when using choice making to tackle challenging behaviours. First, determine how the child will indicate his or her choices. Secondly, specific situations in which the child will be provided with choice-making opportunities needs to be identified. Thirdly, the child’s inappropriate behavior should be matched with the specific type of choice-making opportunity provided. Lastly, teachers and caregivers need to make opportunities available for the child to make choices. (as cited in (Jolivette et al., 2008).

(c) When communicative modeling and scaffolding is implemented effectively, children demonstrate an increases in their language usage, decreases in problem behavior, and improvements in peer interactions.


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

I believe that if the strategies above were implemented, Annie would really benefit from them. Over time, Annie would learn alternative ways to communicate with her peers instead of biting.

Through these interventions;

1. Annie’s peers will slowly learn to accept Annie for who she is and learn communicate with Annie in a way that promotes effective communication for both parties.
2. Eventually, Annie’s self-esteem will boost as she becomes more confident in communicating and learning to accept her difference.
3. Children usually look up to their teachers as role models. Hence, it is essential for teachers to model the effective ways of communicating, in which Annie can manipulate.

(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.

I would suggest the usage of picture cards. Picture cards are another alternative for Annie to express to her classmates the way she feels instead of biting. Picture cards with basic icons would be easy for Annie and her friends to interpret. With the help of these picture cards, Annie’s peers would understand Annie’s needs and wants.

It is also equally important for the teacher to work closely with Annie’s parents and her therapists so as to maximize the effects of her intervention. The teacher also needs to do more research on suitable ways to help improve on Annie’s language skills. When a teacher is knowledgeable on a child’s strengths and weakness, the teacher is able to make appropriate judgment and improvisation to the interventions.



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 05, 2009, doi:10.1080/09362830801981195