Case Study 1
Intervention: Socio-emotional behaviour and Cooperative learning.
According to Slavin (1995), as cited in Brinton, Fujiki, Montague & Hanton (2000), cooperative learning refers to a diversity of teaching strategies in where students help each another learn academic content in their small working groups (p. 2). This is a study done to examine how the socio-behavioural profiles of children with language impairment (LI) influence their ability to work in cooperative groups. 6 children with LI took part in 4 different cooperative working groups along with other typically developing children. Cooperative work groups were prearranged so that each child with LI will have the chance to perform three different roles and take part in four different activities.
Effectiveness:
Teacher Behavioural Rating Scale (TBRS) was used in assessing the social behaviour of the children in this intervention. According to Hart, Olsen, Robinson, & Mandleco (1997), TBRS is an unpublished research tool that is used to assess typically developing children’s social behaviour which focuses on subtypes of withdrawal, impulsion, aggression and socialization (as cited in Brinton, Fujiki, Montague & Hanton, 2000).
Each child’s interaction in the research showed varying success from child to child. The results of this research showed that children with LI can still be involved in and gain benefits that Collaborative learning has to offer- increase in self esteem and builds on the social interaction amongst children.
Evaluation on benefits
As I read through this intervention, I found out that Annie falls under 3 of the 7 dimensions. Annie showed signs of withdrawn behaviour for displaying reticence when interacting with others, hostile/aggressive behaviour for her aggressive reaction (biting of her friends) and rational victimization as she was made fun of by her peers for her facial deformities. Based on these signs, I identified Annie with 2 children in the intervention- Amy and Cory. These 2 children produced profiles, similar to that of Annie, that were categorized as having highly aggressive and withdrawn social behaviours based on the observation carried out as they were presented with a challenge in each group.
Suggestions:
As the research suggested, it would be better if the feel that the groupings of the children should be arranged in such a way that children who have better social skills to deal with Amy’s and Cory’s possible hostile behaviours better without being aggressive. This can be used for Annie’s case as well. If I were the teacher, I would further enhance this strategy by preparing the other children and teaching them the ways that they can help Annie. Perhaps this would make the collaborative work more effective and that this would help Annie with her emotional and social difficulties better. Furthermore, I will stop the children’s teasing of Annie’s facial deformities. I can educate the other children and help them understand Annie’s condition.
Reference:
Brinton, B., Fujiki, M., Montague, E. & Hanton, J. (2000, July). Children with Language Impairment in Cooperative Work Groups: A Pilot Study. Language, Speech and Hearing Services in Schools, 31, 252-264. Retrieved September 3, 2009 from http://web.ebscohost.com.libwww3.np.edu.sg/ehost/pdf?vid=27&hid=104&sid=08a17cf9-f098-404a-ae4e-10175d3f5419%40sessionmgr10
Intervention: Socio-emotional behaviour and Cooperative learning.
According to Slavin (1995), as cited in Brinton, Fujiki, Montague & Hanton (2000), cooperative learning refers to a diversity of teaching strategies in where students help each another learn academic content in their small working groups (p. 2). This is a study done to examine how the socio-behavioural profiles of children with language impairment (LI) influence their ability to work in cooperative groups. 6 children with LI took part in 4 different cooperative working groups along with other typically developing children. Cooperative work groups were prearranged so that each child with LI will have the chance to perform three different roles and take part in four different activities.
Effectiveness:
Teacher Behavioural Rating Scale (TBRS) was used in assessing the social behaviour of the children in this intervention. According to Hart, Olsen, Robinson, & Mandleco (1997), TBRS is an unpublished research tool that is used to assess typically developing children’s social behaviour which focuses on subtypes of withdrawal, impulsion, aggression and socialization (as cited in Brinton, Fujiki, Montague & Hanton, 2000).
Each child’s interaction in the research showed varying success from child to child. The results of this research showed that children with LI can still be involved in and gain benefits that Collaborative learning has to offer- increase in self esteem and builds on the social interaction amongst children.
Evaluation on benefits
As I read through this intervention, I found out that Annie falls under 3 of the 7 dimensions. Annie showed signs of withdrawn behaviour for displaying reticence when interacting with others, hostile/aggressive behaviour for her aggressive reaction (biting of her friends) and rational victimization as she was made fun of by her peers for her facial deformities. Based on these signs, I identified Annie with 2 children in the intervention- Amy and Cory. These 2 children produced profiles, similar to that of Annie, that were categorized as having highly aggressive and withdrawn social behaviours based on the observation carried out as they were presented with a challenge in each group.
Suggestions:
As the research suggested, it would be better if the feel that the groupings of the children should be arranged in such a way that children who have better social skills to deal with Amy’s and Cory’s possible hostile behaviours better without being aggressive. This can be used for Annie’s case as well. If I were the teacher, I would further enhance this strategy by preparing the other children and teaching them the ways that they can help Annie. Perhaps this would make the collaborative work more effective and that this would help Annie with her emotional and social difficulties better. Furthermore, I will stop the children’s teasing of Annie’s facial deformities. I can educate the other children and help them understand Annie’s condition.
Reference:
Brinton, B., Fujiki, M., Montague, E. & Hanton, J. (2000, July). Children with Language Impairment in Cooperative Work Groups: A Pilot Study. Language, Speech and Hearing Services in Schools, 31, 252-264. Retrieved September 3, 2009 from http://web.ebscohost.com.libwww3.np.edu.sg/ehost/pdf?vid=27&hid=104&sid=08a17cf9-f098-404a-ae4e-10175d3f5419%40sessionmgr10
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