Nur Tahirah Bte Abdul Latiff, Group A

Case 1 - Annie, 6 years old
Area of intervention - Problem Behavior

(i) the intervention

Problem behavior or challenging behavior is defined as "any repeated pattern or behavior, or perception of behavior, that interferes with or is at risk of interfering with optimal learning or engagement in prosocial interactions with peers of adults" (Smith & Fox as cited in Jollivete, Gallagher, & Morrier, 2008, p. 78).

Young children like Annie, "may have primary behavior problems or behavior problems as a secondary condition of a disability" (Jollivate et. al., 2008, p. 78). This may lead to peer rejection by her friends or even viewed as a "problematic child" by her teachers.

To intervene such behaviors from recurring, Jollivate et. al. (2008) recommend two intervention strategies:
1. positive behavior support, and
2. choice-making

Positive behavior support focuses on the child's positive bevaviors. This includes a behavioral chart which functions like a reward system. When positive behaviors are displayed, rewards are given to encourage the desired behaviors.

Providing choice-making offers predictability in the child's schedule. Choice-making opportunities can be embedded into the child's daily routines. This helps them to experience and have a better understanding on the natural consequences of their actions.

(ii) it’s effectiveness

Several studies conducted on the effects of positive behavior support found "highest levels of engagement and lowest levels of problem behaviors during the intervention phases" (Duda, Dunlap, Fox, Lentini & Clarke as cited in Jollivate et. al., 2008, p. 83).

Also, "the results indicated that the referral rates due to problem behaviors decreased, children adjusted to classroom routines better, and children adhered to the rules" (Fox, Jack & Broyles as cited in Jollivate et al., 2008, p. 83).

In addition, Fox et al. (as cited in Jollivate et. al., 2008) reported "improved center climate, were able to discontinue the use of time-out, and improved the delivery and use of other interventions and strategies" (p. 83).

"Providing young children who display problem behavior with opportunities to make choices... is a strategy that has been proven to decrease problematic behavior." (Peck, Wacker, Berg, Cooper, Brown & Richman as cited in Jollivate et. al., 2008, p. 84).

According to Jollivate et. al. (2008), the effects of choice-making results in eight postive outcomes from the child (p. 84):
1. promotes independence
2. self-monitoring of appropriate behaviors
3. improved sense of control over the environment
4. active participation in the environment
5. improved performance
6. increased sense of well-being
7. connections between natural consequences and responsibility are made, and
8. decrease in inappropriate behaviors.

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

I believe choice-making will help Annie to develop a sense of control and independance over the environment. However, I believe due to the facial deformities that Annie has, she is more likely to feel insecure and thus seeks high attention from her teachers and peers. Hence, when rewarded for her positive behaviors, I believe it will boost Annie's morale and sense of worth.

To aim for higher attention, Annie may repeat the positive behavior. As Annie gain higher attention from her teachers and peers, I believe her confidence will increase. Eventually, she will seek to understand that positive behaviors equates to higher attention. Therefore, I believe Annie benefit more from positive behavior support as compared to choice-making.

(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.

Though Annie displayed inappropriate behaviors such as biting, I believe her peers too are equally displaying inappropriate behaviors. I believe they are responsible for Annie's inappropriate behavior as they were teasing her of her facial deformities. Hence, the positive behavior support or behavioral chart can also be used on Annie's peers.

To facilitate integration of Annie and the intervention activity into the classroom, I can create a "Our positive behavioral chart" for all children in the class. The chart can be mounted on the classroom board or wall for the entire class to practice positive behaviors.

References

Jolivette, K., Gallagher, P. A., Morrier, M. J., Lambert, R. (2008). Preventing problem behaviors in young children with disabilities. Exceptionality, 16(2), 78-92. DOI:10.1080/09362830801981195