Nurullasslinda Bte Pardi (Group B)

Case 1 (Intervention to improve on Annie’s behavioral problems)


(i) The intervention


Jolivette, Gallagher, Morrier and Lambert, (2008) has stated several interventions which are:

1. Fox, Dunlap, and Cushing (2002) has identified four common elements contribute to the effectiveness of interventions used with young children who displayed problem behaviors. The four common elements are:
• a family focus
• working relationships between family members or adults who work with the child
• positive behavior support
• child being in an inclusive classroom

2. Fox et al. (2002) also suggested establishing a strong, positive teacher and child relationship

3. Hyter (2003) suggested communicative modeling and scaffolding


4. Peck, Wacke, Berg, Cooper, Brown, Richman (1996) suggested providing young children who display problem behavior with opportunities to make choices




(ii) Its effectiveness

Fox, Dunlap, and Cushing (2002) suggested that when the four common elements (family focus, working relationships between family members or adults who work with child, positive behavior support and child being in inclusive classroom) are embedded within interventions, maximum short- and long-term benefits for the child will result. Moreover, by establishing strong and positive teacher and child relationship, it would indirectly promote pro social behavior by increasing the compliance of the child and the development of the child’s self (Fox, Dunlap & Cushing, 2002). Furthermore, according to Hyter (2003), communicative modeling and scaffolding by a classroom teacher increases the child’s language usage, decreases in problem behavior, and improvements of the child in peer interactions. In addition, according to Alter and Conroy (2006), by allowing children to make choices, in a way, teachers are providing a predictable schedule for the children and thus can decrease the occurrences of challenging behavior. Jolivette, McCormick, Jung, and Lingo (2004) further suggested that opportunities to make choices will promote independence, self-monitoring of appropriate behaviors, improved sense of control over the environment, active participation in the environment, improved performance, increased sense of well-being and children will be able to make connections between natural consequences and responsibilities.




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


I personally feel that Annie would definitely benefit from this intervention. Annie is known to bite her classmates. The reason to her undesired behavior might be because she was unable to relate to others or to regulate her emotions or her needs verbally (Essex, Klein, Eunsuk, & Kalin, 2002). One of the interventions outcomes under the communicative modeling and scaffolding by a classroom teacher is to increase Annie’s language usage and thus in future, when she is angry and wants to express her feelings, she would not succumb to biting her friends. The intervention might equip Annie with the skills to verbalize her emotions and needs. By modeling acceptance of Annie’s disability, the Annie’s peers might learn to embrace Annie’s difference. Annie might gain friends and this would definitely improve her social competence in class and at the same time decreases or eliminates her behavioral problems.




(iv)My suggestions on how I 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 work closely with Annie’s parents and her therapist so that we could exchange information on Annie’s progress both at home and in school. The information exchanged could be used to come up with appropriate intervention strategies to help Annie cope in school better.
I would set up a rotating buddy system the whole class. By assigning the buddy system, Annie’s peers would be given the chance to work together with her and thus, building rapport and learning to adapt to Annie’s disabilities, to help Annie and to accept her differences. Not only will Annie learn from her peers, her peers will also learn from her.


References

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