Wu Ying Ying Audrey (Group B)

Case study 2

i) The intervention

Through this case study, I understand that Kim is a child who has difficulties in her social skills as she often displays inappropriate behaviours in class. Therefore, the intervention which could be used would be through peer teaching or learning in small groups. As she has difficultly expressing herself, it may lead to the disruptive behaviours in class to get her the attention she wants. Hence, through small group teaching as well as peer learning, it would largely minimize this problem as she would be focus on the task at hand. Furthermore, teachers should be flexible in planning the activities for her. If she is feeling distracted or tired due to the medication she is taking, the teacher should allow for short breaks during activities or whenever necessary.

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

If teachers were to plan the activities which are hands on or allows for Kim to have active participation, it would largely reduce the disruptive behaviours. As seen in the article by Margalit (1991), the group which were given the activities such as social games, conflict scenarios as well as group discussion fares better as compared to the group which were just given academic software to manipulate with.
The group of children who were given the variety of activities which were hands on fare better in comparison to the group which were just given academic software to manipulate with. There were less inappropriate behavior being seen, less hostility as well as more focus on the task at hand.

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

I personally feel that through this research, it clearly shows that children needs the support of peers as well as a variety of hands on activities to keep them involve in the tasks at hand. As shown in the research, the group of children who were given conflict scenarios to discuss as a group allows for the opportunity for them to express their opinions. As the research is done on the computer using technology, there are many ways in which the child with disability can choose to express themselves. It need not be in the form of talking, but it can be in the form of drawing or typing to communicate their ideas to their peers. When children are given the chance to express their ideas or needs, there would be less inappropriate behaviours seen in class. Also, when the peers they are working with understands their needs and is able to respond to their needs, it would further enhance the child’s social skills with others.

(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 introduce peer learning into the classroom and have children work in small groups on mini activities. This would ensure that each activity would not drag for too long as Kim is on medication which causes her to be tired and easily distracted. Also, the activities would be hands on which allows her to participate with her peers into solving the issue or problem on hand. The research shows the use of technology, which is feasible as children would get to explore with the different types of way they are able to communicate. When activities are interesting or hands on, it would allow Kim to stay focus on the task at hand which would minimize inappropriate behaviours.
Also, being flexible with the timing for each activity would also be crucial in helping Kim in her social development. As she would be easily tired or distracted, having short activities or breaks in between would ensure that she would not disrupt the class. By allowing her to go away from the activity for a while would allow for better concentration later on and she would focus on the task. Also, having peer learning is crucial as she would not feel left out when her peers are the ones who help her in her studies instead of having the teacher single her out for one on one teaching. This would have a positive effect on her social and communication skills as shown in the research.

Reference
Margalit. M. (2009) Promoting Classroom Adjustment and Social Skills for Students with Mental Retardation Within an Experimental and Control Group Design. Retrieved on 8 September 2009 from
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