Poh Jia Yi (Bee) - Group A

Case 1: Intervention to promote Annie’s social emotional development
(i) The intervention –

1. By providing opportunities for young children with problem behaviour to make decisions in their daily routines, it can work on their social competence (Jolivette, Gallagher, Morrier and Lambert, 2008).

2. Hyter (2003) observed that “communicative modeling and scaffolding by a classroom teacher and a speech and language pathologist, implemented within the ongoing natural routines and activities of the child in both the educational and home setting” (as cited in Jolivette et al., 2008, p.6).

3. Fox, Dunlap, and Cushing (2002) “identified four common elements in that contribute to the effectiveness of intervention” (as cited in Jolivette et al., 2008, p.4).

 A family focus
 Working relationships between family members and adults who work with their children
 Positive behavior support
 Child in an inclusive classroom.


(ii) Its effectiveness –

1. Choice-making with young children:
 Promotes independence
 Self-monitoring of appropriate behaviours can occur
 Improved sense of control over the environment
 Active participation in the environment
 Improved performance
 Increased sense of well-being
 Connections between natural consequences and responsibility are made
 Decrease in inappropriate behaviours

2. Communicative modeling and scaffolding:
 Demonstrated increases in their language usage, decreases in problem behavior, and improvements in peer interactions


(iii) Personal evaluation how Annie will benefit from this intervention -

If the above intervention strategies were carried out as a daily routine, especially being practiced in the school setting and the home setting, I believe there will be improvement in Annie’s behavioural issues.

First, she may be encouraged to practice using other alternatives to express herself.

Second, her peers may learn to accept her as an individual and communicate with her when they see that she is able to use positive communication skills, instead of biting them.

Third, this ongoing process may eventually build up her self-esteem and balancing out her overall well-being such as accepting her differences and being more confident of herself.


(iv) Other possible suggestions -


Build a stronger communication system
Teacher, parents and speech therapist may consider having constant updates or discussion of Annie’s progress, so as to monitor her progress and maximise the effect of the intervention. Hopefully, the teacher may also seek professional help if there are any doubts for the appropriate classroom management

Appropriate Training Required
School may want to send the teachers to attend workshops to learn:

 How to set up the appropriate classroom environment
 Techniques to educate Annie’s peers on how to aid Annie in class
 Classroom strategies such as social stories for child to relate her social behaviour, task cards to help in expressing what she wants




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