Case 1: Intervention to promote Annie’s behavioral and social emotional development
The intervention
The intervention is to involve and teach student self-management, self-monitoring and self-instruction. Self-management refocuses and engages student with disruptive and other behavior problems toward independent behavior control. These interventions can assist students in shifting their contingent behavior from external rewards to intrinsic, natural rewards and consequences, and can support student responsibility and self-control. Self-monitoring involves the student's recognizing and recording designated target behavior(s). Often, one's awareness and counting of target behaviors serve as useful interventions by themselves. Self-monitoring procedures comprise two components: self-observation and self-recording. Self-observation involves the student becoming aware of the presence or absence of the target behavior. Self-recording involves the systematic observation and recording of one's own behavior. Self-monitoring strategies have contributed to the long-term stability of appropriate social responses of students who are inept at reading social situations. Self-instruction consists of covert self-statements to help regulate behaviors that interfere with classroom performance and learning outcomes. Self-instruction is effective in helping students to recall the necessary steps to solve a social or academic problem and is intended to teach individuals ways to restructure maladaptive thoughts and beliefs.
Its effectiveness (as reported in the journal article)
Students who have been taught self-management interventions have successfully generalized their behaviors to other situations and settings reduced disruptive behaviors in both general and special education classrooms and increased appropriate social interactions within and outside the school setting. Several studies have shown that self-monitoring improved classroom behavior of students. Self-monitoring is often recommended and used by practitioners to enhance the acquisition and maintenance of specific skills because self-monitoring has been shown to increase appropriate school behaviors. Self-instruction involves teaching students how to monitor and evaluate themselves and has been used successfully in the SPED settings.
My personal evaluation on how Anna will benefit from this intervention
Having self-management, self-monitoring and self-instruction skills, Anna will enhance independence and responsibility when she is able to independently control her behavior. Being more aware on the presence or absence of the target behavior can motivate her display more appropriate behavior. She will be able to regulate her own behaviors and recall the necessary steps solve social. After all these are seen the teacher will see a great behavior improvement and praise her for her effort. Because of the teacher consistently modeling positive behavior towards Anna and praising her in front of everyone might change Anna’s classmates mindset about her and will see her in a different light. These will increase Anna’s self-esteem and might be more willing to socialize with her friends.
Suggestions
Spend more time with Anna in helping her learn the skills needed to control her behavior. Include a corner in class for Anna to be able to vent her anger and frustration by writing, drawing and listening to the music.
Reference:
Fitzpatrick, M., & Earle, K. (2009). Bringing evidence-based self-directed intervention practices to the trenches for students with emotional and behavioral disorders. Preventing School Failure, 53.4, 253(14). Retrieved from Academic OneFile database.
Wednesday, September 9, 2009
Siti Nadiah Bte Abdul Gani (Group A)
(a) The intervention addresses: Communication skills that in turn causes social and behavioral difficulties.
The intervention I would use for Annie’s case would be the Picture Exchange Communication System. From the case study, one of the difficulties Annie displayed was communication skills. Her communication may have been a result of her speech impairment in turn causing social and behavioral problem such as biting her classmate. Therefore, addressing her difficulty in communication skills may assist in reducing her behavioral and social problem as she would be able to gradually learn to verbalize or express her needs or feelings. Moreover, Annie’s 2 hours of speech and language therapy services at the local hospital per week may not be adequate and/or may not address Annie’s difficulty she faces in school.
Picture Exchange Communication System as cited in Ganz, Cook, Corbin-Newsome, Bourgeois and Flores (2005),”… is a picture-based augmentative communication program frequently used with individuals with autism spectrum disorders(ASD) and others who are nonverbal(Frost & Bondy, 2002) (p1).
From my understanding of the article that I have read on, PECS requires the child to exchange pictures in accordance to his or her preferred item. In addition, the process goes through six phases. The phases are picture exchange, increasing distance, picture discrimination, sentences, questions and beyond expansion.
(b) Its effectiveness
In the article, the author included and mentioned other articles by author in regards to the result derived from the use of PECS. To name some, an article by Schwartz, Garfinkle, & Bauer (1998), reported that eighteen children with developmental delay in an integrated preschool were trained with the use of PECS. As a result, Forty-four percent of the
Of the children effectively develop speech. Another article researched by Magiati & Howlin
(2003) mentioned in the article, found that the thirty four children that was taught to use PECS, increased their usage of communicating using PECS and improved their overall levels of communication
As for the authors of this article themselves, the findings and research was based on a child name Elise who had characteristics of autism and difficulty with communication. After conducting the study, the authors noted that Elise did show improvement though it was slight and only reached phase 1. Though Elise improvements were minimal, the authors were inspired and took the opportunity to improve and find variations in using PECS with Elise.
(c) Personal Evaluation
Having read from a few resources, I feel that Picture Exchange Communication Exchange will be beneficial for Annie when the strategy is done consistently and is individualized that would adapt to her. From the article that I read up on, it was stated that PECS did work on the child however required more variations and adaptations so as to suit to the child’s needs. I have learned that PECS is an intervention strategy that can be used with children with difficulty in communication, however, bearing in mind that the process of PECS needs to be consistently assessed and observed so as to ensure that it is working effectively. As PECS has phases, it assists in the clarity and understanding for teachers or adults to effectively use it and document improvements.
I feel that PECS would benefit as it is an opportunity for everyone around Annie to be involved. It can help build an understanding and respect among her peers as they would know what exactly Annie needs. Annie would also gradually learned to be able to express her wants and needs. At the same time, it allows Annie to communicate with her peers and adults without the worry of having to verbalize it. PECS does not replace verbal conversation; however, I feel that it is a first step that can be taken to help Annie’s peers to understand her difficulty and to allow Annie to be socially active with her peers. PECS, in a way, provides another medium for communication.
(d) Suggestion for adjustments
It was mentioned in the article that PECS involves trainer and the child itself. A suggestion for adjustment I would take would be to include friends and families to be part of the system so as to avoid Annie from feeling integrated. By including Annie’s peers, it would also greatly assist Annie to feel belonged and in turn for peers to understand Annie’s situation. This would partly address the issue of Annie’s behavioral and social difficulty. Ultimately, PECS would allow Annie to be able to communicate with her peers through a different medium so as to avoid instances where she would withdraw in class. Gradually, with constant support and guidance, Annie would be able to learn to communicate her needs and feelings through conversations and interactions.
Reference:
Ganz, J. B., Cook, K. E., Corbin-Newsome, J., Bourgeois, B. & Flores, M. (2005) Variations on the Use of a Pictorial Alternative Communication System with a Child with Autism and Developmental Delays. Retrieved on September 8, 2009, from
http://web.ebscohost.com.libwww3.np.edu.sg/ehost/pdf?vid=6&hid=3&sid=7dabdce3-aa84-4670-8894-a0e7aaea2fae%40sessionmgr110
The intervention I would use for Annie’s case would be the Picture Exchange Communication System. From the case study, one of the difficulties Annie displayed was communication skills. Her communication may have been a result of her speech impairment in turn causing social and behavioral problem such as biting her classmate. Therefore, addressing her difficulty in communication skills may assist in reducing her behavioral and social problem as she would be able to gradually learn to verbalize or express her needs or feelings. Moreover, Annie’s 2 hours of speech and language therapy services at the local hospital per week may not be adequate and/or may not address Annie’s difficulty she faces in school.
Picture Exchange Communication System as cited in Ganz, Cook, Corbin-Newsome, Bourgeois and Flores (2005),”… is a picture-based augmentative communication program frequently used with individuals with autism spectrum disorders(ASD) and others who are nonverbal(Frost & Bondy, 2002) (p1).
From my understanding of the article that I have read on, PECS requires the child to exchange pictures in accordance to his or her preferred item. In addition, the process goes through six phases. The phases are picture exchange, increasing distance, picture discrimination, sentences, questions and beyond expansion.
(b) Its effectiveness
In the article, the author included and mentioned other articles by author in regards to the result derived from the use of PECS. To name some, an article by Schwartz, Garfinkle, & Bauer (1998), reported that eighteen children with developmental delay in an integrated preschool were trained with the use of PECS. As a result, Forty-four percent of the
Of the children effectively develop speech. Another article researched by Magiati & Howlin
(2003) mentioned in the article, found that the thirty four children that was taught to use PECS, increased their usage of communicating using PECS and improved their overall levels of communication
As for the authors of this article themselves, the findings and research was based on a child name Elise who had characteristics of autism and difficulty with communication. After conducting the study, the authors noted that Elise did show improvement though it was slight and only reached phase 1. Though Elise improvements were minimal, the authors were inspired and took the opportunity to improve and find variations in using PECS with Elise.
(c) Personal Evaluation
Having read from a few resources, I feel that Picture Exchange Communication Exchange will be beneficial for Annie when the strategy is done consistently and is individualized that would adapt to her. From the article that I read up on, it was stated that PECS did work on the child however required more variations and adaptations so as to suit to the child’s needs. I have learned that PECS is an intervention strategy that can be used with children with difficulty in communication, however, bearing in mind that the process of PECS needs to be consistently assessed and observed so as to ensure that it is working effectively. As PECS has phases, it assists in the clarity and understanding for teachers or adults to effectively use it and document improvements.
I feel that PECS would benefit as it is an opportunity for everyone around Annie to be involved. It can help build an understanding and respect among her peers as they would know what exactly Annie needs. Annie would also gradually learned to be able to express her wants and needs. At the same time, it allows Annie to communicate with her peers and adults without the worry of having to verbalize it. PECS does not replace verbal conversation; however, I feel that it is a first step that can be taken to help Annie’s peers to understand her difficulty and to allow Annie to be socially active with her peers. PECS, in a way, provides another medium for communication.
(d) Suggestion for adjustments
It was mentioned in the article that PECS involves trainer and the child itself. A suggestion for adjustment I would take would be to include friends and families to be part of the system so as to avoid Annie from feeling integrated. By including Annie’s peers, it would also greatly assist Annie to feel belonged and in turn for peers to understand Annie’s situation. This would partly address the issue of Annie’s behavioral and social difficulty. Ultimately, PECS would allow Annie to be able to communicate with her peers through a different medium so as to avoid instances where she would withdraw in class. Gradually, with constant support and guidance, Annie would be able to learn to communicate her needs and feelings through conversations and interactions.
Reference:
Ganz, J. B., Cook, K. E., Corbin-Newsome, J., Bourgeois, B. & Flores, M. (2005) Variations on the Use of a Pictorial Alternative Communication System with a Child with Autism and Developmental Delays. Retrieved on September 8, 2009, from
http://web.ebscohost.com.libwww3.np.edu.sg/ehost/pdf?vid=6&hid=3&sid=7dabdce3-aa84-4670-8894-a0e7aaea2fae%40sessionmgr110
Ery Rosa Indah , Group A
Case 2
The reason why I chose this case study is because I want to find out if ABA approach is suitable to improve on Kim’s social skills.(i) The intervention
The intervention suitable for Kim to improve on her social skills is Applied Behavioral Analysis (ABA). According to Reed, Osborne and Corness (2007) as cited in Link (2008), Applied Behavioral Analysis (ABA) is “based on the behaviorist approach of altering behaviors through systematic, extrinsically reinforced behavior modification and training”. ABA approach is developed and greatly influenced by the philosophies and theories of B.F Skinner who believes in the rewarding and reinforcement system. This intervention approach was considered to be founded by Lovaas, and the approach consists of one-to-one teaching, discrete-trial reinforcement-based method, and an intensive regime of about 40 hours per week, and the intervention can go on for 3 years. ABA is used mostly for children with autism, but it is also widely used to improve on the behavior of children with intellectual disabilities.
For the first year, Link (2008) stated that the intervention mainly focuses on the “reduction of self stimulatory and aggressive behaviors, increasing imitation responses, generating appropriate toy play, and extending treatment into the family”. During the second year, language skills are enhanced, and the appropriate way of communicating and socializing with her peers are also taught. For the third year, the expression of appropriate emotional skills are being taught, and pre-academic tasks such as reading, math, and observing peers engaging in academic tasks (learning through observation) is being taught as well. Additionally, according to Link (2008), the cost of intervention is an estimated $60,000 per year.
(ii) Its effectiveness (as reported in the journal article)
Eldevik, Eikeseth, Jahr and Smith (2006) did a study to find out if low-intensity behavioral treatment or eclectic treatment works better for children with autism and mental retardation. The education team consisting of the supervisor and therapists, and parents, worked closely together in this program, and it is stated that “parental participation was a central part of the program”. For the program, the therapists offered one to one teaching and also served as one to one aides in the unit or classroom. Additionally, they implemented specific low-intensity behavioral interventions, such as teaching peer interaction skills and self-help skills.
The result is, according to the journal, “After 2 years of treatment the behavioral group made significantly larger gains on measures of intellectual functioning, receptive and expressive language, communication skills and behavior pathology.” In addition, there is significant improvement in the degree of mental retardation as stated in the ICD-10 classification criteria, more often in the behavioral group than in the eclectic group.
This shows that the behavioral treatment which was based exclusively on ABA approach, is effective for children with mental retardation. Also considering that Kim has mild mental retardation and that this study is on low-intensity behavioral treatment, it is most possible that the both low-intensity and intensive ABA intervention works for Kim, because also stated in Lovaas (1987) as cited in Eldevik, Eikeseth, Jahr and Smith (2006), “Other studies have reported that almost half of the children receiving intensive behavioral treatment achieved normal intellectual functioning”.
(iii) Your personal evaluation how the child will benefit from this intervention
The ABA approach has a teaching method based on discrete trial discrimination learning and the use of simple commands. When commands are broken down and simplified, Kim will be able to understand better what is needed of her. This encourages Furthermore, negative and undesired behaviors are ignored, while the positive ones are being rewarded and reinforced. Therefore, if Kim continues to shout out loud and throw things around, the behavior will not be acknowledged. However, when Kim displays a positive attitude and complies with simple commands, she will be rewarded and reinforced. This encourages positive behavior that will be able to help her in her social skills.
This intervention will enhance Kim holistically. According to Eldevik, Eikeseth, Jahr and Smith (2006), the intervention may improve the cognitive, language and adaptive functioning of the children. Kim will also be taught on self-help skills and also appropriate peer-interaction. However, Kim will need to go through lots of intensive training and consistent reinforcements to see progress in her development. Slowly, Kim will learn to socialize and communicate positively with her peers, and she will understand that when she has done a good job, she will be rewarded so as to encourage her to display more appropriate behaviors.
(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 start with small things such as simplifying the way I communicate with her. Since it is quite difficult for Kim to understand long commands like “Please go to the toilet and wash your hands”, I would simplify it by saying “Toilet. Wash hands”. I would have to break down the commands so that it is easier for her to understand.
Since the ABA approach is mainly about reinforcements, I would praise her for her positive behavior and actions. I should be consistent with the praises so as to prevent from discouraging her from displaying desired behaviors. For instance, when she speaks to her friends nicely or helps her friends, I would say “Good Job!” or “That’s very nice!”
Also, for the lessons, I would take into consideration her interests as well. Since she is also easily distracted, lessons that interest her will engage her and hold her focus longer. For instance, if she likes music, I would integrate musical elements into the lessons to make the lesson more interesting. However, since she is easily tired because of her medication, the duration of the lessons should be suitable for her so as not to tire her out too much.
Lastly, I would take into account her the attitudes and behaviors of the other classmates towards her. Since she is also learning peer-interaction interaction skills, the way her peers respond to her should not affect her development negatively. Therefore, I feel that the buddy system would be a great idea. Both Kim and her friend can learn more about each other, and her friend can guide her in her learning too. Through this buddy system, her language, communication and social skills will be enhanced through constant communication and interaction with her friends.
References:
Eldevik, S., Eikeseth, S., Jahr, E., & Smith, T. (2006, April). Effects of Low-Intensity Behavioral Treatment for Children with Autism and Mental Retardation. Journal of Autism & Developmental Disorders, 36(2), 211-224. Retrieved September 9, 2009, doi:10.1007/s10803-005-0058-x
Link, S. (2008, June). Applied Behavioral Analysis. Applied Behavioral Analysis -- Research Starters Education, Retrieved September 9, 2009, from Research Starters - Education database.
Nurazura Bte Mohamed Amran (Group A)
CASE STUDY 2:
Area of intervention:
Communication and social skills: To enhance Kim’s communication and social skills so as to minimise disruptive behaviour in class.
(i)The intervention: Music in cooperative learning
Children with mild intellectual disability have difficulties in reading social cues, in exhibiting appropriate turn-taking during conversations, or in engaging reciprocal interactions (Lim & Quah, 2004, p. 329). As a result of not being able to understand others, Kim displays inappropriate/ disruptive behaviours in class as mentioned in the case study.
A study was conducted by Duffy & Fuller (2000) to enhance the communication and social skills of children with mild intellectual disability through the use of music in cooperative learning.
There were five social skills targeted for the intervention: turn-taking, imitation, vocalization, initiation and eye contact.
1. Turn-Taking: This refers to an event involving a sequence of turns to play alternating between the child and the therapist (using jumping frog game).
2. Imitation: This refers to the state where the child spontaneously tries to follow the manner, style, or character of the therapist’s playing, or what the therapist does while engaged in interaction (using the basic OXO magnet board)
3. Vocalization: This refers to an event where the child spontaneously initiates interaction with the therapist, or initiates a change and expects the therapist to follow (through reading a picture book)
4. Initiation of Interaction: This refers to the child’s behaviour in response to the therapist’s initiation of interaction.
5. Eye Contact: This refers to an event where a child looks at the therapist while playing, manipulating, holding, touching toys / instruments, or being engaged with the therapist in any way.
(ii) its effectiveness
According to Duffy and Fuller (2000), “music therapy has been reported to be beneficial in the development of communication and social skills of children with mild intellectual disability (Bunt 1978; Humpal 1991)”. They found that the use of music in the area of intellectual disability is successful to:
· teach self-help skills, recreation skills and social
· increase the capacity of the person with intellectual disability to interact with peers and/or staff.
The article also mentioned that results of music intervention increase the “development of imitation skills, increasing anticipation and providing enjoyment” (Duffy & Fuller, 2000, p.9). It was seen that children with mild intellectual disability begins to turn taking during conversation and relate better to social cues. As a result, there is a decrease in displaying inappropriate / disruptive behaviours by children with mild intellectual disability. Besides, the article mentioned that the programme was equally effective with children who had been returned from special classes to mainstream placement and those who had never attended special classes.
(iii) your personal evaluation how the child will benefit from this intervention
I feel that Kim will benefit from this programme as it develops on her social skills towards her peers. Kim can learn how to communicate and interact with her peers through a fun and enjoying lessons – through music. Besides social skills, music also helps to enhance and facilitate Kim’s speech and language development. Moreover, the activities done in the intervention are seen as a hands-on experience where Kim can explore with her senses. Lastly, research has shown that music programme do significantly help to increase in academic performance as well as promote friendship between students with and without disabilities.
(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 feel that music element is a must when planning lessons plans. One suggestion I would like to make is to have music integrated into the curriculum. As Kim is 7 years old, she would be in primary one and as we know that primary school usually focus on academic teaching. Thus, it would be a great improvement if teachers can add music as part of their teaching methods in lessons. Thus, incorporating music in daily lesson can be beneficial to all children and cooperative between peers can also be encouraged. Also, whenever Kim displayed tiredness and signs of distraction, I can use music to help her refocus and redirect her back to the lesson. I can also pair her up with peers to explore music together. In this way, she can learn and imitate social cues from her friends as well.
Reference:
Duffy, B., & Fuller, R. (2000). The role of music therapy in social skills development in children with moderate intellectual disability. Retrieved August 28, 2009, from http://web.ebscohost.com.libwww3.np.edu.sg/ehost/pdf?vid=10&hid=104&sid=2547d404-cc75-4653-8043-0259a7b5974a%40sessionmgr111
Lim, L., & Quah, M. M. (2004). Educating learners with diverse abilities (1st ed.). Singapore: McGraw-Hill Education.
Other reading:
Jackson, R. (2007). Music activities initiated by staff within services for people with intellectual disability. Retrieved, September 2, 2009, from http://web.ebscohost.com.libwww3.np.edu.sg/ehost/pdf?vid=7&hid=3&sid=87a92fef-d9c9-435b-ab11-dcc43556ba6b%40sessionmgr111
Area of intervention:
Communication and social skills: To enhance Kim’s communication and social skills so as to minimise disruptive behaviour in class.
(i)The intervention: Music in cooperative learning
Children with mild intellectual disability have difficulties in reading social cues, in exhibiting appropriate turn-taking during conversations, or in engaging reciprocal interactions (Lim & Quah, 2004, p. 329). As a result of not being able to understand others, Kim displays inappropriate/ disruptive behaviours in class as mentioned in the case study.
A study was conducted by Duffy & Fuller (2000) to enhance the communication and social skills of children with mild intellectual disability through the use of music in cooperative learning.
There were five social skills targeted for the intervention: turn-taking, imitation, vocalization, initiation and eye contact.
1. Turn-Taking: This refers to an event involving a sequence of turns to play alternating between the child and the therapist (using jumping frog game).
2. Imitation: This refers to the state where the child spontaneously tries to follow the manner, style, or character of the therapist’s playing, or what the therapist does while engaged in interaction (using the basic OXO magnet board)
3. Vocalization: This refers to an event where the child spontaneously initiates interaction with the therapist, or initiates a change and expects the therapist to follow (through reading a picture book)
4. Initiation of Interaction: This refers to the child’s behaviour in response to the therapist’s initiation of interaction.
5. Eye Contact: This refers to an event where a child looks at the therapist while playing, manipulating, holding, touching toys / instruments, or being engaged with the therapist in any way.
(ii) its effectiveness
According to Duffy and Fuller (2000), “music therapy has been reported to be beneficial in the development of communication and social skills of children with mild intellectual disability (Bunt 1978; Humpal 1991)”. They found that the use of music in the area of intellectual disability is successful to:
· teach self-help skills, recreation skills and social
· increase the capacity of the person with intellectual disability to interact with peers and/or staff.
The article also mentioned that results of music intervention increase the “development of imitation skills, increasing anticipation and providing enjoyment” (Duffy & Fuller, 2000, p.9). It was seen that children with mild intellectual disability begins to turn taking during conversation and relate better to social cues. As a result, there is a decrease in displaying inappropriate / disruptive behaviours by children with mild intellectual disability. Besides, the article mentioned that the programme was equally effective with children who had been returned from special classes to mainstream placement and those who had never attended special classes.
(iii) your personal evaluation how the child will benefit from this intervention
I feel that Kim will benefit from this programme as it develops on her social skills towards her peers. Kim can learn how to communicate and interact with her peers through a fun and enjoying lessons – through music. Besides social skills, music also helps to enhance and facilitate Kim’s speech and language development. Moreover, the activities done in the intervention are seen as a hands-on experience where Kim can explore with her senses. Lastly, research has shown that music programme do significantly help to increase in academic performance as well as promote friendship between students with and without disabilities.
(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 feel that music element is a must when planning lessons plans. One suggestion I would like to make is to have music integrated into the curriculum. As Kim is 7 years old, she would be in primary one and as we know that primary school usually focus on academic teaching. Thus, it would be a great improvement if teachers can add music as part of their teaching methods in lessons. Thus, incorporating music in daily lesson can be beneficial to all children and cooperative between peers can also be encouraged. Also, whenever Kim displayed tiredness and signs of distraction, I can use music to help her refocus and redirect her back to the lesson. I can also pair her up with peers to explore music together. In this way, she can learn and imitate social cues from her friends as well.
Reference:
Duffy, B., & Fuller, R. (2000). The role of music therapy in social skills development in children with moderate intellectual disability. Retrieved August 28, 2009, from http://web.ebscohost.com.libwww3.np.edu.sg/ehost/pdf?vid=10&hid=104&sid=2547d404-cc75-4653-8043-0259a7b5974a%40sessionmgr111
Lim, L., & Quah, M. M. (2004). Educating learners with diverse abilities (1st ed.). Singapore: McGraw-Hill Education.
Other reading:
Jackson, R. (2007). Music activities initiated by staff within services for people with intellectual disability. Retrieved, September 2, 2009, from http://web.ebscohost.com.libwww3.np.edu.sg/ehost/pdf?vid=7&hid=3&sid=87a92fef-d9c9-435b-ab11-dcc43556ba6b%40sessionmgr111
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
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
Lin Yanyan, Group B
Case 2:
(i) the intervention (language acquisition)
Wodrich and Cunningham, (2008) believes that school psychologists’ knowledge allows consultation with teachers about health-related classroom accommodations and communication between medical professional and the teachers. According to Heyman and Goodman, as cited in Wodrich and Cunningham (2008), children with epilepsy experience disproportionate social, interpersonal, emotional, behavioral and school adaptation problems in addition to lower academic achievement.
A school psychologist consulted with a neurologist who was working with the child suffering from epilepsy to come up with an assessment plan. Next, the psychologist observed and interviewed the child, the teachers and parents before administering the “Wechsler Intelligence Scale for Children- Fourth Edition” (p. 58). Upon gathering all the data, she proceeded on to formulating a treatment plan.
Based on the findings by Wodrich and Cunningham (2008), a plan was implemented by the teachers upon consultation with the school psychologist. To help improve the language development of the child with epilepsy, several classroom accommodations were made. “Simplified explanations for activities, slowing the pace of verbal directions, use of examples ad visual guidance, pairing [the child] with a classmate to clarify directions and providing written directions”, were some of the changes made (Wodrich and Cunningham, 2008, p. 58). Website on epilepsy were also introduced to the teachers and given additional information by the school psychologist to help them understand epilepsy.
The teacher benefited from the clear information supported by the school psychologist and the child’s language showed improved.
(ii) its effectiveness (as reported in the journal article)
Almost all the school psychologists involved in the research showed complete or near complete familiarity with epilepsy. According to Wodrich and Cunningham (2008), school psychologist who provided consultation and suggested classroom accommodations to teacher, enabled the teachers to give appropriate help to the child with epilepsy. When information on the classroom impacted of epilepsy was introduced to the teachers, “65% of the teacher changed their perception from the child’s epilepsy being a result of a learning factor, to that of a health reason” (p. 58). This proves to show that the teachers benefited from the clear information as they were unfamiliar with epilepsy prior to this.
However, other research suggests that “relatively little information about [children with epilepsy] was available to the team (Wodrich and Cunningham, 2008, p.59). A comprehensive review of school reports showed that only 37% of the files documented the seizure. For students who required medication (antiepileptic drugs), only about half of their school files recorded their need for medications.
(iii) your personal evaluation how the child will benefit from this intervention
In Kim’s case, her language and mathematic abilities would improve with help from the classroom accommodations suggested by the research. If a teacher were to make the changes as recommended, it would be easier to discipline Kim as she would be able to follow the teacher’s lessons better and in turn, display appropriate classroom behaviors.
I believe that pair work would work best for her as she will be allowed to progress at a comfortable pace, acquire new knowledge and have the opportunity to practice her social skills through communication with her partner. Also, taking into consideration Kim’s age, she may pick up positive behaviors by modeling her peer, as children at this age enjoy role-playing.
However, taking note of the effectiveness report in the research, I feel that school psychologists cannot rely fully accurate information on aiding the epileptic child in class as many of their antiepileptic drugs are not reflected in the school records. These drugs can have undesirable side effects such as problems with attention, which will affect the child’s language acquisition in class. As such, though collaboration between a school psychologist and the teacher may allow both parties to provide the child under their care with the best possible intervention, there are still many other factors will act as a barrier. Also, Kim is attending 2 different schools, which may create a greater difficulty in partnership as the schools may have difference in opinions and different goals.
(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.
One suggestion I would make to the intervention is that a school psychologist should be present in both the mainstream school and the special school. In Singapore, it is not required for centers to have their own psychologist, nor do they have one which they can approach for professional consultation. I feel that a school psychologist would greatly benefit Kim as the psychologist would be entitled to observe the child in both schools and provide continuity in care. From the observations and information gathered, the psychologist can then be consulted by both schools to make the appropriate accommodations.
However, it may be costly to employ a school psychologist and most centers would not have the financial means to do so. In that case, the various therapists which are working with Kim in the special schools should be consulted. I would invite the specialist to my centre at least once a month to share and update information on Nicky. I would also consult them when designing an IEP for Kim, as I would want to set realistic goals that Kim would be able to achieve.
References
Wodrich, L. & Cunningham, M. (2008, January). School-based tertiary and targeted interventions for students with chronic medical conditions: Examples from type 1 diabetes mellitus and epilepsy, 45(1), 52-62, Retrieved August 30, 2009, from Education Research Complete database.
(i) the intervention (language acquisition)
Wodrich and Cunningham, (2008) believes that school psychologists’ knowledge allows consultation with teachers about health-related classroom accommodations and communication between medical professional and the teachers. According to Heyman and Goodman, as cited in Wodrich and Cunningham (2008), children with epilepsy experience disproportionate social, interpersonal, emotional, behavioral and school adaptation problems in addition to lower academic achievement.
A school psychologist consulted with a neurologist who was working with the child suffering from epilepsy to come up with an assessment plan. Next, the psychologist observed and interviewed the child, the teachers and parents before administering the “Wechsler Intelligence Scale for Children- Fourth Edition” (p. 58). Upon gathering all the data, she proceeded on to formulating a treatment plan.
Based on the findings by Wodrich and Cunningham (2008), a plan was implemented by the teachers upon consultation with the school psychologist. To help improve the language development of the child with epilepsy, several classroom accommodations were made. “Simplified explanations for activities, slowing the pace of verbal directions, use of examples ad visual guidance, pairing [the child] with a classmate to clarify directions and providing written directions”, were some of the changes made (Wodrich and Cunningham, 2008, p. 58). Website on epilepsy were also introduced to the teachers and given additional information by the school psychologist to help them understand epilepsy.
The teacher benefited from the clear information supported by the school psychologist and the child’s language showed improved.
(ii) its effectiveness (as reported in the journal article)
Almost all the school psychologists involved in the research showed complete or near complete familiarity with epilepsy. According to Wodrich and Cunningham (2008), school psychologist who provided consultation and suggested classroom accommodations to teacher, enabled the teachers to give appropriate help to the child with epilepsy. When information on the classroom impacted of epilepsy was introduced to the teachers, “65% of the teacher changed their perception from the child’s epilepsy being a result of a learning factor, to that of a health reason” (p. 58). This proves to show that the teachers benefited from the clear information as they were unfamiliar with epilepsy prior to this.
However, other research suggests that “relatively little information about [children with epilepsy] was available to the team (Wodrich and Cunningham, 2008, p.59). A comprehensive review of school reports showed that only 37% of the files documented the seizure. For students who required medication (antiepileptic drugs), only about half of their school files recorded their need for medications.
(iii) your personal evaluation how the child will benefit from this intervention
In Kim’s case, her language and mathematic abilities would improve with help from the classroom accommodations suggested by the research. If a teacher were to make the changes as recommended, it would be easier to discipline Kim as she would be able to follow the teacher’s lessons better and in turn, display appropriate classroom behaviors.
I believe that pair work would work best for her as she will be allowed to progress at a comfortable pace, acquire new knowledge and have the opportunity to practice her social skills through communication with her partner. Also, taking into consideration Kim’s age, she may pick up positive behaviors by modeling her peer, as children at this age enjoy role-playing.
However, taking note of the effectiveness report in the research, I feel that school psychologists cannot rely fully accurate information on aiding the epileptic child in class as many of their antiepileptic drugs are not reflected in the school records. These drugs can have undesirable side effects such as problems with attention, which will affect the child’s language acquisition in class. As such, though collaboration between a school psychologist and the teacher may allow both parties to provide the child under their care with the best possible intervention, there are still many other factors will act as a barrier. Also, Kim is attending 2 different schools, which may create a greater difficulty in partnership as the schools may have difference in opinions and different goals.
(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.
One suggestion I would make to the intervention is that a school psychologist should be present in both the mainstream school and the special school. In Singapore, it is not required for centers to have their own psychologist, nor do they have one which they can approach for professional consultation. I feel that a school psychologist would greatly benefit Kim as the psychologist would be entitled to observe the child in both schools and provide continuity in care. From the observations and information gathered, the psychologist can then be consulted by both schools to make the appropriate accommodations.
However, it may be costly to employ a school psychologist and most centers would not have the financial means to do so. In that case, the various therapists which are working with Kim in the special schools should be consulted. I would invite the specialist to my centre at least once a month to share and update information on Nicky. I would also consult them when designing an IEP for Kim, as I would want to set realistic goals that Kim would be able to achieve.
References
Wodrich, L. & Cunningham, M. (2008, January). School-based tertiary and targeted interventions for students with chronic medical conditions: Examples from type 1 diabetes mellitus and epilepsy, 45(1), 52-62, Retrieved August 30, 2009, from Education Research Complete database.
Cassandra Tan, Group B
(1) Case 2
(2 ) Social skills
(3i) Rogow (1988) conducted a six month study on how different types of play influenced the ten children of which includes those with special needs and communication difficulties. Two children in this study were on medication for epilepsy. The three teachers involved in this study collected data weekly for 45 minutes each during the children’s free play time. They conducted up to six different categories of play to try to involve all children to in order to observe the children’s reactions. The six categories include: 1) Teacher initiation of play, 2) teachers participation, 3) teacher elaboration (allowing children to be aware of pretend play). 4) teacher assistance, 5) teacher praise, 6) teacher sit with group or holds child on lap while sitting with group.
(3ii) This study shows that the frequency of social play in the children with special needs during the six months, doubled. Children were now involved in social and collaborative play in at least one third of their play activities. It proves that teachers can close up the gaps between children’s social knowledge through activities and individualized planning.
(3iii) I think that this is beneficial to Kim as play activities tend to keep a child more focused since she is easily tired and distracted due to the medication. Through play activities, Kim will get to interact with both her teacher and her peers. Engaging her in activities that she chooses and the presence of a teacher during her play will significantly reduce the inappropriate and disruptive behaviors in class. I like the idea that the teachers participated in play to model role play where she could focus children’s attention which Kim lacks.
(3iv) The interventions conducted were on ten children with five with special needs. Although we would hardly get a scenario like this in a mainstream classroom, I think it is still possible for the teachers to be involved in children’s play. I would also include activities like puppet play for Kim to learn to express herself better as puppet play has therapeutic effects on children. According to the Epilepsy Action website (2009), research has also suggested that some children with epilepsy experiences learning difficulties, especially in mathematics and reading skills. This reflects the condition of Kim, therefore as Kim’s teacher, it would be very important to communicate with the special school that she is attending on what she is learning and how we can reinforce.
Reference:
British Epilepsy Association (2009). Learning, behaviour and epilepsy. Epilepsy Action. Retrieved September 4, 2009, from http://www.epilepsy.org.uk/info/behaviour.html
Rogow, S.M. (1988). Teachers at play: Strategies to promote social play between children with special needs and their non-handicapped peers. Retrieved September 8, 2009, from EBSCOhost database
(2 ) Social skills
(3i) Rogow (1988) conducted a six month study on how different types of play influenced the ten children of which includes those with special needs and communication difficulties. Two children in this study were on medication for epilepsy. The three teachers involved in this study collected data weekly for 45 minutes each during the children’s free play time. They conducted up to six different categories of play to try to involve all children to in order to observe the children’s reactions. The six categories include: 1) Teacher initiation of play, 2) teachers participation, 3) teacher elaboration (allowing children to be aware of pretend play). 4) teacher assistance, 5) teacher praise, 6) teacher sit with group or holds child on lap while sitting with group.
(3ii) This study shows that the frequency of social play in the children with special needs during the six months, doubled. Children were now involved in social and collaborative play in at least one third of their play activities. It proves that teachers can close up the gaps between children’s social knowledge through activities and individualized planning.
(3iii) I think that this is beneficial to Kim as play activities tend to keep a child more focused since she is easily tired and distracted due to the medication. Through play activities, Kim will get to interact with both her teacher and her peers. Engaging her in activities that she chooses and the presence of a teacher during her play will significantly reduce the inappropriate and disruptive behaviors in class. I like the idea that the teachers participated in play to model role play where she could focus children’s attention which Kim lacks.
(3iv) The interventions conducted were on ten children with five with special needs. Although we would hardly get a scenario like this in a mainstream classroom, I think it is still possible for the teachers to be involved in children’s play. I would also include activities like puppet play for Kim to learn to express herself better as puppet play has therapeutic effects on children. According to the Epilepsy Action website (2009), research has also suggested that some children with epilepsy experiences learning difficulties, especially in mathematics and reading skills. This reflects the condition of Kim, therefore as Kim’s teacher, it would be very important to communicate with the special school that she is attending on what she is learning and how we can reinforce.
Reference:
British Epilepsy Association (2009). Learning, behaviour and epilepsy. Epilepsy Action. Retrieved September 4, 2009, from http://www.epilepsy.org.uk/info/behaviour.html
Rogow, S.M. (1988). Teachers at play: Strategies to promote social play between children with special needs and their non-handicapped peers. Retrieved September 8, 2009, from EBSCOhost database
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