Professional Documents
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This case study will examine some practical strategies for use in school and
experience and to help the student reach their maximum potential. Ideally
these strategies will allow the student to work on an adapted curriculum and
foster meaningful social relationships at school. This case study will focus on
According to Neufelds seventh video the most critical factor for this student
offer support in the classroom so the teacher can spend some one-on-one
time with the student. The school is already providing more time for adult
attachment during recess breaks when the student spends time with the
best for the teacher to make eye contact and collect the child with a nod and
a smile before giving the student direct instructions. The teacher could have
not the child (Video 8). When this child is rolling on the floor the teacher can
classroom could be set up with a little quiet area like a tent or beanbag chair.
With some practice the teacher and EA could work on having the student use
the quiet space versus rolling on the ground. It may also be worthwhile to
any patterns. For example, transitions are known to be difficult and often
evoke a behaviour response. Giving the student warning time and a visual
The EA has recently been soliciting good intentions (Neufeld, Video 8) from
the student with a great deal of success. The student has one goal for the
day, for instance using an inside voice or using gentle hands. Periodically
through the day the student records a check mark for attaining his goal. If
the student fills his card by the end of the day, he gets a rewarding activity.
This may be even more impactful with a confirmation from the student that
he will try to work on the desired goal (Neufeld, video 8). In this case if the
student is unable to fill up his card there can be a conversation about what
did not work and the EA and teacher can become a consultant (Neufeld,
Video 8). Skinner would also suggest more immediate reinforcement (Crain,
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p. 190). Giving intermittent stickers or high fives (in the beginning giving
more and phasing it intermittently) and giving verbal praise every time the
student gets a checkmark for the desired behaviour could increase the
students motivation.
Play is a very rewarding and relaxing activity for this student. It is beneficial
to have opportunity for some one-on-one play with an adult and perhaps a
and to point out what behaviour works well, (Neufeld, video 8). I believe
using the characters in play (stuffed animals, the toy house and people)
mature behaviour, like gentle hands, appropriate body space and how to
also be beneficial for the adults in the class to model mature behaviour in
the ground she could stop the class and talk about strategies she uses when
she is frustrated. She could have the class practice skills like blowing up a
balloon or counting to ten. There could also be a calm down coloring station
in the class that all students could use. (GoZen!, Web). The teacher could
can practice some of these skills. The student could also use a calm down
checklist that the student practices with when he is feeling well and that can
modelling the behaviour the teacher wishes to see (Crain, p. 212). Bandura
212). The educators need to be mindful of their language and their approach
teaching these skills with a role-playing game or again in free play will avoid
model and encourage this. It would also be beneficial to give the student
opportunity to reflect on his own work. The student could give his work two
stars (two things he likes about it) and with practice this student will increase
his self-efficacy. This will hopefully increase his motivation and persistence
likes. Maslow argues that the student cannot focus on his education until his
The student could better manage some of his behaviours with a fidget and
alternative seating options. A fidget could help with talking out, aggressive
Sensory seat cushions, an exercise ball or elastic exercise band could help
the student sit quietly during work times. A pacing strip in the classroom
might also be a good self-regulating tool for this student. It allows the
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behaviour. These strategies would not change the root antecedent to the
behaviours (Neufeld, video 8) but may help the student manage in the
classroom.
has settled into classroom routines and has developed a relationship with his
EA and teacher. The desired behaviour cards are giving the student a
manageable daily behaviour goal and has also shown positive results. The
his confidence continues to increase and his basic needs are met. With my
another key area to model and point out desired behaviour and practical
strategies.
Resources:
Neufeld. Eight Part Series: The Teachability Factor. In class video EDPB 503