EDPB 503-Case Study #2

For: Karen Kurytnik

By: Heather Finlay (Cohort 2)
Date: Nov. 20, 16

This case study will examine some practical strategies for use in school and

in the classroom to help the student discussed have a positive school

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

suggestions from Neufeld discussed in his eight-part video series and

examine suggestions from a few theorists from the Crain text.

According to Neufelds seventh video the most critical factor for this student

is to develop a relationship with an adult at school. Ideally the teacher and

or educational assistant will develop a rapport and eventual healthy

attachment with the student. The administrator or resource teacher could

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

child and youth counsellor. Furthermore, according to Neufeld it would be

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

a routine morning check-in with the student for a couple of minutes to

discuss and connect. Moreover, to bridge from day-to-day and weekend

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transitions the teacher could develop a goodbye routine in the classroom by

having a goodbye song or high fives on the way out.

According to Neufeld if the student does have a behavioural incident in class

it is best to minimize interaction but to maintain control of the situation but

not the child (Video 8). When this child is rolling on the floor the teacher can

acknowledge that the student is needing some time to himself. The

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

start recording behaviours and the antecedent to the behaviour to identify

any patterns. For example, transitions are known to be difficult and often

evoke a behaviour response. Giving the student warning time and a visual

clock may aid with the ease of transitions.

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

couple of friends. This would be a great time to script mature behaviour

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)

would be an impactful and less intimidating way to practice and role-play

mature behaviour, like gentle hands, appropriate body space and how to

handle disagreements, by naturally incorporating it into the play. It would

also be beneficial for the adults in the class to model mature behaviour in

teachable moments. For example, if the teacher drops a stack of papers on

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

also provide opportunity for mindfulness in the classroom so that students

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

be generalized to times when the student is frustrated or upset.

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Banduras Social Learning Theory would also support the concept of

modelling the behaviour the teacher wishes to see (Crain, p. 212). Bandura

would warn against commands as commands can seem coercive, (Crain, p.

212). The educators need to be mindful of their language and their approach

to directly teaching self-regulating and positive behavior strategies. Direct

teaching these skills with a role-playing game or again in free play will avoid

commands. Bandura would also encourage working on the students self-

efficacy appraisals (p. 213). By using positive reinforcement educators can

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

with school work.

The school is already trying to meet the students physiological needs by

supplementing his lunches and by giving him opportunity to eat whenever he

likes. Maslow argues that the student cannot focus on his education until his

hunger needs are met, (Crain, p. 376).

The student could better manage some of his behaviours with a fidget and

alternative seating options. A fidget could help with talking out, aggressive

hands-on behaviour and with sitting quietly by offering an alternative action.

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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student to listen while maintaining needed body movement at the same

time. It may also be used as a behaviour tool as an alternative to aggressive

behaviour. These strategies would not change the root antecedent to the

behaviours (Neufeld, video 8) but may help the student manage in the

classroom.

In conclusion, there has already been a positive shift in this student as he

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

student is also showing more motivation to complete his classroom work as

his confidence continues to increase and his basic needs are met. With my

limited knowledge and experience I believe play based role playing is

another key area to model and point out desired behaviour and practical

strategies.

Resources:

Crain, William. (2011). Theories of Development {Concepts and

Applications}. 6th Ed. Prentice Hall: Boston. Text.

GoZen!. 49 Phrases to Calm an Anxious Child. GoZen! Anxiety Relief:

October 8, 2016. Web.
http://www.gozen.com/49-phrases-to-calm-an-anxious-child/.

Neufeld. Eight Part Series: The Teachability Factor. In class video EDPB 503