Behavior Intervention Case Study

Introduction

Children that have emotional and behavioral issues are a continuing challenge to their families, schools, and the society. A good number of such children are referred to specialists and special institutions. However, most of these children do not have to be separated from the others, since their issues are rather easy to deal with (Farrell, 1994). This assignment will look at a child with emotional problems and find ways that the teacher can help them.

Emotional Behavioral Disorder (EBD) is a problem that affects children who have serious behavior problems, which are caused by severe emotional issues (Farrell, 1994). Such traumatized children are supposed to be helped. They need intervention strategies and planning processes that will help them deal with their disorders and fit in the society. Students that experience EBD might end up having social and educational problems. They affect their ability to socialize and perform well in school. The children do not only need strategies to help them cope with their disability, but also to relate well with others and perform well in school (Fitzsimmons, 1998).

Background Information of the Student

Ever since Jane joined school, her teachers noticed that she was not like other children. She was lacking in social skills and had serious self-control problems. She was not able to make friends because most of the students were scared of her and her reactions to things. She would throw tantrums, yell, and even become very physical. Her schoolwork was also below average since she never concentrated in class. After attacking her teacher, who had punished her, with a bottle, it was certain that she needed help fast before she became a threat to herself and the rest of the school.

After careful examinations and observations, Jane was found to be suffering from Attention Deficit Hyperactivity Disorder (ADHD). ADHD is a mental disorder that affects a child’s mental capacity to pay attention and triggers erratic behavior (Daniels, 1998). This disorder was caused by the traumatic abuse she got from her alcoholic mother, when she was young. She had trust issues and became very violent as a self-defense mechanism. She had so constantly been abused that she never differentiated playing from abuse. She became very scared of loud noises and did not like to be controlled by anybody. She was particularly scared of women, who would usually remind her of her mother.

With the rejection from other students, she became so isolated and had many trust issues. This really affected her academic work. It was the duty of her class teacher to come up with an appropriate strategy to see how Jane could be helped in her both private life and schoolwork. Just like other children, Jane needed to know that she was able to trust and love; that she was no different from others. Deep inside, Jane was a beautiful girl, who loved to sing and was a very good comedian.

The case of Jane was not so different from other children suffering EBD and what she required was an efficient behavior intervention process to address her issues. This intervention process for Jane will address her traumatic emotional experiences and see how she can be advised to move on with her life.

Behavioral Intervention Strategy

Behavioral intervention strategy is a strategy that is used to help children who have emotional, behavioral, and physical issues so as to adapt to their environment (Fitzsimmons, 1998). First and foremost, the teacher observed Jane for a whole day. She wanted to know the triggers to Jane’s problems. She would later draft a strategy for her. Jane’s EBD was always triggered by the need to protect and defend herself. Whenever she thought she was in trouble, her problem manifested itself. The behavioral strategy recommended for her would be carried out in the following steps.

• Discipline Strategy

It was important for Jane to be informed of the school rules and the behaviors that were not encouraged in school. Jane was supposed to ensure that she would stop hitting her classmates and teachers, she had to stop threatening and scaring her classmates, and she was to report anyone who disturbed her to her teacher. She had been informed of all the consequences for breaking the school rules and the punishment that she would receive.

This strategy was to help Jane learn that, in any institution, there are rules that must be followed and her bad behavior will not be tolerated. Just like any other student, she will follow those rules and will not be excused for misbehavior just because she has problems. However, it was also important for the teachers to know the extent of her punishments so as not to aggravate her condition more.

• Counseling Strategy

Through the help of her teacher and a professional counselor, she was to receive behavioral training on how to handle and react to issues. She will also receive lessons on how to respond to students who make her angry. She will also have sessions where she will talk about her issues and fears. The counselor will also teach her how to develop trust among people and how respect her elders and rules of school. She will also be taught how to communicate with people in school, at home, and among the public.

This will be a chance for the teacher to learn more about Jane’s condition and how she can help her. Through the counseling sessions, the teacher will try to get comfortable with Jane and create friendship. Once they are friends, Jane will be able to trust her, hence progress in her recovery process. She will also present an elderly figure to show Jane that not everyone is bad and mean to her. She will also show her love and acceptance that was lacking in Jane’s life.

• System Strategy

The school management will ensure that there will be a school routine that will be strictly followed. Jane will be given an opportunity to meet with all the school officials so as to get to know them. This process will be used to make her feel comfortable with people in authority positions. She will also have monitored play sessions with her classmates; this will help her socialize with them without getting violent. She will also be enrolled in school activities that might help boost her confidence. She will be taught in how to talk and communicate with people. She will take her medication and have the teacher monitor her regularly for any changes or signs of danger.

The school management will be made aware of the condition of Jane and how they can help in school. She will be closely monitored by her teachers and counselor. In case of any changes in the school routine, management will ensure that she is aware of it in time and her teacher will also help her in the transition process. As much as she is receiving care and treatment, the management should ensure that she is not discriminated against or treated like a sick child. She should also be allowed to be absent from school whenever she feels that she cannot handle the daily school pressure.

The professional counselor should also ensure that the supportive environment is extended at home. Her family, especially her mother, should be counseled on how to live and handle her. The counselor and her teacher will also help her socialize in the community.

This intervention will help Jane improve on her concentration, social skills, and academic work and reduce her EBD. However, her teacher should be aware that at times she might have an attack. She should be aware on how to deal with her so that she does not harm anyone, including herself.

Conclusion

Children with emotional behavioral disorder should not be put away in institutions. The institutions might not be the best remedy; however, what they need is good strategies that can help mentors understand their children’s problems and give them hope to solve them. Coming up with an intervention strategy may not be the only solution. Instead, loving them, supporting them, and being there for them will also help. It is important for all the stakeholders to accept these children and help them be model citizens just like their normal counterparts.