Report requirements
Two case studies are necessary for a 4.0. With just one case study I received a grade of 3.7.
Update: I have added an additional Behavior management plan.
Completed Behavior Management Plan
Date: September 2019
Duration of Intervention: Approx. 3 months
Student: W
Class/Grade: 1st grade
What, When, Where and Why of the Behavior
What
W speaks only Chinese during class and gives up too easily. Chinese is not allowed to be used during English classes.
When
All the time, during English class, after English class with the teacher.
Where
In class, at break, everywhere.
Why
Limited English.
Lack of confidence speaking English.
Expressing confusion.
Seeking help.
Goals:
1. W will find better ways to deal with confusion.
2. W will learn basic phrases to help him participate in class and seek help using English when confused.
Target Replacement Behaviors:
Develop healthier coping skills: e.g. raise his hand, check his study sheet with helpful and simple explanations.
Develop confidence using English and learn useful phrases to enable him to navigate basic situations.
Method:
1. Student will be coached during breaktime on useful phrases. We will practice using the target replacement behaviors.
2. Parents will be contacted and we will see if we can find solutions to help W improve his abilities further by practicing at home, for example, whether a tutor can be found.
Monitoring Methods:
1. ABC log (Antecedent Behavior Consequence Log) to keep track of use of Chinese in class, when it occurs, how it was dealt with and his reaction to the consequences.
2. Functional Assessment Checklist (Functional Assessment Checklist.doc )
3. PBISWorld.com Behavior & Intervention Tracking Form (For Open Office Software) – tracking and recording the negative behaviors over time.
Family Communication:
The above documents could be shared with Google Drive or Google Docs. Parents could also be kept in the loop via ClassDojo messaging. It can be difficult to send frequent messages to family given time restraints, but perhaps a shared file with take off some of the burden. Comments could also be enabled and parents could be asked to contribute to the document or digitally sign it on a weekly basis.
The students also have communication books which must be filled in weekly, updates would be added here too. An effort would be made to avoid duplication of efforts, but in the event that the parents have not been signing the shared online document a written message could be sent in the communication book. Each week also allows the teacher to give the student a rating, this also could be used to convey his progress.
Follow Through
The student will need additional supports from home and ideally a tutor. Ideally he would be given additional English classes at a more basic level. He will also be given additional support materials and worksheets and his progress will be tracked.
Completed Behavior Management Plan
Date: January 2019 (backdated as there is only one month left of this semester)
Duration of Intervention: Approx. 3 months
Student: BB
Class/Grade: 1st grade
What, When, Where and Why of the Behavior
What
BB will get angry and start disrupting the class by making moaning noises. He may throw things, break things, and slouch down low on his chair or even sit or lie on the floor.
He also has poor personal hygiene, for instance, he will allow his nose to run to the point that it drips into his mouth and the floor. At no point will he wipe is nose unless he is told to do so. He will not wear a mask (very inconsiderate for sick people in Asia) or cover his mouth when he coughs.
He refuses to eat at school. At all. He will not eat.
When
BB's reactions are triggered by losing, failure, poor grades, difficulty, frustration, not understanding something.
Where
These reactions are particularly common in Art class and Soccer club.
Why
It appears that BB has a very low frustration tolerance and he has no internal way of dealing with the frustration. He does not appear to know any more accepted, positive or healthy ways to deal with, reduce or overcome frustration.
We can only speculate about why he refuses to eat at school or take care of his personal hygiene. These are likely multifaceted issues, but they are unique to him in our class. It is likely related to his upbringing and general disposition. Parents have asked us just to allow him to skip lunch at school, though this we are not happy with this solution as it sends a bad message to the other students.
Goals:
1. BB will find better ways to deal with anger and frustration.
2. BB will not draw attention to himself when he feels overwhelmed.
3. BB will finish his artwork in class.
4. BB will learn sportsmanship and to deal with the frustration of losing in sports and other areas. He will calmly congratulate other teams and return to class calmly. He will not get aggressive or throw objects.
5. BB will learn to take better care of his personal hygiene
6. BB will learn to eat lunch at school (this goal cannot be pursued due to lack of parental support).
Target Replacement Behaviors:
Develop healthier coping skills: e.g. count to 10, use a stress ball or fidget, deep breathing, ask for help from a teacher.
Develop ways of making overwhelming problems seem more manageable: break down difficult tasks into small manageable tasks, take it step by step,
Skills that could be useful but challenging given his age: use a journal to express his thoughts instead of his voice, develop self monitoring skills by using a worksheet that makes him write down each time he is frustrated and answer a number of questions about strategies that he has used (have I tried taking the first step, have I tried counting to 10, have I tried deep breathing, have I tried breaking the problem into small steps and taking it one step at a time, have I asked for help)
Method:
1. A behavior contract will be introduced. Specific and logical consequences will be introduced for the negative behaviors. Not doing work in class will result in a proportional amount of detention, during which time the work must be done. Being aggressive towards other students or a teacher will mean that he will have to do something nice for them, he will need to make them a card apologizing and complementing them and then apologizing in person. Not taking care of his personal hygiene will mean having to clean areas where his mucus has dripped or that he has coughed on. He will need to wear a mask and to learn to use a tissue.
2. Supports will be introduced. A PBIS folder with helpful strategies, and checklists should be given to him. He should take out this folder when frustrated.
3. All possible rewards for these behaviors must be identified and minimized or removed (e.g. attention from peers, he should only receive attention/assistance when he raises his hand calmly and made a basic attempt). If he is not calm yet or has not made an attempt, he should consult his PBIS folder to assist him. Students will be instructed not to shout out when BB is angry. If they wish to raise their hand, they should use a specific hand signal.
4. The teacher will try to praise the student when doing appropriate behaviors as this is often a more effective way of shaping behavior than criticism.
Monitoring Methods:
1. ABC log (Antecedent Behavior Consequence Log) to keep track of behaviors, when the occur, how it was dealt with and his reaction to the consequences.
2. Functional Assessment Checklist (Functional Assessment Checklist.doc )
3. PBISWorld.com Behavior & Intervention Tracking Form (For Open Office Software) – tracking and recording the negative behaviors over time.
Family Communication:
The above documents could be shared with Google Drive or Google Docs. Parents could also be kept in the loop via ClassDojo messaging. It can be difficult to send frequent messages to family given time restraints, but perhaps a shared file with take off some of the burden. Comments could also be enabled and parents could be asked to contribute to the document or digitally sign it on a weekly basis.
The students also have communication books which must be filled in weekly, updates would be added here too. An effort would be made to avoid duplication of efforts, but in the event that the parents have not been signing the shared online document a written message could be sent in the communication book. Each week also allows the teacher to give the student a rating, this also could be used to convey his progress.
Follow Through
The student will need additional supports from home and ideally from a therapist. Ideally he would be given a special needs assessment and support from a counselor, but unfortunately our school does not provide such services and most Taiwanese parents do not want to send their child to such services for complex cultural reasons relating to saving face, stigma and the perceived negative impact they feel it might have on the child's life. In Asia, sometimes it is preferable to ignore a problem and pretend it isn't there.
I have commented on the work of Derrick, Chris, and Joe on their submission pages.