PUTTING IT INTO PRACTICE
CASE STUDY 1
​
Mary’s first grade teacher reported that she was an average student academically. The teacher reported that Mary generally paid attention and tried hard to complete her independent work at her desk and other academic assignments each day. Mary was at grade level for both her reading and math skills which were similar to those of most of the other students in her class. Mary’s family qualifies for free and reduced-price lunch program. Mary was described by her teacher as shy and timid, often refusing to “stand up for herself” when interacting with her peers. She rarely volunteers to participate in group activities in class or on the playground. Instead, Mary would often avoid or withdraw from social situations, especially those requiring her to work with her peers. Her parents and teachers talk her through exposure to new people. However, her teacher also reported that Mary has had several behavioral challenges since the beginning of first grade that are outside of her usual timid nature. Mary has been increasingly withdrawn the past few months. She has nonverbal physical reactions and pushes classroom materials onto the floor after being given an academic task during quiet work time. She challenges her teachers by saying she is not doing the assignment. Her teachers do feel that they spend about an hour per day dealing with these new behaviors, and they usually respond to Mary’s behavior by scolding her or by initiating an office referral for detention or behavioral counseling.
Questions to consider:
What has changed in the last few months, and especially over the summer, that has made Mary more withdrawn and apprehensive? How are these changes impacting her academically?
Is this change something at home or in the school setting?
Are the parents seeing the same behaviors at home? How are they dealing with the situation?
Are there any bullying situations that need to be addressed?
How is her shyness perceived in her culture? Is this something that is seen as polite, respectful, or reverence? How are mental health issues with children portrayed in her culture?
How can you respect that and still encourage peer interactions and self-empowerment?
CASE STUDY 2
​
Aiden had several behavioral challenges in kindergarten and presented in the first grade with a new medical diagnosis of childhood-onset bipolar disorder and an educational classification of severe emotional and behavioral disorder. He takes a new medication daily for his bipolar disorder. His teacher has reported that Aiden frequently has difficulty following directions and sometimes throws a tantrum when he does not “get his way.” He also has problems getting along with his peers. Aiden does not like to “wait for his turn” or “stand in line” with his class. When presented with a complex or difficult task, Aiden frequently whines and stomps his feet. When particularly frustrated, Aiden runs out of the room without permission. Aiden’s mother reports that he displays similar behaviors at home. For example, his mother is concerned that Aiden often “does not listen” to her or her husband. He often tries to “be the boss” with his brother. Aiden’s problem behaviors have continued to escalate throughout the school year. For example, he repeatedly defies his teacher and refuses to follow her instructions. He has loud verbal arguments with his peers that can lead to physical altercations. Aiden was recently referred to the school’s Individual Education Program (IEP) team, who assessed him and identified him as a student with behavior disorders. After Aiden threw a chair at the teacher, his principal considered asking the district to place Aiden in a special school for students with severe behavior challenges.
Questions to consider:
How does Aiden’s family feel about the new mental health diagnosis? How is that looked at within his community? Are there any associated stigmas within his culture?
Is the family compliant with the medication? If so, are they noticing a change at home? If not, would it helpful to have the school nurse contact the doctor?
What is Aiden’s family structure at home? Is it just the immediate family or does he spend time with an extended family? If so, how do they engage with him?
How does Aiden’s family deal with his tantrums? Do they report reinforcing these negative behaviors by giving him what he wants?
What are the family expectations of Aiden? What are their expectations of his behavior with his sibling? How is discipline handled at home?
CASE STUDY 3
​
Jeremiah is a 10-year-old boy student with Autism with no accompanying mental impairment. Jeremiah is, basically, a very happy and pleasant young man. He has a wonderful sense of humor and is a pleasure to be around. He does not like large crowds as they can make him irritable. He is fearful around new people and may become quiet and more reserved in those situations. His parents and teachers talk him through exposure to new people. Jeremiah is highly communicative and speaks in complete sentences. Jeremiah is above grade level in reading and says he enjoys reading. According to Jeremiah, he dislikes writing as if evident as most of his writing is simple sentences with a great deal of grammatical errors and little detail. He also struggles with math. Jeremiah has had a full-time paraprofessional throughout his school career, a different individual for elementary and now middle school. The paraprofessional provides most of Jeremiah’s support and he is extremely reliant on her. Jeremiah has been increasingly disruptive the past few months. His teachers and family asked the behavioral specialists at the school to help them design a new behavior management program for Jeremiah. Now that Jeremiah is in middle school the expectations of school have changed. He is now required to change classes and transitions are difficult for him. His previous plan consisted of significant support from his paraprofessional during these difficult times.
Questions to consider:
What is Jeremiah’s family structure like? Has there been any recent changes to this? Are there any upcoming changes?
Identify any environmental events (e.g., transitioning between class periods) that have triggered his outbursts.
Outline ways to positively reinforce Jeremiah for displaying appropriate behavior in different situations at school.
How might Jeremiah’s family structure and culture impact the ways you positively reinforce his behaviors? Consider ways that will get the best outcomes. Consider consulting with his family to determine how your planned interventions may impact Jeremiah.
