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Supporting Students with Emotional and Behavioral Challenges: Strategies for Improvement

This report highlights the challenges and progress of students with emotional and behavioral issues, focusing on cases like Sam, Lucas, and Roderick. Sam, a 15-year-old diagnosed with bi-polar disorder and ADHD, struggles academically at a fifth-grade level despite behavioral improvements. Lucas, a bright 14-year-old with language learning disabilities, requires multi-modal instructional approaches to succeed. Roderick's behavioral challenges demand focused interventions for frustration control. Strategies for academic remediation in literacy and mathematics are outlined to foster student independence.

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Supporting Students with Emotional and Behavioral Challenges: Strategies for Improvement

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  1. Student Report Andrea Casimiro Donna Cratsenburg-Scott Tiarra Darby University of Phoenix, Online SPE 521 April 2, 2007

  2. Introducing Sam • Fifteen year-old ninth-grader • Bi-polar with Attention Deficit Disorder • Enrolled in Garfield Park Academy (school for emotionally and behaviorally disturbed) • Parents referred Sam for testing at age five

  3. Sam…continued • Attended residential program (age 10-12) • Self-contained classroom (grades 9, 10 and 11) • Currently on a fifth grade level • Behavior has improved.

  4. Lucas’ Development and Placement • 14 years old • Broad Language Learning Disabilities • Self-contained LD classroom • Services since 2nd grade • Behavioral difficulties

  5. Lucas’ Family Life • Lives at home • Sibling with possible disabilities • Parents educated professionals • Middle-class Caucasian family

  6. Lucas’ Education • Talks incessantly • Acts out when frustrated • Reads at 2nd-grade level • 4th-grade math skills • Language deficits barrier to learning

  7. Classroom Observations - Sam • Bright, well lit classroom with visual interest • Basic mathematics lesson (multiplication and division) • Seated in front row with one-on-one aide • Used visual items as instructional strategy (abacus and other hands-on materials)

  8. Classroom Observations Continued - Sam • Disruptive and distracting classroom behavior • Sent away from classroom • Verbal and physical abuse typical

  9. Observing Lucas in Language Arts • Slow to start and complete assignments • Talked inappropriately • Easily distracted • Distracts classmates

  10. Lucas…con’t. • Responds well to multi-modal instruction • Material presented via auditory, visual and hands-on approach

  11. Thomas in the Classroom • Distressed with misplacement of desk items • Communicates with gestures • Non-responsive with little eye contact

  12. Thomas…con’t. • Socially withdrawn • Short attention span • Little academic progress in class

  13. Remediation for “Roderick”Reading • Literacy crucial for adult independence • Goal: Develop larger pool of sight words (>400) • Objective: recognize specific sets of sight words in isolation • Objective: recognize specific set of sight words in assigned reading materials. • Desired proficiency: 80% accuracy

  14. Remediation…math • Mathematics skills not at grade level • Goal: learn to count by and recite multiplication tables up to “ten times” for numbers up to ten’s. • Objective: demonstrate understanding of multiplication problems using concrete materials • Objective: calculate problems of two digits times one digit • Condition: one-on-one multi-modal approach using manipulatives • Desired proficiency: 80% accuracy

  15. Remediation…behavior • Roderick’s behavior a continued problem • Goal: learn to control frustration • Objective: request permission to walk away • Objective: take deep breaths • Appropriate rewards • Proficiency: remain calm three of five days per week

  16. References Brend, M. and Jackson, D. (2006). Finding Positive Alternatives to Physical Restraint. Learning Disability Practice, 9 (10), 32-38. Retrieved March 28, 2007, from EBSCOhost. Morgan, C., Roy, M. and Chance, P. (2003). Psychiatric Comorbidity and Medication Use in Autism: A Community Survey. Psychiatric Bulletin, 27, 378-381. Retrieved March 15, 2007 from http://pb.rcpsych.org/cgi/content/full/27/10/378. Margolis, H. and McCabe, P. (2004). Self-Efficacy: A Key to Improving the Motivation of Struggling Learners. The Clearing House, 77 (6), 241-249. Retrieved March 28, 2007, from EBSCOhost.

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