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Supporting Charlie: A Case Study in Behavioral and Cognitive Development Strategies

This case study focuses on Charlie, a 10-year-old student with emotional and cognitive challenges. Recently placed in a self-contained classroom, he displays behaviors such as kicking, screaming, and withdrawing during stressful situations. Observations reveal Charlie's loneliness and insecurity, along with his difficulty in social interactions and transitions. This study outlines specific pedagogical strategies including Applied Behavior Analysis (ABA), role-playing for social skills, and the use of technology for behavioral and academic support. Data-driven assessments will guide interventions aimed at fostering Charlie's independence and academic success.

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Supporting Charlie: A Case Study in Behavioral and Cognitive Development Strategies

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Presentation Transcript

  1. Charlie IP&T 287 Case Study

  2. Background • 10 years old • Never been in an inclusionary classroom before • Placed in a self contained EMH (Emotional Mentally Handicapped) classroom in a temporary 5th grade class • Recently moved to a new school with new teachers and peers

  3. Behavior • Charlie acts out by kicking, screaming, crawling into corner in fetal position, explosive tantrums, and sucks thumbs. • Charlie also runs from confrontation and has cognitive delays. • He has been recommended for a self-contained classroom with MR deficits in adaptive behavior, reading comprehension and math skills. • Charlie does not work well in large groups and has difficulty with transitions.

  4. Emotional State • Through observation we found Charlie to be lonely. • He avoided confrontation, possibly because of fear of unfamiliarity with the environment and people around him. • Also through observations he displayed insecurity, vulnerability and acted immature. He typically referred back to child-like behaviors.

  5. Social Interactions and Intellectual Abilities • Charlie does not interact well in groups • Charlie does not interact with any peers during recess. This led us to believe he has no close friends. • He tends to run from confrontation. • Due to his foreign environment Charlie only communicated with family members. • Charlie has cognitive delays and deficits in adaptive behavior, reading comprehension and math skills

  6. Learning Needs • Charlie needs to learn appropriate social skills. • He needs a behavioral assessment in order to replace inappropriate behaviors for kicking, screaming, running away, and sucking thumb in fetal position. • Charlie also would benefit from a standardized test to assess his cognitive levels in reading comprehension and math skills

  7. Content • Charlie who is in 5th grade is currently working on his math and reading comprehension skills. As a 5th grader he should know mathematical operations, multiplication and division skills, and read at a 5th grade level. • Our goal is for Charlie to function independently on a 5th grade level.

  8. Pedagogical Strategies • ABA (Analysis Behavior Assessment) • To redirect his inappropriate behaviors to appropriate ones • Independently work with occasional 1 on 3 • Gain friends and social skills • Limit tantrums and running away • Role play with generalizations • To get experience with social interactions • Know how to act by example

  9. Technologies • Videos • To see correct social skills and know how to react to situations • 2 videos compare interactions • Reading programs • Phonics • Sight words with Sampson • Mathematician • Multiplication/division skills • Hate confrontation so use via computer to get through • Behavior technology • Stop light indicating noises • Rewards when Charlie is quiet and does not throw tantrums • Ipod • Helps with reading and behavior problems

  10. Ways to Collect Data • ABC reports and behavior assessments • Mathematician- print out answers to problems • Grades on worksheets that Charlie completes of reading comprehension questions • Sampson Sight Words- print out data

  11. Analyzing/Interpreting the Data • By analyzing the data we can figure out the most prevalent problem behaviors needing to be changed as well as the level Charlie is currently functioning on • Through interpreting the data collected we can figure out the function of his behaviors and compare his progress made towards his IEP goals

  12. Measuring Success • We will determine whether Charlie’s IEP goals have been met • We will also observe Charlie’s behavior and decide if our ideal replacement behavior is effectively in place

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