Case Study
EDI 310 08
Chelsea Benoot
Participation Information
• “Joshua”
• 11
• Male
• White
• Lives with Biological Parents, no siblings
• Observed to be very hyperactive, no official diagnosis
• Mom keeps the constant communication, but biological father is mentioned
Participant Information cont.
• Likes
• Among Us, A Hat in Time (video game), and Minecraft
• Academic strength
• Tests/Quizzes
• Area of need
• Turning work in on time
• I selected this student for behavior problems against the social norms in the classroom as
opposed to general school-work/only student to exhibit obvious behavioral problems
Classroom Context
• When Observations were done: in person
• Now: virtual
• 25 students within the classroom
• Layout is two students at a table, tables are in rows
• COVID guidelines, usually is groups
• Student is at the table closest to the teacher’s desk
• Expected to participate in shoulder partner discussion and group discussions with the
teacher
Classroom Context cont.
• Daily Routine
• Warm up
• Talk to shoulder partners about warm up
• Group discussion about warm-up
• Lesson
• Discussion about lesson with shoulder partner
• Discussion with group about lesson
• Wrap up question/activity
• Disinfect the desks (last five minutes)
Description of Behavior and Strategy #1
• Passing notes on a website with fellow classmates instead of doing assigned work
• Refusing to talk to shoulder partner, only using site
• Refusing to do individual work, only using site
• Observed aggressive behavior when confronted
• Negative comments towards CT and I
• Strategy:
• student is moved to right next to teacher’s desk to monitor actions after being caught multiple times
• Alternative Strategy:
• Have a private conversation with student about expectations, perspectives, and solutions
Description of Behavior and Strategy #1 cont.
• Strategy put in place for monitoring after first confrontation with student
• Student responded by complaining about move
• Is still caught from time to time on website, but not as frequently as prior to observation
• Talks more to shoulder partner, but still refuses to do assigned work from time to time
Analysis and Reflection of Strategy #1
• Strategy was perfect for monitoring student progress with staying on task
• Grades improved slightly from being on task
• Could have had more student input and perspective in the decision
• Second strategy would implore more of a collaboration between student and teacher
• But unsure if second strategy would have been as successful in this context as opposed to
others
• An effective strategy for this kind of behavior
Description of Behavior and Strategy #2
• Negative comments/bad attitude when teacher tries confronting a problem, regardless of
what problem is
• Asking to take pencil out of mask
• Asking to put hood down
• Asking to stop touching shoulder partners chrome point
• Observed aggressive behavior
• Only when asked to stop
• Strategy:
• Allow the student a minute or two to calm down before discussing why they are acting out and gently reminding him to follow the instructions
• Alternate Strategy:
• A three-strike system that centers around the possibility of being sent to the principal’s office
Description of Behavior and Strategy #2 cont.
• Since implemented, student has started taking a minute before speaking
• Incidents still happen frequently
• Though, slow start to regulation of emotions such as frustration
• Mom, CT, and I are implemented this strategy both at home and at school
Analysis and Reflection of Strategy #2
• Current strategy works long term
• I will not see the full effects of this strategy
• Time consuming, but effective according to CT
• It is nice to work alongside parents to correct behavior
• Second strategy is effective but in a short-term solution
Conclusion
• Students react better when given a second to process how they are feeling first before
being reminded again of what they are supposed to be doing. A student feel frustrated less
when having time to think before responding
• It is easier to find a good strategy for a specific student when you work along the parents of
said child. That way, any strategies implemented at school can be implemented at home.
• Every student has a different reaction to different things. One student just needs a three-
strike system while another it is just a simple desk change.
Conclusion cont.
• I love the patient, regulation strategy so I know I will keep up with that strategy as I
continue to work with this student
• Though, more needs to be done to stop this student from passing notes in class
• Moving seat was a good start in hindsight
Recommendations
1. Have patience with this type of student. The student will react rashly if you react rashly,
so wait until the student is ready to follow what you have to say
2. It is ok to be firm. While you want to work with him, you cannot let him get his way every
time. For example, if he has a hood on, you cannot budge from the position of needing
him to take it off, but you can be flexible in how it gets to that conclusion
3. I highly recommend emailing the parents to produce a joint strategy. In this case, mom
wanted to be a part of the process when it came to teaching the student healthy
emotion regulation techniques
• These strategies work for multiple students with aggressive type behaviors, regardless of
home life and academic life. They have been working very well with this student thus far,
but are very time consuming
