case study res5333
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American College of Education *
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5333
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Health Science
Date
Dec 6, 2023
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docx
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6
Uploaded by rossj937293
Case Study
Jamie Ross
American College of Education
RES5333
Building Collaborative Relationships
Carl Valdez October 8, 2023
1
Case Study
Each student is unique, and when their needs require additional support, the team working with those students must collaborate well with one another. Creating positive and successful relationships between families, schools, and communities is challenging and has positively impacted a student’s success (Collier et al., 2015). One student who needs a team to work collaboratively is Joshua Brown. Josh has been struggling with behavioral issues, and it will take the team working together to see if further intervention is needed and what plan will be in place. Student
Demographic Josh is a 16-year-old Caucasian male who lives in New Hampshire. He lives in a low-
income urban area of Nashua with his mother, father, brother, and sister. Josh attends Nashua High School South and is in the 11
th
grade. Academic, Behavioral, Social, and Emotional Description Josh is in a medically fragile, intensive needs, self-contained classroom. He requires the aid of a one-on-one paraeducator to assist with his daily activities. Josh is non-verbal and uses an
AAC device to communicate but is limited on the amount he can use the device. Josh can answer
simple questions such as “Is today Monday or Tuesday?” by hitting the corresponding icon on his device. However, it is challenging to test Josh because of his limited communication, so we are unsure where his academic grade level falls.
Socially, Josh prefers to be alone or with a small group of people, but he can be around more people when needed. Josh enjoys walking, holding on to an object and being pulled, Thomas the Train, books of his choice, floor time, and being independent. He can use his communication device to choose preferred activities with support from staff. He loves not 2
wearing shoes. He loves to explore, often leaves the room, and rolls around the halls. He laughs, thinking he escaped from the staff.
Emotionally and behaviorally, Josh has been struggling the most this year. When upset, he slaps his arm and throws his body back and forth in his chair. He will scream and flail until he
is inconsolable and has worked himself into a hysterical state. Josh will also lash out at others; before this year, he would hit someone by accident when flailing his arms and legs, but it has escalated to him purposely hitting staff and students, and he has also begun biting staff. He is usually the angriest before his feed times; however, now it has become when a demand is being placed on him anytime throughout the day. Collaboration
For Josh, there are many benefits to his school team, family, and community collaborating to help him with his struggles. The head teacher in the class has had hours of observation and has talked to the mother many times, and they have agreed that 45 minutes before Josh’s feed times, he gets very agitated. She has tried to talk to the doctors about increasing his tube feeds, but they insist he eats the correct number of calories. “
It is important to
note that children with disabilities require assistance from many domains to meet their unique needs and that some types of health services are offered through schools, job centers, or other community organizations outside of the traditional health care sector” (National Academies, 2018, para 1). If the school can take enough data and support mom to go to the doctor to show them that he is demonstrating that he is hungry but is not capable of speaking, it could be enough
for them to at least consider it instead of dismissing her concerns. To get the best data and have a plan in place, the classroom teacher received consent from the family for the BCBA to observe Josh and help develop a behavior plan. 3
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Roadblocks
The BCBA developed a behavior plan; however, the data needed is very detailed. Even though Josh is supposed to have a one-on-one paraeducator due to a staffing shortage, no one is dedicated to taking the data. The family knows there has been a staffing shortage and has expressed their frustration to the team because when Josh’s behavior becomes too out of control, he must go home for his safety and the safety of the staff. Having Josh go home increases his behavior because it reinforces his destructive behaviors since he has learned that if he acts out badly enough, he will get to go home and relax where there are little to no demands. The lack of staff ripple effect on Josh’s behaviors, and it will take everyone around him to brainstorm to help
elevate the situation.
Potential Solutions
The obvious solution would be to hire someone so the class is fully staffed, but it does not seem like that will happen for some time, although the team is collectively going to the administration to help. Aside from that, looking outside the box for help and taking the data needed to give the doctor is a priority. We can first simplify the data to minimize what the doctors need to see when looking for food. He must go into a nurse's room to be “hooked up” for
his feed, and he continually fights to go into that room early because he is hungry. We can have a
tally system in place so anyone who stops him from going in the room can add a tally to the data sheet; that way, it is not one person's responsibility. There is a downside where data could be missed or overcounted by mistake, but it would be better than no data. We have a specialist who works with Josh throughout the week, and we can see if they can take more in-depth data since they will get to spend one-on-one time with him. The last piece is to have Josh’s parents take data at home to see his behavior and if he is acting the same way before eating. When we can 4
collect all the data, we can meet as a team and collaborate on supporting the family when they repeatedly approach the doctors with their concerns. Conclusion
Obstacles are part of the course in education, especially when you are in special education, because every student is unique. However, working collaboratively as a team where you can brainstorm how to overcome some of those obstacles makes a student's school year smoother. In Josh’s case, there are many moving parts, but that does not mean it is impossible; it just means that everyone must continue to talk to one another and work together for him to be successful. Collaborating as a team is crucial for students because it ensures you provide them with the best education possible. 5
References:
Collier, M., Keefe, E. B., & Hirrel, L. A. (2015). Preparing Special Education Teachers to Collaborate with Families.
School Community Journal
,
25
(1), 117-136.
National Academies of Sciences, Engineering, and Medicine, Health and Medicine Division, Board on Health Care Services, Committee on Improving Health Outcomes for Children with Disabilities, Byers, E., Valliere, F. R., & Houtrow, A. J. (Eds.). (2018).
Opportunities for Improving Programs and Services for Children with Disabilities
. National Academies Press (US).
6
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