SEDN 602_ Midterm
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Touro College *
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Health Science
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Apr 3, 2024
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MIDTERM
Anne Deng
SEDN 602 - Introduction to Teaching Students with Disabilities
Fall 2023
Professor Lauren Oellerich
1
Part 1: Defining Behavior for Raúl
Raúl is a 12-year-old currently in 6th grade. In this part of the paper, I will analyze Mrs.
Bank’s definition of Raúl's behavior, which has become a point of concern within the school
environment. Raúl's actions, as witnessed in the classroom, are marked by instances of defiance,
verbal outbursts, and a general demeanor of disrespect towards authority figures, notably his
teacher, Mrs. Banks. These behaviors have led to a significant number of office discipline
referrals (ODR) in a relatively short span of three weeks.
Mrs. Banks' definition of Raúl's target behavior is "disrespectful." However, the
characterization of Raúl's behavior as "disrespectful" falls short in several crucial aspects. In the
scenario, the term itself is framed negatively, lacking a constructive or positive perspective that
might encourage improvement. A more positive description would focus on the desired behavior
or a constructive alternative. Using positive terms refers to defining behaviors in terms of what
the student is doing or will do (Bicard et al., 2012). Mrs. Banks’ definition should be more
specific and should mention what she would prefer the student to be doing. In this manner, the
definition would offer a more optimistic view of the situation, which could potentially lead to
better outcomes.
The second issue with Mrs. Banks' description is its subjectivity and the absence of
measurability. "Disrespectful" is a vague and subjective term, leaving room for open
interpretation. Mrs. Banks definition also doesn't specify clear, observable actions or behaviors
that can be measured objectively. To offer a more effective description, it's crucial to employ
observable terms, describing behaviors that can be seen or heard. In this case, we are not able to
see or hear Raúl as “disrespectful”, therefore it is not a well-defined behavior in observable
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terms. It is essential for Mrs. Banks to articulate the behavior in a way that leaves no room for
ambiguity, ensuring a concrete, measurable understanding of the issue.
Another concern lies in the clarity, conciseness, and completeness of the definition.
"Disrespectful" fails to provide a thorough description of the behavior in question. It lacks the
specificity needed to comprehensively understand the nature of the issue. A clear, concise, and
complete definition should provide precise descriptions of the behavior, specific enough that
someone not familiar with the classroom or student can utilize them (Bicard et al., 2012). This
would include specifying the exact actions, words, or gestures that Raúl engaged in, enabling a
more profound understanding of the situation, and facilitating the development of targeted
interventions.
In conclusion, addressing and supporting Raúl's behavior requires a more positive,
objective, and specific definition. By framing the behavior positively, ensuring it's measurable
and observable, and providing a clear, concise, and complete description, the school and support
team can gain a better understanding of the issue and implement interventions tailored to Raúl's
specific challenges.
Part 2: Case Study: Juanita
Introduction
This case study is about Juanita, a first-grade student living in a busy city in Arizona.
Although she did well in her schoolwork and was on par with her classmates academically, she
faced significant problems with her behavior. She was very shy and hesitant to interact with other
kids, especially in group activities. To help with these issues, Juanita's teacher enrolled her in a
special program developed by Arizona State University.
This program had two main parts: first, Juanita was taught specific social skills like how
to answer questions, manage her emotions, and get along with others. Second, she joined small
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groups of well-behaved students to practice these social skills. In addition to this, her teacher
encouraged good behavior and provided chances for Juanita to learn from her classmates in
different situations.
By the end of the school year, Juanita had undergone a big transformation in her social
behavior. She became more confident and started making friends, even arranging playdates
outside of school. This case study thoroughly explores the issues Juanita faced, the steps taken to
help her, and the amazing changes in her behavior. We'll also look at when and how these
interventions can be useful, their limitations, and what this means for similar situations.
Behavioral Challenges
Juanita, a first-grade student, faced several behavior challenges at the beginning of her
school year. Juanita is described as shy and timid. She exhibited reluctance to engage in social
interactions and was hesitant in her dealings with peers. This shyness made it difficult for her to
assert herself or express her thoughts and feelings during social interactions. In addition to her
shyness, Juanita displayed a lack of assertiveness. She often refrained from "standing up for
herself" when interacting with her peers. This behavior suggested that she struggled to assert her
needs and preferences in social situations, potentially leading to her needs being overlooked or
unmet. Juanita often avoids participating in group activities, both in the classroom and on the
playground. She had a tendency to avoid or withdraw from social situations, particularly those
that required her to collaborate and work together with other students. This behavior hindered
her ability to engage in group tasks and activities effectively.
Based on the IRIS module, the description of Juanita's behavior in the case study uses
observable terms as it outlines her shyness, timidity, reluctance to "stand up for herself," and her
avoidance of social situations, particularly those involving group activities. These behaviors are
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presented in a way that can be observed by an outside observer. The terms used in the description
are also measurable. For example, her teacher reported that she rarely volunteered to participate
in group activities, which is a measurable behavior that can be quantified.
The behavior description uses both positive and neutral terms. While some of the
behaviors are challenges (shyness, timidity, reluctance to stand up for herself), the intervention
and the changes in her behavior are described in a positive manner. It highlights her gain in
self-confidence and her ability to make friends, which are positive outcomes. Additionally, the
description is clear, concise, and complete. It provides a comprehensive overview of Juanita's
behavior, the intervention, and the positive changes in her behavior, making it easy to understand
her journey and progress.
Behavioral Interventions
Juanita received two main behavioral interventions to address her specific challenges.
The first is social skill instruction, where her teacher explicitly teaches her specific social skills
in targeted areas. These skills included how to effectively answer questions, manage her anger,
and enhance her abilities to get along with others. Each skill was taught with the goal of not only
acquiring the skill itself but also understanding when and how to apply it in different social
situations. The primary aim of this intervention was to enhance Juanita's social interaction and
communication abilities. In another study with elementary-age children, students received
instruction in social skills through small groups. The results of the study showed lasting
decreases in disruptive behaviors at school and negative social interactions on the playground.
Students were also engaged academically more of the time and demonstrated the newly acquired
skills in multiple settings (Lane et al., 2003). Effective social skills allow students to form
healthy relationships and interactions (Strawhun et al., 2014).
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The second intervention that Juanita received was cooperative learning groups. Juanita
was placed in a small cooperative group consisting of three other students who exhibited
appropriate behavior at school. These groups were designed to provide a supportive and
structured environment for Juanita to practice and develop her social skills. Within these groups,
Juanita and her peers had opportunities to model and role-play the target social skills. This
allowed Juanita to practice and refine her social interactions with the guidance and support of her
teacher and classmates. A study by David Johnson, Roger Johnson, and Karl Smith compared
cooperative learning to competitive and individualistic learning in college students (Johnson et
al., 2006). The study determined that cooperative learning produced greater academic
achievement than both competitive and individualistic learning. This finding underscores the
effectiveness of cooperative learning as a pedagogical approach that not only enhances academic
achievement but also promotes collaboration and teamwork skills among individuals. In Juanita's
scenario, cooperative learning was used to enhance her social skills and self-confidence in a
first-grade setting, demonstrating the versatility of this approach across different educational
levels and objectives.
In addition to her behavioral interventions, Juanita's teacher implemented positive
reinforcement strategies to encourage and reward appropriate behavior. This likely involved
praising and acknowledging Juanita when she displayed the targeted social skills or engaged in
positive interactions with her peers. This positive reinforcement aimed to motivate Juanita to
continue exhibiting the desired behaviors and foster her self-confidence.
Furthermore, Juanita had opportunities to observe and learn from her classmates'
behavior in various social situations. This included classroom, hallway, lunch, and playground
settings. By observing her peers' interactions and behaviors, Juanita gained valuable insights into
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how to navigate different social situations effectively and modeled her behavior based on these
observations.
These interventions were designed to help Juanita improve her social and interpersonal
skills, enhance her self-confidence, and foster positive interactions with her peers. Through
targeted instruction, practice, and reinforcement, Juanita's social behavior underwent a
significant transformation, ultimately leading to increased self-assurance and improved social
integration by the end of her first-grade year.
Behavioral Outcomes
Following the behavioral intervention in her first-grade year, Juanita exhibited substantial
improvements in her social and behavioral outcomes. These positive changes were evident in her
behavior, self-confidence, and social interactions. Juanita's shyness and timidity significantly
diminished, and she became more confident in her interactions with peers. She no longer avoided
social situations but actively engaged with others in class, during lunch, and on the playground.
She made friends and even initiated "play dates" outside of school. Juanita's self-confidence also
grew as she acquired and applied the targeted social skills. Her ability to navigate various social
situations and interact positively with peers contributed to her newfound self-assurance.
With the remarkable progress that Juanita has made in her social and behavioral
development, it is essential to outline a comprehensive approach to maintain and further nurture
these positive changes. To maintain Juanita’s improvement, continued positive reinforcement,
such as verbal praise and acknowledgment of her efforts, is essential to motivate her and ensure
she remains on the right track. Research conducted by Sumiati and others studied the effect of
positive reinforcement in the classroom. The research concluded that the learning motivation of
children with the provision of positive reinforcement can improve the learning motivation of
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children. When reinforcement is given to the child who has seen his learning motivation go
down, he is again excited about his learning, and he also feels confident to show his learning
results, so that the child will get praise and the learning outcomes will be even better (Sumiati et
al., 2019).
Regular check-ins with Juanita should also be carried out to monitor her progress, address
any emerging challenges, and offer support as needed. The ongoing provision of social skill
instruction tailored to her evolving needs will further foster her social development. Encouraging
participation in social activities and collaborative projects will help her practice and solidify her
social skills. Peer modeling within a supportive peer group will continue to provide her with
positive examples to follow. Involving her family in the process, particularly by maintaining
open communication and supporting playdates, will help reinforce her skills beyond the school
environment. Recognizing the uniqueness of each student's progress, the school will remain
flexible and adaptable to cater to Juanita's specific requirements, ensuring her continued growth
in both social and behavioral aspects of her education. By consistently applying these strategies
and maintaining a supportive environment, Juanita's appropriate behaviors and social
development can be sustained, allowing her to continue to thrive in her academic and social
lives.
Conclusion
In conclusion, the case study of Juanita provides an illustration of how targeted
behavioral interventions can positively transform a student's social and behavioral outcomes in a
school setting. Juanita, initially faced with challenges of shyness, timidity, and a reluctance to
engage in social interactions, transformed into an individual of growth and self-improvement.
Through the implementation of structured interventions, she was able to overcome these
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challenges and develop her social skills and self-confidence. The specific interventions utilized,
such as social skill instruction and cooperative learning groups, proved effective in providing
Juanita with the necessary skills to navigate social situations and enhance her interpersonal
relationships. By explicitly teaching her social skills and providing opportunities for practice, her
teacher played an important role in her transformation. Furthermore, the positive reinforcement
and the chance to observe and learn from her peers enriched her learning experience, promoting
sustained growth in her social and behavioral competencies.
Although these behavioral interventions worked out for Juanita, they may not fit
everyone. Each behavioral intervention comes with its downsides. In a commentary on social
skills training curricula by Kristen Bottema-Beutel and others, they mention that social skills
training may be putting pressure on certain individuals, especially those with autism spectrum
disorder (ASD) (Bottema-Beutel et al., 2018). This kind of intervention involves memorizing
behaviors that hinder them from expressing their genuine selves. This, in turn, can result in
reduced authenticity, a vital element in social interactions and the formation of close
relationships. Therefore, the authors contend that such training may ultimately decrease social
competence and potentially contribute to mental health challenges for those with ASD
(Bottema-Beutel et al., 2018). Collaborative learning groups can also pose disadvantages for
certain individuals. As educators, we must understand that not all students are the same. In
Juanita’s case, we can see that collaborative learning groups provided her opportunities to
observe and learn how her classmates behaved in different social situations. In a blog post, Chris
Drew mentions that this behavioral intervention can also amplify one’s shyness and reluctance to
engage with peers (Drew, 2023). In a group setting, one may feel additional pressure to interact,
which can be overwhelming. Furthermore, if group dynamics are not carefully managed, there's a
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risk of one being overshadowed or not having their voice heard, hindering one’s social
development.
Juanita's intervention is highly appealing due to its comprehensive and structured
approach to addressing her social and behavioral challenges. The combination of social skill
instruction, cooperative learning groups, and positive reinforcement creates a holistic framework
for her development. This intervention not only enhances her academic performance but also
nurtures her social growth. It helped Juanita make great progress in her social skills and
confidence.
References
Bicard, S. C, Bicard, D. F., & the IRIS Center. (2012). Defining behavior. Retrieved from
https://iris.peabody.vanderbilt.edu/wp-content/uploads/ pdf_case_studies/ics_defbeh.pdf
Bottema-Beutel K, Park H, Kim SY. Commentary on Social Skills Training Curricula for
Individuals with ASD: Social Interaction, Authenticity, and Stigma. J Autism Dev
Disord. 2018 Mar;48(3):953-964. doi: 10.1007/s10803-017-3400-1. PMID: 29170937.
Brame, C. (1970, August 7).
Group work: Using cooperative learning groups effectively
.
Vanderbilt University.
https://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-
cooperative-learning-groups-effectively/#works
Drew, C. (February 4, 2023).
Collaborative Learning: Pros & Cons
. Helpful Professor.
https://helpfulprofessor.com/collaborative-learning/
Lane, K. L., Wehby, J., Menzies, H. M., Doukas, G. L., Munton, S. M., & Gregg, R. M. (2003).
Social skills instruction for students at risk for antisocial behavior: The effects of
small-group instruction. Behavioral Disorders, 28(3), 229-248
Strawhun, J., O’Connor, A., Norris, L., & Peterson, R. L. (2014, September). Social Skills Tiers
1, 2 & 3 Instruction - University of Nebraska–Lincoln.
https://k12engagement.unl.edu/strategy-briefs/Social%20Skills%20Instruction%209-22-1
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Sumiati, T., Septiani, N., Widodo, S., & Caturiasari, J. (2019). Building children’s learning
motivation through positive reinforcement in science and math classroom.
Journal of
Physics: Conference Series, 1318
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doi:https://doi.org/10.1088/1742-6596/1318/1/012023