Michelle
completed her second year in her special education program with one hour of
inclusion for reading in a second grade general education classroom. Michelle
enjoyed her time participating in reading with second graders. The students
were receptive, and the teacher helped to make it a positive experience. The
experience sparked Michelle’s interest in books and reading. Unfortunately, Pam
had begun a new job as a nursing assistant and her hours left little time to
reinforce Michelle’s desire to read at home. Studies show that parent
involvement is extremely important for a child’s success at school. Exposure to
books and reading at home helps a child learn to read as well as instilling an
interest and desire to read. This is especially important in children with
intellectual disabilities who require a great deal of repetition and
reinforcement of learned skills, in order to maintain growth and avoid
regression. The average child regresses over summer vacation, but will catch up
quickly with a short review. A child with intellectual disabilities often
requires longer periods of review and may even need to relearn skills. Parent
involvement helps reinforce and maintain educational growth.
Even
with some noted regression, Michelle made progress in academic and social
areas. She no longer displayed the negative behaviors that she had demonstrated
the first year. Her number recognition became more consistent and progressed
through twenty. She learned to tell time by the hour and half hour and had
learned to identify coins, as well as know the value of the penny, nickel and
dime. In reading, she learned many new sight words and was able to read simple
picture books with limited words on a page.
Michelle
entered the last year of the 7-9 yr. old program. After the completion of this
year, she would be eligible for the 9-11 yr. old program which would be the
last elementary school setting. She continued to progress in her 7-9 yr. old
program. Michelle continued with her reading inclusion program and was
fortunate to get the same teacher since that teacher moved up to the third
grade. Her sight vocabulary continued to increase along with her ability to
read simple picture books. In math, Michelle had developed number concepts and
one to one correspondence to 10 as well as rote counting skills to 50. Overall,
Michelle was progressing nicely and Pam was pleased.
Given
Pam’s new job as an assistant nurse and Michelle’s continued progress, Pam
decided not to make any changes at this time. She kept Michelle at her school
and continued living in their apartment. Brian continued his financial support
and continued his involvement with Michelle on a limited basis. Pam was even
able to give Michelle more time at home, now that her work shift had changed
and there was more stability at home. This further contributed to Michelle’s
progress. Unfortunately, when Michelle was due to enter the 9-11 yr. old
setting; she contracted an upper respiratory infection which turned into
pneumonia. This is not uncommon in children with Down syndrome. Common health
issues such as ear infections, heart defects, immune deficiencies, and upper
respiratory infections pose problems for children with Down syndrome. Her
pneumonia required hospitalization and her recovery took longer than an average
child her age. This was a setback for Michelle, since it resulted in a
regression of skills she had learned. Michelle returned to school and had
difficulty adjusting to her new setting with many new students and a different
teacher. Routines had already been established and Michelle had reverted to
some of her immature behaviors since her hospitalization. These behaviors
included whining, clinginess, and an increase in dependency for activities she
would normally do herself such as dressing or opening a container. In addition,
Michelle withdrew and was reluctant to participate. She was not as cooperative
during her inclusion setting. She became stubborn and refused to do her work.
She would complain about physical ailments and want to go home. Michelle became
angry and stubborn whenever demands were placed on her or she would just sit
and cry.
At
home, Pam would experience problems getting her ready for school for Michelle
would cry and want to stay home. This was not like Michelle, for she used to
love going to school prior to her illness and hospitalization. This posed a
great deal of stress for Pam, given her new job, and affected her ability to
treat Michelle with calmness and understanding. Consequently, it only served to
exacerbate Michelle’s behaviors. Children who have been hospitalized become
stressed and develop fears and separation anxiety. Pam’s reaction was a source
for increased stress and anxiety for Michelle. In addition, a new class with
new students and teachers was also a factor for increased stress. Michelle’s
negative behaviors are a manifestation of this stress and anxiety.
Michelle’s
behavior was not the only form of regression. Academically, she appeared to
have lost many of the gains seen during her last year in the 7-9 year old
program. Regression is a factor for all children after a break, but Michelle
isn’t the average child and simple review is not enough. This was only
compounded by Michelle’s hospitalization which has contributed to both
behavioral and academic regression. As a result, the school has contacted Pam
to address the need for the addition of counseling to Michelle’s IEP. Pam was
very open to this given her problems with Michelle at home. Pam also consulted
the behavioral psychologist for additional help and support.
Questions:
1.
How effective would
individual or family therapy be for Pam?
2.
What role does
regression play in the education of children with special needs?
3.
What classroom
management techniques can be used to address Michelle’s behavioral issues?
Decision
point: Does Pam seek medication for Michelle’s stress and anxiety?
1. How individual therapy would benefit Pam, it would give Pam techniques and ways to deal with Michelle, in a nicer manor. Due to her new job, Pam needs to learn to not let the stress of her own life and her job, affect her ability to treat Michelle. The way Pam is handeling Michelle, is not beneficial for Michelle, because it exacerbate's Michelle's behaviors. She is not being rational with Michelle and treating her with calmness and understanding, and going to individualized therapy, would help her talk about and discuss her problems and stress and help her try and understand why Michelle is acting the way she is and help her pick a better way to respond to her daughter's stress and anxiety. While having a child with down syndrome, is has likely affected the family system. Family Therapy would also benefit Pam and Michelle. They should do a group family session with other families with children with down syndrome. Coping with emotional and practical aspects of down syndrome can be overwhelming, and Pam may be feeling the stress of Michelle and her downward spiral. Talking about their feelings and concerns with a counselor or therapist would greatly increase their quality of life and help them figure out where to go from where they are. Joining a down syndrome support group for Pam, so she can get advice from other parents with children with down syndrome would also be beneficial. In these support groups, patients and their family members get together to share what they have learned about coping with down syndrome. In order to provide care for another, you must provide care for yourself, and Pam would greatly benefit from individual and family therapy.
ReplyDelete2)Alot of children experience regression while growing up, but children with special needs, may experience setbacks that causes aggression to last for a longer time, which makes it more difficult for them to pick up the skills that those children lost. Regression is a stage in child a child displays a behavior that is developmentally younger than they are and is a setback on what they have previously learned and accomplished. Some commons types of regression behaviors include temper tantrums, whining, aggression, and also in learning. Regression behaviors can be caused by children feeling insecure and especially in children with learning disabilities when they break their routine or are outside their comfort zone. While acting with regression, they may feel angry or scared, and lack communication skills to share their feelings. Michelle, would benefit from talking to someone, or having someone work with her on her anger and her tantrums, because she did not always act like that. Children revert to behaviors that they know will attract the attention of their caregivers and adults, so they start acting out. Developmental regression, is not a good sign, and is expected, but just a simple reveiew will not fix their problems. Due to Michelle having special needs and not adjusting in her educational setting, she reverted back to behaviors. Being hospitalized was very stressful for Michelle, and it still is for her today. Michelle is withdrawn and not cooperative, which is unlike her, and is affecting her learning and not letting her be educated to the maximum extent, even with her inclusion setting.
ReplyDelete3)Some classroom management techniques that could be used to help with Michelle would be ABA also known as Applied Behavior Analysis. This is an approach that helps understand the behavior and how it is affected by the environment. Behavior refers to actions and skills, while environment includes any influence that might change or be changed by one's behavior. Recently, while taking Classroom management and collaboration at JMU, the most affective form to get a desired response, is praise. Praising Michelle, would be beneficial for her to know when she is exhibiting a desired behavior. Catch them being good, and whenever Michelle is good, they could reward her with verbal praise. Using token economies with Michelle, in her educational setting is a type of positive reinforcement that Michelle could benefit from. Giving her a token for completing a task, or not throwing a tantrum would be a type of reinforcement and management she could benefit from. Token economies are used as a method for strenghthening behavior and increasing frequency.
ReplyDeleteDecision Point: No, Pam does not seek medication for Michelle's anxiety. Adding pills and medication to Michelle, might affect her in negative ways, and Pam is worried that adding more medication to her condition, might be unhealthy for her body. Pam does not believe her daughter at this young of an age, should be on antidepressants or the like.
ReplyDeleteToken Economy. (n.d.). - Educate Autism. Retrieved July 6, 2014, from http://www.educateautism.com/token-economy.html
. (n.d.). . Retrieved July 6, 2014, from http://www.guelphmercury.com/living-story/2729649-children-of-all-ages-experience-regression-as-they-grow-up/
7 Ways to Treat Down Syndrome. (n.d.). About.com Down Syndrome. Retrieved July 6, 2014, from http://downsyndrome.about.com/od/downsyndrometreatments/a/Treatmentess_ro.htm