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J’s Behavior: A Case Study

1. Introduction

The following report aims to identify a specific behavioral problem of a 9-year-old African-American male student with Attention Deficit Hyperactivity Disorder (ADHD). It is based on an interview conducted with the child’s mother, as well as on observations made by the Social Work Department of the school he attends. The report will provide a description of the background and problem behaviors, the intervention used by the Social Work Department, and will make recommendations for further action.

2. Background

The child, who will be referred to as J, is a 9-year-old African-American male student who was diagnosed with ADHD at the age of 5. He is currently in the 4th grade. J lives with his mother and two younger siblings in a two-bedroom apartment. His father is not involved in his life. His mother works full-time as a home health aide and is also attending college part-time in order to get her degree in social work.

J has always been a very active child and has difficulty sitting still for long periods of time. He is often disruptive in class and has difficulty following instructions. As a result, he has been placed on an Individualized Education Plan (IEP) which provides him with extra support in the form of a smaller class size and more one-on-one time with his teacher. In addition, he receives weekly counseling sessions with the school social worker.

Despite the supports he is receiving, J’s behavior has been getting worse over the past year. He has begun acting out more at home and at school. His mother reports that he has been hitting her and his siblings, as well as breaking things around the house. At school, he has been getting into physical fights with other students and refusing to follow his teacher’s instructions. As a result, he has been suspended from school several times this year and is now in danger of being expelled.

3. Problematic Behavior

The specific behavior that J is displaying that is causing concern is physically aggressive behavior towards others, both at home and at school. This includes hitting, kicking, biting, and throwing things. This behavior is having a negative impact on J’s life in several ways. First, it is causing him to be isolated from his peers at school because they are afraid of him. Second, it is causing him to miss out on important instruction time at school because he is often removed from class or suspended. And finally, it is putting a strain on his relationship with his family because they are constantly worried about him hurting someone else or himself.

4. Social Work Department

The Social Work Department at J’s school became involved when his mother contacted them for help dealing with his behavior. The department conducted an assessment of J’s family situation and determined that there was no risk of abuse or neglect. They also observed J’s behaviors at school and determined that his aggression was not directed towards any specific individual but was instead triggered by things like frustration or being overwhelmed by stimuli. Based on their observations, the social workers developed a plan of intervention that included weekly counseling sessions for J and his family, as well as individualized support for J at school (e.g., smaller class size, more one-on-one time with teacher).

5. Behavior Modification

The intervention that the social workers are using with J is based on the principles of behavior modification. Behavior modification is a process of changing someone’s behavior by altering the consequences of that behavior. There are two types of consequences that can be used to modify behavior: positive reinforcement and negative reinforcement. Positive reinforcement is when a desired behavior is followed by a pleasant consequence, such as a reward, in order to increase the likelihood of that behavior being repeated. Negative reinforcement is when an undesired behavior is followed by an unpleasant consequence, such as a punishment, in order to decrease the likelihood of that behavior being repeated.

The social workers are using a rewards-based strategy with J in order to change his behavior. This means that they are providing him with positive reinforcement in the form of rewards (e.g., praise, points) when he exhibits desired behaviors (e.g., following instructions, staying calm). The goal of this strategy is to increase the likelihood of J exhibiting desired behaviors and decrease the likelihood of him exhibiting undesired behaviors.

6. Change

The goal of the intervention is to change J’s behavior from physically aggressive to socially acceptable. In order to do this, the social workers are working on teaching him alternative ways to cope with his frustration and anger. They are also working on increasing his ability to self-regulate his emotions and impulses. Finally, they are teaching him how to appropriately interact with others.

7. Goal

The goal of the intervention is for J to exhibit socially acceptable behaviors (e.g., following instructions, staying calm) instead of physically aggressive behaviors (e.g., hitting, kicking, biting). The social workers will know that they have achieved this goal when they observe J exhibiting desired behaviors on a consistent basis across different settings (e.g., at home, at school, in the community).

8. Single-System Design

In order to evaluate the effectiveness of the intervention, the social workers are using a single-system design. This means that they are collecting data on J’s behavior before and after the intervention is implemented in order to see if there is a change in his behavior over time. The data that they are collecting includes both objective measures (e.g., number of times he exhibits desired behaviors) and subjective measures (e.g., his mother’s perception of his behavior). This information will be used to determine whether or not the intervention is effective and, if so, how long it takes for J’s behavior to change.

9. Rewards-Based Strategy

The social workers are using a rewards-based strategy with J in order to change his behavior. This means that they are providing him with positive reinforcement in the form of rewards (e.g., praise, points) when he exhibits desired behaviors (e.g., following instructions, staying calm). The goal of this strategy is to increase the likelihood of J exhibiting desired behaviors and decrease the likelihood of him exhibiting undesired behaviors.

10. Student

J is a 9-year-old African-American male student who was diagnosed with ADHD at the age of 5. He is currently in the 4th grade. J lives with his mother and two younger siblings in a two-bedroom apartment. His father is not involved in his life. His mother works full-time as a home health aide and is also attending college part-time in order to get her degree in social work.

J has always been a very active child and has difficulty sitting still for long periods of time. He is often disruptive in class and has difficulty following instructions. As a result, he has been placed on an Individualized Education Plan (IEP) which provides him with extra support in the form of a smaller class size and more one-on-one time with his teacher. In addition, he receives weekly counseling sessions with the school social worker.

Despite the supports he is receiving, J’s behavior has been getting worse over the past year. He has begun acting out more at home and at school. His mother reports that he has been hitting her and his siblings, as well as breaking things around the house. At school, he has been getting into physical fights with other students and refusing to follow his teacher’s instructions. As a result, he has been suspended from school several times this year and is now in danger of being expelled.

11. Teacher

J’s teacher is a white female in her early 30s. She has been teaching for 5 years, all of which have been at J’s school. She is certified to teach elementary school and has a Master’s Degree in Education.

J’s teacher reports that he is a bright child who does well when he is on task but often struggles to stay focused on his work. She reports that he is often disruptive in class and that his behavior has been getting worse over the past year. She has tried different strategies to help him, but nothing seems to be working. As a result, she is struggling to manage his behavior in class and is concerned about his potential to be expelled from school.

12. behavior

The specific behavior that J is displaying that is causing concern is physically aggressive behavior towards others, both at home and at school. This includes hitting, kicking, biting, and throwing things. This behavior is having a negative impact on J’s life in several ways. First, it is causing him to be isolated from his peers at school because they are afraid of him. Second, it is causing him to miss out on important instruction time at school because he is often removed from class or suspended. And finally, it is putting a strain on his relationship with his family because they are constantly worried about him hurting someone else or himself.

13. Conclusion

J’s behavior is a cause for concern because it

FAQ

A single-system design is a research method that involves observing and measuring the effects of an intervention on a target behavior.

A single-system design can help a child with behavior disorders by allowing researchers to isolate the effects of the intervention on the target behavior.

The benefits of using a single-system design include its ability to control for extraneous variables, its scientific rigor, and its potential to inform clinical practice.

The drawbacks of using a single-system design include its complexity, its time commitment, and the need for specialized training.

To create a single-system design for my child with behavior disorders, I would first select an appropriate intervention and then implement it while monitoring my child's progress closely.

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