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Case Study

The document provides a behavior plan for 4-year-old Na'Trael who displays anger leading to destruction. Observations found the behavior occurs during center time when Na'Trael argues with other students over toys. The teacher believes the behavior is an attempt to get his mother to come to school, so she no longer calls his mother in response and instead teaches calming strategies to help control his anger.

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35 views

Case Study

The document provides a behavior plan for 4-year-old Na'Trael who displays anger leading to destruction. Observations found the behavior occurs during center time when Na'Trael argues with other students over toys. The teacher believes the behavior is an attempt to get his mother to come to school, so she no longer calls his mother in response and instead teaches calming strategies to help control his anger.

Uploaded by

api-450232271
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Case Study Behavior Plan Format

Child Guidance plan for: Na’Trael H.

Child gender: Male Child Age: 4 years 11 months

Behavior: Anger which leads to destruction

Observation: I observed the following about the physical environment, curriculum,


schedule, current teaching strategies, current interactions with the child or children.

The physical environment of the classroom was functional, and each area served a specific
purpose. Centers were arranged around the classroom based on the level of noise. The messier
centers, such as art and sand table, were arranged on the tile floor near the sink and the more warm
and welcoming centers, such as library and dramatic play, were arranged on the carpet. There was
also a corner of the room for students who were experiencing difficulty to go to that was referred to
as the safe place. Student work was displayed on the walls, promoting a sense of belonging.

The specific topic of study for each week is laid out and given to the teachers to follow.
From the topics, teachers are able to design their own curriculum to support their students. The
teacher of observation typically planned a read-aloud and an activity for whole group instruction
related to the topic, and she added manipulatives to the centers related to the topic.

Below is the classroom schedule during the times of observation:


8:00- Arrival and Preparation for Breakfast
8:30-9:15- Breakfast and Personal Needs
9:15-9:30- Group Meeting and Read Aloud
9:30-10:45- Choice and Small Group Time
10:45-11:20- Outside Choice Time
11:20-11:30-Preparation for Lunch/Nursery Rhyme
11:30-12:00-Lunch Time
12:00-12:15- Personal Needs
12:15-1:15-Rest Time

The teacher is well trained in early childhood development and frequently utilizes effective
teaching strategies to teach and manage children. During her lessons, students are engaged because
she asks questions, involves them, and allows them to physically move.

Based on my observations, interactions from teacher to child are always respectful and
meaningful. The teacher is compassionate and shows her love for each student through her
interactions with them. She is aware that student behavior is a reflection of emotions, and it is not
something to be taken personal. Given that, she is patient with the children as they express
themselves through their actions. She allowed Na’trael to experience his emotions, even if it was
through destruction, and following his spells, she would politely ask him to clean up his mess.
Observation: I answered the five "w" questions about the child's behavior. These answers
seem to show that the child's behavior serves the following purpose(s):

Who: When the behaviors occur, Na’Trael and other students in the class are involved. After he becomes
angry, the teacher gets involved to settle the dispute.

What: Na’Treal’s anger is initiated by disagreement with other children. He begins fighting with the other
kids, which eventually leads to the destructive behavior. On one occasion, he got mad at another student
while in the dramatic play center because when Na’Trael asked for some of the play money, the other child
did not give him all of it. He began throwing things in the center and yelling at the other student. The teacher
took the money away, which made Na’Trael even more angry and he tore down the blinds, tore words off of
the word wall, shoved the blocks off of the shelf, and pushed items off of the tables.

Where: The behavior typically happens in the classroom at the dramatic play center, but I have observed the
behavior in the media center on one occasion.

When: The behavior usually occurs during center time. He often fights with the other students over toys and
manipulatives in the centers.

Why: During my observations of his behaviors, I have noticed that Na’Trael frequently looks at the teacher
when he is destroying the classroom. I asked the teacher about this, and she has hypothesized that Na’Trael is
acting out because he wants his mother to come to school for him. She told me that one of the first times that
the destructive behavior occurred, she called his mother and his mother came to pick him up. She said that
ever since then, he has engaged in more destructive behavior and acts as if he wants her to see. So, now, she
has come to the conclusion that he acts out to try and get his mother to come to the school. She no longer
pays him the attention that he wants be calling his mother when he acts out.

What I need to do: Based on observations, the most significant things that I can do to support
this child are:
The teacher handled the situation very well. She always respected Na’Trael and allowed him
to experience his anger and frustrations. After he was done, she would simply ask him to clean up
the mess that he made so that he may join the other children. In addition to the practices already in
place by the teacher, I would explain to him why the behavior is unacceptable. For example, “We
cannot throw things in the class because it could hit another student and hurt them.” I would also
provide him with some techniques to help control himself before he reaches the point of raging
anger. Certain breathing techniques and self-calming strategies would be very helpful for him.

Continuing to support the child: What do I need to do to continue to support the child after
she or he learns a different way of behaving?
After Na’Trael learns the breathing techniques and calming strategies, he needs to be
supported on when to implement them. When the teacher observes him beginning to get angry,
she could support him by removing him from the situation and reminding him to begin
practicing the strategies they have talked about. It would also be beneficial to Na’Trael if he
could have a designated space in the classroom where he could go to calm down.

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