Table of Contents
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Case History
This case study focusses on a child ‘Gary’. He and his mother are victims of domestic violence. He has been going to a school, since Foundation level, which has been a difficult journey. The transition phase from kindergarten to a structural school was difficult for Gary and his teachers had concerns about his behaviour. They reported highly dysregulated, and negative reactions to any changes around him and observed delays in his receptive language. Furthermore, the teacher in the pre-school collaborated with his mother to help him out. They combinedly seek recommendation from a paediatrician (medical practitioner having specialization in children related diseases) at Royal Children’s Hospital. The doctor diagnosed that Gary was suffering with ADHD and ASD, in his four-year kindergarten period, that was also worsened by his traumas and attachment difficulties, due to observed domestic violence.
Common behavioural patterns during kindergarten period
Teacher’s observations and class behaviour
Strengths (talents and passion)
- Gary has passion for vehicles: cars, trains, and aeroplanes
- He loves to play with other children and wants to lead in every situation
- He has a great sense of humour and can be quite affectionate when the setting is right for him
- Teachers find that he is a hands-on learners (pro-active and likes practical learning)
- He is good with numbers and enjoys doing numerical activities, especially, when it involves hands-on tasks (practical class activities)
Weaknesses (fears and inabilities)
- He likes to play with children but does find it hard to stick to and follow the rules
- He doesn’t share or know how to share things
- Teachers observed that he cannot grip the pencil properly
- His learnings skills of new letters and grasp their sounds is slow
- He finds it difficult to read new works and anything more than 3-letter word.
- He can’t sit for longer hours and can’t perform long activities.
- He finds confused and lost with lengthy tasks and unfamiliar work
- He becomes dysregulated when working in large groups.
Mother’s observation and home behavior
Strengths (talents and passion)
- Gary loves to ride a bike, do Minecraft and watch YouTube videos
- He has a passion to built his own YouTube channel and is trying to create it.
Weaknesses (fears and inabilities)
- He is sensitive, irritated and get scared from loud noises and sound
- He does not like sudden or unannounced changes
- He takes more time and faces difficulty to adopt new things or activities
- He fears to trust others and finds it difficult to obey adults
2. Content: The Analysis and the BSP
Gary has been diagnosed with ASD and ADHD. Autism spectrum disorder (ASD) is neurodevelopmental, lifelong condition that is diagnosed using a behavioural criterion (done in star-h analysis). This disease affects at least 1% of the child and adult population and people suffering from this problem face different behavioral variations and may need support for life-long period (McConachie et al. 2015). Moreover, ADHD is another prevalent childhood behavioral disorder, found in almost 3-5% children, of the world. AHDH Diagnosis is based on persistent observation of high-activity, inattention, and impulsive behavior in the child. About 5% of children also experience significant difficulties in school, due to this disease. ADHD often continues into adulthood and may cause a risk of other extreme mental health problems (Coghill et al. 2021). This section will analyze Gary’s behavioral problems using STAR-H analysis and past paper discussion. While the BSP will be designed using analysis conducted via ‘Prevent, Teach, Respond’ template.
A. Analysis and discussion
B. Behaviour Support Plan
This behaviour support plan is made on the basis of STAR-H analysis and target behaviours analysed via ‘Prevent, Teach, Respond’ analysis.
Behaviour Support Plan
| Name of child: Gary | Class/level: preschool level | Age Group: 3 to 5 years | Date of birth: 2-1-2019 |
| Family history:
· Mother is normal but father had extreme anger issues that caused separation in mother and father. · He has no other sibling or grandparents living at home |
Medical conditions: ADHD (attention deficit hyperactivity disorder) and ASD (autism spectrum disorder) | Research literature: Based on scientific literature review, 50 to 70% of the children with ASD also have diagnosis of ADHD (Hours et al. 2022). | Common observations: kids with ADHD often dislike and avoid things they will have to concentrate, while children with ASD have less social awareness of others around them. Children with either condition find it difficult to interact with other children and people (Bhandari, 2022). |
| Teacher working with the child: | School counsellor working with the child: | Date plan starts: 5th November, 2023 | Date of next review: 30th November, 2023 |
| Identification of problem behavior | ||
| Incidents/observation | Action | Trigger |
| 1. Disruption in behavior of Gary | Child became extremely aggressive and violent | Other children’s action (yelling) triggered him |
| 2. Disruption in behavior of Gary | Child became protective of his stuff and became violent | Touching and picking his marbles triggered him |
| 3. Disruption in behavior of Gary | Child felt insulted and intimidated and started yelling and shouting on the other student. | yelling of special child |
