The report throws light upon a case study that has been developed in context to educational abilities and related behavioral approaches. The case study revolves around a young boy named Steve Cruise, who has been suffering from some kind of educational and behavioral inabilities. The case scenario highlights on some important aspects like learning styles, family background, peers and friends, academic interests, and others issues. It also states the method of data collection about Steve and those were used in assessing, addressing, and solving his problems.
To develop the required case study, the student I have chosen here is one from second grade at an elementary institution. His name is Steve Cruise. Steve is usually a Hispanic student, having two other siblings, a younger sister and a newborn brother. Here, I have chosen Steve after thoroughly observing him during the class hours and also having a talk with his teachers of first and second grade (Fiske, n.d.). Amidst all other students in the second grade, Steve is the only child who sucks his thumb as well as faces problem in communicating with others. He often behaves in an argumentative manner and exhibits short-temperedness towards other students. When I spoke with his teacher who taught him during first grade, she spoke about the hard time she faced with Steve. On several mornings, Steve screamed as well as cried in class. He hardly could complete his class works or home-works (Floyd and Bodur, 2006). His parents were often called upon for conferencing but of no result of improved performances.
The present second grade teacher of Steve is of the opinion that he does not cry or scream anymore now; rather he is least bothered about completing his work. Even if he completed his work, it was too sloppy (Bitler et al., 2014). Miss Jones, his second grade teacher, is of opinion that Steve has the potential to do much better as he understands the regular lessons while giving oral responses, but fails to deliver written work.
I gathered all relevant information about Steve by going through his personal and academic folders. There was a paper for a Student Intervention Team (SIT). It is said to involve the counselor of school, teachers, and parents of those students who suffer due to various causes in school. The main aim of this team is to permit a counselor as well as a teacher to develop innovative approaches to support a child. This was conducted on Steve during February 2015. Miss Jones expressed during SIT that the key issue with Steve is that of his classroom behavior. To be specific, some of his behaviors are not to stay at own seat, no responsibility of completing task, and lack of organizational skills (Depukat, 2012). The second aspect of concern is his ability to interact with other students and that of his temper. Steve remains at a constant negative mood right from the early morning. According to Steve’s mother, she is utterly concerned with his behavior and pursuits. She adds that Steve hardly brings his books and copies at home and this makes it difficult for his mother to go through all the work undertaken at school.
For addressing the issue, it was a suggestion from the counselor to keep the length of the assignments quite short to keep Steve motivated in his work, and also getting Steve engaged in an agency who conducts such counseling with students every week to pursue anger management. The counselor would interact with Steve on a weekly basis (Gerdes, 2010).
As per the report card of Steve, it was observed that he has been receiving poor grades in reading as well as language on a continuous basis. The grades in math are worst. He has been earning grades below average. For Steve, after-schooling tutoring was recommended by his teachers.
In order to gather information and data, Steve was interviewed and so were his parents and teachers of both first and second grade.
For each of the question, Steve had to put an emoticon of different faces
The above questions when answered by Steve’s parents would provide me with ample information about the way Steve feels when he is at home. This could make my task easier to manage Steve.
Two of the teachers of Steve who taught him in first and second grade were also interviewed in order to get more information about Steve and his behavior in school. The questions for the teachers are:
When Steve’s teachers answer these questions, a lot of information can be collected about behavioral aspects of Steve. This would enable me to formulate strategies and identify the most effective ways to manage his conditions and sentiments.
There are several emoticons to describe the answers to each question. The happy face is to mean the response ‘always’; neutral face means response for ‘sometimes’; sad face meant ‘never’; and the last question is a self-explanatory question which Steve needs to complete on his own (MariÄ, Pavlin and Ferjan, 2010). While administering the test upon Steve, I had to explain what each question meant as he cried often in the midst of the test. Often I had to pacify him not to get worried about it and it was meant for complete fun. After much consolation, he understood the purpose of the pre-test and stopped crying. It is clearly reflected that Steve is well aware of his deficiency areas like inactive listening, not putting his best, and sloppy work every time. He thinks that he sometimes turns in home work and gets his things ready for class (Roland, 2006). However, I do not think he is quite aware of his strengths but at the last question he writes about himself as to be good and effective listener.
Steve is believed on a consistent basis to be someone who possesses greater potential to succeed academically. The only issue with him is his behavioral problem specifically self-discipline. Also, it is observed that instead of writing at the pre-test, Steve is often busy sucking his thumb or trying to copy from other’s sheet. At a situation when he should have been attentive to his teacher, he was busy flicking sheet off his desk.
Another thing is that he even faced difficulty at the playground. Other students complaint that Steve often called them by names that do not sound good. He was given two referrals by two teachers. Miss Jones mentioned about his behavior at the classroom and another teacher mentioned about his behavior at the playground (Rutherford, Quinn and Mathur, 2004). I am really concerned about his negative attitude that persists throughout the day. I am keen to know about his family background and how is condition at his home that leads to such an attitude. It is because family environment plays the key role in developing attitudes and behaviors of an individual. If his parents yell at him on a regular basis, then it may affect him negatively.
The learning style of Steve may be regarded as faulty as he could hardly concentrate at classroom. He hardly listened to what his teachers or follows their instructions. So his learning style has never developed. Moreover, his parents had always ignored him due to various reasons. This even led to no development of learning styles.
When enquired about his family conditions, it has been observed that initially Steve’s parents were not much concerned or bothered about Steve. Since he is the second child and a middle one too, he was often being neglected as confessed by his parents. However, when Steve’s parents started realizing the fact that Steve was undergoing some kinds of behavioral issues within himself, and that his teachers complaint about him almost on a regular basis (Steinberg, 2011). His father hardly had any time to spare for Steve, and his mother has always been busy managing household and young kids. It was not really possible to keep an eye on every act of a child where the entire responsibility of all the family members was on her shoulder.
Steve had no friends in his school or at his neighbors. He could hardly be friend to anyone. He often ended up arguing and fighting with his peers and other associates. Although he had his own brother and sister at home, yet he was not even in good terms with them.
My personal interventions surrounded three areas – Social skills, academic performances, and home work. For a student of second grade, a set of five questions would be appropriate.
Initially, I contacted Steve’s mother to seek her permission and that Steve would be bringing her a slip of permission making her well aware of my personal interventions to get Steve encouraged to accomplish his tasks and turn in home work. I collected paperwork for a plan for home work as well as contract (Taylor and Henry, 2000). If Steve could be made aware that someone was checking upon his daily work and progress, he would be more interested in turning it in. On a particular day every week if Steve finishes all work then he would be allowed to select a gift for himself from the institution’s treasure box. On a particular day in a week, I make it a point to discuss the plan for home work with Steve and the reason of completing those assignments. I read the entire assignment requirements along with Steve to ensure that he clearly understands each of it and what is expected of him. Together we planned about how to get all the work done. It was decided that Steve would return home every day, take some snacks, and then dedicate some time to home work. Once those are completed, his mother would sign the papers and the next day Steve must come to me with all his doubts and difficulties.
My personal objective about Steve’s academic performance is to support him feel capable and confident because referring to his family background I feel these are not received by him at home front. My personal approach is to determine Steve’s capabilities and also provide him thorough encouragement and affirmations regarding his abilities (Bakken, Obiakor and Rotatori, 2012). Since the intervention period was too less, we could meet only restricted number of times. I conducted an activity like “Toilet Paper Brainstorm.” Here, Steve unrolled some of it from a roll. He tore off individual sections of paper from the roll. Every time he did this, Steve told about his abilities. I helped him in realizing how these capabilities of Steve may help him accomplish every task of him and be successful. Besides, I showed Steve how a student behaves when he is eager to listen to a teacher. Even we role played the strategies.
Steve needed support and help in dealing with his mood and behavior and how to get along with his peers and associates. I aimed at making Steve realize the times when he got angry and brainstorm manners to express his anger (Vanness, 2009). I conducted an activity called “Bears & Turtles” where whenever he got angry he either behaved like a bear or a turtle.
Steve made greatest improvements in his home work and deliverances. Previously he used to miss often major assignments in the class but now it has reduced to a great level. It has been reported from his teachers recently that Steve has been completing his work more often than he actually used to. The procedure of selecting gift whenever Steve finished his home work often led to his excitement. His academic performances also improved. Some of his abilities were discovered by joint effort and I also imparted him education about expected behaviors in the classroom. For instance, Steve realized that he is a good reader (Becker, 2014). I even advised him to show this talent of his to his teachers as well. As per Miss Jones, Steve is concentrating more on his work and completes 70% of his task regularly. However, Steve still needs to dedicate more efforts on working upon his anger and interaction with others. Every time he results in a fight, I make him remember and realize about the strategies to follow before such instigations. On an overall basis, it can be said that I laid my greatest possible effort to achieve desired goals of Steve and to make his life a better thing for him. Steve could work upon his anger only with the help and support of his parents which is still lacking at the side of his family front (Widener, 2014).
Thus, the case scenario is reflective about a key aspect of educational inability of Steve. There are multiple causes behind such abnormalities like family background, social environment, learning styles, etc. The case study has been represented and analyzed to identify various crucial aspects of such an inability. Steve needed support and help in dealing with his mood and behavior and how to get along with his peers and associates. I aimed at making Steve realize the times when he got angry and brainstorm manners to express his anger.
Bakken, J., Obiakor, F. and Rotatori, A. (2012). Behavioral disorders. Bingley: Emerald.
Becker, R. (2014). Reversal of gender differences in educational attainment: an historical analysis of the West German case. Educational Research, 56(2), pp.184-201.
Bitler, M., Domina, T., Penner, E. and Hoynes, H. (2014). Distributional Analysis in Educational Evaluation: A Case Study from the New York City Voucher Program. Journal of Research on Educational Effectiveness, pp.00-00.
Depukat, D. (2012). Nursing students' attitudes toward those who self-injure.
Fiske, A. (n.d.). A case study of literacy development in a young child with dyslexia designed to answer the research question---How can a child with dyslexia develop literacy skills that allow her/him to succeed in school when many individuals with dyslexia do not succeed in school?.
Floyd, D. and Bodur, Y. (2006). Using Case Study Analysis and Case Writing to Structure Clinical Experiences in a Teacher Education Program. The Educational Forum, 70(1), pp.48-60.
Gerdes, L. (2010). Behavioral disorders. Detroit: Greenhaven Press.
MariÄ, M., Pavlin, J. and Ferjan, M. (2010). Educational Institution's Image: A Case Study.Organizacija, 43(2).
Roland, J. (2006). An analysis of the legal contexts of Public Education Law. [Tampa, Fla]: University of South Florida.
Rutherford, R., Quinn, M. and Mathur, S. (2004). Handbook of research in emotional and behavioral disorders. New York: Guilford Press.
Steinberg, M. (2011). Educational Choice and Student Participation: The Case of the Supplemental Educational Services Provision in Chicago Public Schools. Educational Evaluation and Policy Analysis, 33(2), pp.159-182.
Taylor, S. and Henry, M. (2000). GLOBALIZATION AND EDUCATIONAL POLICYMAKING: A CASE STUDY. Educational Theory, 50(4), pp.487-503.
Vanness, P. (2009). Life chances and life choices. Oxford, Ohio: Miami University.
Widener, M. (2014). The impact of instructional rounds professional development on teacher self-efficacy. [Boiling Springs, North Carolina]: Gardner-Webb University.
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