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Case study


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conduct disorder

Published in: Health & Medicine
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Case study

  1. 1. PROFESSOR: Lisa McCaie-Watters STUDENT:HANCHEN SUN Meeting the needs of Children and Families ECEP 233
  2. 2. Introduction to the child and family The needs of the child (Billy who has conduct disorder): The child has difficulty to control his emotion and behavior which may affect his social & emotional development. The needs of the family (same-sex family): There is no proper male or female role model for their child, and they may concern that if their child is teased by peers which causes the diagnosis.
  3. 3. Introduction to the individual special need Definition I think children with conduct disorder has hard time to control their emotion and behavior because they have little empathy and concern for the feelings of other. the diagnose of conduct disorder is subjective, and it’s more common in boys. The children may have aggressive, destructive and deceitful behaviors, and they may against the rules of society (ECEP233,week3). “Conduct disorder (CD) is a psychological disorder diagnosed in childhood or adolescence that presents itself through a repetitive and persistent pattern of behavior in which the basic rights of others or major age- appropriate norms are violated” (Wikipedia, 2016). More information about conduct disorder: tOaVQ43AfY
  4. 4. Introduction to the individual special need Causes --- Genetic Causes (Damage of the brain) “Damage to the frontal lobe of the brain has been linked to conduct disorder. he frontal lobe in a person with conduct disorder may not work properly, which can cause, among other things: a lack of impulse control, a reduced ability to plan future actions, and a decreased ability to learn from past negative experiences” (Rose Kivi & Timothy J. Legg, PhD, PMHNP-BC , 2016). --- Environmental Factors “Child abuse, a dysfunctional family, parents who abuse drugs or alcohol, and poverty” (Rose Kivi & Timothy J. Legg, PhD, PMHNP-BC , 2016).
  5. 5. Introduction to the individual special need The impacts  For children (from children development perspective): Social development: They may struggle in making friends because their aggressive, destructive, or deceitful behaviors. Emotional development: They may annoy other people by purpose because the damage of their brain may cause they couldn’t control their impulse . Cognitive development: They may refuse to take responsibility for their misbehavior (poor problem solving skills) because they have little empathy and concern for the feelings of others. Low self-esteem: They may have trouble in academic performance because they couldn’t concentrate on the class and tend to skip school.  For families: Parents feeling overwhelmed, exhausted and feeling out of control themselves.
  6. 6. Introduction to the individual special need Treatment:  Pharmacotherapy : some psychiatric medications are used to youth who have a comorbid disorder that side-effects may outweigh their benefits.  The purposes of different types of intervention are training for the child (social skills, problem solving) and training for the parents (behaviour management, parenting skills). Pharmacotherapy Treatment for the Child or Adolescent Family Intervention School Intervention Peer Intervention Community Intervention
  7. 7. Safety & Safe Risk Taking We need keep ratio (the ratio of school age 1:12) anytime to ensure adequate supervision for all children in classroom because Billy will have a lot of conflicts due to his antisocial behaviors. We need to ensure the safety between him and other students. ECEs should pay more attention on Billy. It’s better to have an extra teacher for Billy if it is possible.
  8. 8. Materials/ Toys & Equipment We could create an environment that Billy won’t be embarrassment for his family. We could put some books of different types of families in reading area so that children could consider a same- sex family as a normal family.
  9. 9. Involvement of Typical Children We could help Billy develop a peer group because school age children are more rely on their peers for values and direction. They could learn new ways of using free time, and joining positive activities from their peers.
  10. 10. Collaborative planning We need have a planning with specialists, parents and teachers to address the conduct problems, including anger management, conflict resolution, social problem solving, and social skill training. We need keep up-date information of Billy to reinforce his positive behaviour and reduce his negative behaviours.
  11. 11. Staff Support &Training We could take opportunities such as participating workshops to gain more knowledges about conduct disorder. We could support Billy in the classroom based on our understanding of this disease. Since conduct disorder can be extremely challenging for parents, teachers and mental health professionals, teachers in the room may need support each other when I felt frustrated with Billy.
  12. 12. Parents of Children with Special Needs We should have an private space for confidential discussions with parents to obtain more information about children such as specific conduct problems observed by the parents. We could support Billy with specific skills training based on their parents’ information. We could provide resources for parents to access so that we could reduce barriers with Billy’s family, and parents could improve their parenting skills to manage Billy’s behaviour effectively at home.
  13. 13. Preparing the child to transition to school We could read some “success” stories with Billy to share some strategies which could help Billy success in class to foster his confidence. We could hang on some artifacts or photos of Billy’s family to develop a sense of belonging for him so that Billy may improve his self-esteem because he may think he is a important child in the classroom.
  14. 14. Task Analysis “The breaking down of complex skills into smaller components is called Task Analysis” (Education, 2016). I will focus on teaching Bill problem-solving skills which could help him to reduce conflicts with other. I will focus on teach him the negotiation skill. The steps of negotiation should be: 1, identify the problem; 2, consider about solutions and talk to each other; 3, discuss which solution they like best; 4, Put their solution into action and follow their decision. Billy may have difficulties to contribute the solutions, and I could separate the step two to more smaller steps: 1, introduce “By turns”; 2, Play the toy together. These steps called task analysis.
  15. 15. Instructions & follow through I think I could teach Bill some problem-solving skills by giving instructions to reduce conflicts with other children in classroom. I could introduce some common ways to solve the problems about conflicts with one toy such as by turns, play the toy together, or ask a teacher for help. Before I introduced the strategies, I should get his attention first by calling his name. Then, I will verbally explain what is the meaning of by turns. I will practice this skills with him that I will give him one toy and said, “It’s your turn.” (modelling) Then, I will get the toy from him said, “It’s my turn.” I will repeated these actions several times until he get familiar with the instruction (Repetition). I will said, “It’s my turn.” Hopefully, he could pass me the toy. When he could follow my instruction, I will give him high five to reinforce his behavior.
  16. 16. Choices I always need provide choices to Billy so that he could gain a sense of control which could promote his self-esteem. I also could let him understand he could do many interesting things when he wait for his turn. When he could follow my instruction “It’s my turn.” I will let him wait one minute. After one minute, I will return the toy to him and said, “It’s your turn now.” He will know he should wait for his turn. I will provide choices. For example, if he like blocks and cars. I could provide blocks and cars to let him chose. “Cars or blocks?” I will let him chose which one he want to play during his waiting time. But, he just could chose one toy to play at the same time.
  17. 17. Chaining and Shaping “Chaining means building one step onto another learned step in the sequence” (Education, 2016). In my example, I teach Billy some solutions to support him complete the step two (consider the possible solutions and talk to others) of negotiation strategy. This is a example for chaining because Billy could contribute his ideas based on the solutions he mastered. “In shaping a skill, the child is rewarded when part of the skill is done well” (Education, 2016). In my example, when he could follow my instruction that pass me the toy when I said, “It’s my turn”, I give him high five as a encouragement. This is a kind of shaping.
  18. 18. Social stories I could teach children social skills by reading some social stories to them. Children could learn the skills from the stories. I could bring some props which could remind children the stories I read to them to enhance the social skills they have learned.
  19. 19. Basket Approach “Plan A-Unilateral Problem Solving” (ECEP233 class notes, week 8). I will set the limitations in the classroom with children, and all of us need follow the expectations in the classroom. If there are some challenging behaviors we could move to Plan C. “Plan C-Dropping the Problem completely” (ECEP233 class notes, week 8). I will focus on addressing one type of challenging behavior instead of addressing all challenging behaviors so that I could be tend to success. “Plan B-Collaborative Problem Solving” (ECEP233 class notes, week 8). I will do it one to one because these children need a “tour guide” to guide them manage their feelings and emotions.
  20. 20. Visual Communication I will post a clear description of classroom expectation in class. I will use signsgestures in classroom to remind children what they could do when they frustrated.
  21. 21. Encouraging Positive Behavior This strategy is focus on preventing the inappropriate behavior. I will reduce children’s waiting times during the transition by arranging time effectively and planning activities for transition time such as sing a song during their transition time. keeping children busy could encourage their positive behavior.
  22. 22. Creating A HomeChild Care Communication Book I will maintain open communication with Billy’s parents by writing notes on a book. I will tell parents the strategies I used to fix Billy’s inappropriate behaviors. I will state which strategies worked so that parents could use those strategies at home. His parents Also could tell me what happened at home if the strategies worked at home.
  23. 23. Getting The Most Out of Team Meetings I will have regular communication with parents and other professionals. I will make an appointment with a resource teacher in school so that parents and I could get more information to access. I will prepare some observations to share and update information about Billy in the meeting, and I will set goals and plans for Billy to achieve.
  24. 24. Creating A Child Information Binder I will create a binder to record Billy’s basic information, his favorite activity and toy, his daily behavior in the school and some professionals contact information. Keeping the binder organized will help parents and I to communicate with other professionals which could provide more information to help Billy.
  25. 25. Overview of referred agencies
  26. 26. References Centre, N. C. (2012, July). Risk factors associated with conduct disorder. Retrieved from Public safty Canada: dsrdr/index-en.aspx Canada, M. H. (2011). Mental Health Commision of Canada. Retrieved from The fact: Education, C. C.-E. (2016). Task Analysis. In C. C.-E. Education, Inclusion of Children with Special Needs. toronto: Centennial College. B&biw=1920&bih=979#imgrc=kDyRan5ezTezPM%3A wj129bBk87LAhWMuoMKHWzED-4Q_AUIBigB#tbm=isch&q=daddy+daddy+and+me&imgrc=iKCiye_PmyJfhM%3A 5XHyvbLAhWltoMKHa0TCO4Q_AUIBigB#imgdii=t9JbUT8P1rIEPM%3A%3Bt9JbUT8P1rIEPM%3A%3BxgRIvNuvuLjsrM%3A&imgrc=t9JbUT8P1rIEPM%3A 5XHyvbLAhWltoMKHa0TCO4Q_AUIBigB#imgdii=aVeu_vpA4WvdgM%3A%3BaVeu_vpA4WvdgM%3A%3BgIAQg2xgQAm9aM%3A&imgrc=aVeu_vpA4WvdgM%3A 5XHyvbLAhWltoMKHa0TCO4Q_AUIBigB#tbm=isch&q=Pharmacotherapy+&imgrc=8xjT8CRvK8AuRM%3A =0ahUKEwjWy6KN0fbLAhXKk4MKHW5xAscQ_AUICCgD#tbm=isch&q=Family+Intervention+&imgrc=2CUYSXJ8I4eQlM%3A
  27. 27. YBzAQ_AUIBigB#imgrc=YMaJRjYTpyt5uM%3A dii=xk_GpHtpgxH5kM%3A%3Bxk_GpHtpgxH5kM%3A%3Btjop4G5gI67TFM%3A&imgrc=xk_GpHtpgxH5kM%3A HbV-A8kQ_AUIBigB#imgrc=i5d4OOg9i-CRcM%3A
  28. 28. Rose Kivi & Timothy J. Legg, PhD, PMHNP-BC . (2016, Februry 22). Health LIne. Retrieved from Conduct Disorder: Tuvblad, E., Tuvblad, A., & Beethoven (Directors). (2010). conduct disorder psychology presentation [Motion Picture]. Retrieved from wikipedia. (2016, March 7). Retrieved from Conduct_disorder: