PROFESSOR: Lisa McCaie-Watters
Meeting the needs of
Children and Families
Introduction to the child and family
The needs of the child (Billy who has conduct
The child has difficulty to control his emotion
and behavior which may affect his social &
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
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
--- 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).
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
Parents feeling overwhelmed, exhausted and feeling out of
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
the Child or
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.
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.
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.
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.
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
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.
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.
“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
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.
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
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.
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.
“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.
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.
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.
Creating A HomeChild Care
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.
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.
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.
Centre, N. C. (2012, July). Risk factors associated with conduct disorder. Retrieved from Public safty Canada: https://www.publicsafety.gc.ca/cnt/rsrcs/pblctns/cndct-
Canada, M. H. (2011). Mental Health Commision of Canada. Retrieved from The fact: http://strategy.mentalhealthcommission.ca/the-facts/
Education, C. C.-E. (2016). Task Analysis. In C. C.-E. Education, Inclusion of Children with Special Needs. toronto: Centennial College.