Trey's Story

Trey's Story

Characteristics of a Student with Emotional Disturbance, and Interventions to Use for Behavior

Meet Trey:

Age: 7

Grade: 2

Here are some things Trey really likes:

• His pets (He has a dog, two cats, and a ginea pig.)
• Kickball
• Climbing trees
• Math
• Working to save up money for a pet lizard

Here are some of Trey's Strengths:

• Very good at math
• Can solve 5th grade math problems in his head
• Very responsible when caring for his pets

Here are some of Trey's Challenges:

• Attending to class instructions
• Behaving appropriately
• Following directions
• Controlling verbal and physical outbursts
• Reading and writing

Terry's History

In Kindergarten, Terry:

• threw tantrums
• argued with other students
• complain about the rules
• leave organized games before they were over
• not wait his turn

In first grade, Terry:

• Qualified for special education services under Emotional Disturbance diagnosis
• Received support in an inclusive setting from a resource teacher
• Participated in a therapy and medication program to address problems with inattention and hyperactivity

Currently, Terry:

• Is no longer on medication
• Is in the process of being formally diagnosed with Attention Deficit Hyperactivity Disorder (ADHD)

Characteristics of Emotional Disturbance that Trey Exhibits:

• Aggressive
• Impulsive/hyperactive
• Tantrums
• Disrupts classroom activities
• Inattentive, distractible
• Poor concentration
• Often speaks out with irrelevant information or without regard to turn-taking rules
• Demonstrates aggressive behavior
• Intimidates and bullies other students
• Difficulty working in groups
• Anxiety

Interventions to use with Trey:

Antecedent:

• Seat Trey next to a designated peer
• Make sure his desk is facing the board
• Allow Trey access to his Stoplight (visual hierarchy for requesting help)
• Allow Trey access to his self-monitoring form 
• Review picture schedule on the board prior to independent work time
• Check in with Trey to make sure he understands assignment immediately after general instructions are provided to the class

Reinforcement:

• Provide behavior specific praise with Trey is on-task (at least once every five minutes)
• Acknowledge Trey when his Stoplight is on red, and assist him ASAP
• Check Trey's work when he signals "I'm finished!" with his Stoplight, and provide him with a brief break
• At the end of independent work time, check Trey's self-monitoring form and write one thing he did well

Extinction

• Provide no praise or attention when Trey is off task, with the exception of one verbal or gestural redirect per minute
• Provide assistance without praise and provide the most minimal instruction possible when Trey's Stoplight is on red
• Provide praise to other students who are on task when Trey is off task