Child with Exceptionalities Material Adaptation

Omar Scenarios

                 Children in child care environment sometimes tend to exhibit behavioral problem which might not be actually problem of behavior, but may have some cognitive deficient related problems regarding comprehension or anxiety that the particular child might be having at the time. Omar’s situation signals such indicator of related behavioral-cognitive problem. He is involved in active play, but when he is called to pick and to put away the car, he runs into the corner and he starts to suck his thumb. He is potentially energetic to play, but his potential area of need according to his behavior is the lack of comprehension to take instruction from the teacher or he is anxious toward the teacher. His behavioral manifestation could be one or both. To find out what is causing Omar to behave in this manner, requires some researches. Researching or assessing his behavior clinically or by direct observation gives the teacher an idea the main root of the existing problem in order to deal with the problem behavior. In the case of Omar, Functional Behavior Assessment is needed to develop early intervention to solve the existing problem (Langone & Glickman, 2002). This kind of assessment is done to find out the behavior of the child which affects himself instead of others. It is done through observing the child in the natural environment as to find out the cause of the behavior to develop modification or early intervention. After the assessment, goal is developed to deal with the situation. As per my opinion, Omar is behaving in this manner as the result of anxiety or cognitive deficient. Goal should be developed to deal with the problem behavior.

GOAL: To enable or help Omar understand instruction or direction, he should be observed within five months period as to develop early intervention to deal with the problem.

MODIFICATIONS/INTERVENTIONS

ACTIVITIES:

  • Functional Behavior Assessment should be conducted on Omar.
  • The teacher should bring Omar closer to herself.
  • The teacher should set limit (ex. Logical consequences) for Omar during play or class time.
  • The teacher should establish a lovely or friendly relationship with Omar.
  • The teacher should talk face to fact with Omar everyday and reward him as the result of job well done to follow instruction.
  • The teacher should give affirmation to Omar and congratulate him after she has engaged him to do a particular piece of job.

Implementing the above activities pave the way to achieve the above goal to meet Omar’s need.

Kit Scenarios

           Kit is three years old and has Down syndrome and seems sociable and understanding; unfortunately, she has problem with speech. Her potential areas of strength are, she comprehends and likes to go along with others. On the other hand, her area of need is, she needs a speech pathologist or therapist for early intervention. What are some of the means that could be developed to help Kit articulate in speech and to deal with the Down syndrome?

           According to studies on speech or language domain on the Down syndrome child, six studied outcomes appeared favorable and four find little improvement (Gibson and Harris, 1988). On the experiment conducted in the Brinkworth study (1973), the experimental group obtained 99.9 as a mean and the control group received a mean of 69.7. The probability to improve on Kit speech is possible according to these studies.

GOAL: To help Kit articulate well in speech within 12 months period with the support of speech pathologist or therapist with family support.

MODIFICATIONS/INTERVENTIONS

ACTIVITIES:

  • Refer Kit to a speech pathologist or therapist.
  • Get Kit involved in frequent conversations.
  • Encourage Kit to repeat words after you.
  • Develop Individual Family Plan Committee for Kit
  • Develop songs and encourage Kit to sing them.

Developing and implementing the above early activities will help achieve the goal specified above.

Ty Scenarios

                 Ty is three years old and he is very shy; as the result, he finds it very difficult to get along with others. The cause of the shyness may be related to fear or social anxiety or social phobia. It may be culturally and genetically related as the result of culture or traits or sometimes it may be caused by environmental factors or influences. Although, he seems shy, he appears sociable, but he finds it difficult to express himself as the result of the shyness. A goal should be developed to help Ty gets rid of social phobia and to develop sociability with others.

GOAL: To help Ty gets along with others two months from now.

MODIFICATIONS/INTERVENTIONS

ACTIVITIES:

  • Make Ty work with groups in a group setting as to get rid of social phobia.
  • Involve Ty in conversation with peers.
  • Explain to Ty the importance of getting along with others.

Developing and implementing the above activities will help the goal to be achieved within this time period.

Sam Scenarios

      Sam is two-and-a-half years old and his activities at the center indicate that he has anger

and he is ego-centric. On the hand, he wants to be first; as the result, he appears to have

ambition being a potential leader. What are some of the necessary steps taking to help

Sam overcomes his tantrum? Goal should be established and put into place with activities to

help manage Sam’s tantrum.

GOAL: To help Sam overcome tantrum or anger within 12 months period with teacher support.

MODIFICATIONS/INTERVENTIONS

ACTIVITIES:

  • Teach Sam about the downside of anger and teach him about order and procedure.
  • Set limit to guide his behavior in the block center. For example, use logical consequences to guide his behavior.
  • Congratulate him for behaving well.
  • Draw a schedule for the block area for student groups and determine how many children should be in block area.
  • Use direct and indirect guidance strategies.

Developing and implementing the above objectives will help to achieve the goal to help Sam overcome his tantrum within the specified period.