case study res5333

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American College of Education *

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5333

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Health Science

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Dec 6, 2023

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Case Study Jamie Ross American College of Education RES5333 Building Collaborative Relationships Carl Valdez October 8, 2023 1

Case Study Each student is unique, and when their needs require additional support, the team working with those students must collaborate well with one another. Creating positive and successful relationships between families, schools, and communities is challenging and has positively impacted a student’s success (Collier et al., 2015). One student who needs a team to work collaboratively is Joshua Brown. Josh has been struggling with behavioral issues, and it will take the team working together to see if further intervention is needed and what plan will be in place. Student Demographic Josh is a 16-year-old Caucasian male who lives in New Hampshire. He lives in a low- income urban area of Nashua with his mother, father, brother, and sister. Josh attends Nashua High School South and is in the 11 th grade. Academic, Behavioral, Social, and Emotional Description Josh is in a medically fragile, intensive needs, self-contained classroom. He requires the aid of a one-on-one paraeducator to assist with his daily activities. Josh is non-verbal and uses an AAC device to communicate but is limited on the amount he can use the device. Josh can answer simple questions such as “Is today Monday or Tuesday?” by hitting the corresponding icon on his device. However, it is challenging to test Josh because of his limited communication, so we are unsure where his academic grade level falls. Socially, Josh prefers to be alone or with a small group of people, but he can be around more people when needed. Josh enjoys walking, holding on to an object and being pulled, Thomas the Train, books of his choice, floor time, and being independent. He can use his communication device to choose preferred activities with support from staff. He loves not 2

wearing shoes. He loves to explore, often leaves the room, and rolls around the halls. He laughs, thinking he escaped from the staff. Emotionally and behaviorally, Josh has been struggling the most this year. When upset, he slaps his arm and throws his body back and forth in his chair. He will scream and flail until he is inconsolable and has worked himself into a hysterical state. Josh will also lash out at others; before this year, he would hit someone by accident when flailing his arms and legs, but it has escalated to him purposely hitting staff and students, and he has also begun biting staff. He is usually the angriest before his feed times; however, now it has become when a demand is being placed on him anytime throughout the day. Collaboration For Josh, there are many benefits to his school team, family, and community collaborating to help him with his struggles. The head teacher in the class has had hours of observation and has talked to the mother many times, and they have agreed that 45 minutes before Josh’s feed times, he gets very agitated. She has tried to talk to the doctors about increasing his tube feeds, but they insist he eats the correct number of calories. “ It is important to note that children with disabilities require assistance from many domains to meet their unique needs and that some types of health services are offered through schools, job centers, or other community organizations outside of the traditional health care sector” (National Academies, 2018, para 1). If the school can take enough data and support mom to go to the doctor to show them that he is demonstrating that he is hungry but is not capable of speaking, it could be enough for them to at least consider it instead of dismissing her concerns. To get the best data and have a plan in place, the classroom teacher received consent from the family for the BCBA to observe Josh and help develop a behavior plan. 3

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