Permission to complete the case study was sought and given by B himself, his parents and the head teacher.
Introduction and rationale
In order to protect privacy the child will be known as B throughout.
The setting is a classroom in a main stream 2 form entry LEA Infant and nursery school.
B is a 6 year old child with a diagnosis of ASD [Autism] he also has EBD [emotional and behavioural difficulties] with Attachment issues. B is now in Year 2 . B is academically able but exhibiting severe behavioural difficulties and displaying severe aggression toward both peers and adults with obsessive demand avoidance behaviour and impulsivity. These behaviours severely inhibit both his learning and ...view middle of the document...
I not only hope to establish a manageable approach that will assist in developing more positive behaviour for B but also aid the growth of confidence and self-esteem for all our learners and significantly support staff in their ability to offer the support required. The aim is that the work will continue to develop in the future. The strategies must be adaptable as I acknowledge that one size does not fit all, however I believe that general principles and ethos can and should be upheld.
The needs and dignity of B remain paramount throughout. The emotional state of all participants is a considerable concern as parent school relationships have deteriorated and staff morale is low at the onset of the study. As a school we aim to provide a happy and secure environment actively seeking to develop positive relationships between ourselves, and with both parents and children. With this in mind all staff working with B must feel included in decision making and able to air their fears and concerns without prejudice, as must his parents.
The nature of the special needs
On entry in mid June 2010 B was very loud and disruptive often shouting ‘no I don’t want to’ accompanied by running at staff, kicking, punching, pushing and slapping, hiding and running off, biting and throwing equipment. This behaviour was triggered by any task demands, transitions, a wish to ‘police’ his peers. B is physically large and very strong and is able to inflict considerable pain and injury to both staff and peers.
B is very keen to be with his peers, however his need to be in control coupled with his difficulty in managing emotions results in aggression. This is very inhibiting in terms of developing friendships. He will attempt to demand compliance from his peers and will break their models, push or hit them if they are not responsive to his lead. As challenging as this is his impulsivity – he will often hit without a trigger walking up to unsuspecting children and push them over or suddenly break from a hand hold and run off. For these reasons his access to peers was totally restricted and remains limited and any interaction is highly structured and supported by adults.
A behaviour plan and risk assessment were written and all demands were carefully prepared for using symbols and social stories. A strict routine was implemented with firm boundaries with very limited and clear choices were strictly adhered to. This involved intense support from myself and he gradually began to settle and show signs of more appropriate interactions between himself and staff although continuing to require intensive supervision around relation to both his peers This ‘settled’ period continued until September 2011 when B returned from the summer break and had to cope with a change of staff. The unsettled, disruptive behaviour returned and additional strategies were put in place to support him, these included :- full time one to one support with some two to one, all demand activity...