His seat had been changed a number of times, but this had not helped. His work had been modified because of his weak reading skills.
Stage 3: The following questions were asked for clarification:
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Does he have friends in that room? (Not really.)
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What is he really good at? (Spelling, baketball.)
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Is his behaviour the same outside the class? (Yes.)
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Does he have friends outside the class? (He spends time with one or two students.)
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Does he change his behaviour after you speak to him? (For a few minutes.)
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How does her react to one-on-one talks with you? (He gets very angry.)
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Is work experience part of his program? (Not yet, but he will be going out to work at a later date.)
Stage 4: The brainstorming session provided the following suggestions:
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Choose the smallest behaviour that you want to stop and develop a plan to stop that behaviour with built-in rewards.
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Video-tape Nathan in the classroom over a period of time to show him what he is doing or have some observation done to establish a baseline of his behaviour.
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Provide modification to plan for success and reduce frustration.
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Tape materials that he has to read and provide discussion time, so that he will understand what he reads.
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Provide time for small cooperative group work.
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Hold cooperative group activities that stress social skills.
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Work with school social worker to set up behaviour modification plan.
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Look at relationships with friends.
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Bring parents in and make frequent home contact.
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Establish peer monitors and/or a buddy system to help with problem behaviour.
