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Case Study Number Four
You stop to catch your breath as you swing open the door to the guidance office, requesting the assistance of the dean or the school psychologist. The only person available is the guidance clerk who is right behind you as you make your way back to the screaming student. Clark Matthews is hollering into the air profanities and his hatred for school and life. This is the worst you have seen him. Clark has a short temper and can easily become agitated during classroom activities or lectures. He doesn’t hide his racism, his hate for the school, and his appreciation of illegal substances. You have tried to help him with one-on-one discussions, developing a behavior plan and a behavior contract that Clark helped write. Clark does realize that he needs school for his life goals, that he needs to behave in class so he can get his work done, but his understandings become too easily clouded when he lacks the confidence he needs to complete an assignment or take an assessment. You have been working with him on attaining good daily reports from his teachers so he can have lunch outside with a couple of his friends at the end of the week. This usually lasts until Tuesday and his reports become nonexistent as he is thrown out of class or suspended from school for his outbursts and continuous disrespect for the teachers and his peers. He makes rude comments to the teachers during their lectures, and shouts meaningless words or phrases in the middle of someone talking to try to capture the attention of his peers. “Purple Goats,” he will shout as the teacher is demonstrating how to use a microscope. “Chicken nuggets,” will be his answer to any given question. You have discussed the reasoning behind this behavior, and he just proclaims his hate for school and the teachers. His mother left him when he was young, and you suspect his father is also using drugs and alcohol. The conversations with his father about his behavior lead to frustration as his father excuses the behavior and begins to blame the other teachers. Clark was sent to a psychiatric facility after he said he would kill himself, only to return a few days later with the same behaviors.
What can you do to help Clark get past these behaviors so he can complete his class work and assessments? You have already tried writing consistent behavior plans for all his teachers to follow, you have developed a behavior contract that Clark said he was willing to try and work toward, you have had conversations with Clark and his father and other teachers, you have tried ignoring the behavior, and you have tried modifying his assignments and assessments to test if taking away any academic frustrations would help alleviate his need to act out. His behaviors have continued to increase as his academics have continued to decline.
What can you do?
Clark Matthews, age 12, 6th grade inclusion student with SLD, single parent at home with a brother in 4th grade. Clark and his brother do not get along, and neither do he and his father.
Problem: Outbursts and strong behavioral issues that are hindering the learning of his peers, as well as causing Clark to be in danger of failing and not meeting his goals.
Strategies: Behavior plan, Behavior contract, meeting with parent and conversations with Clark, discussions with the guidance counselor, a weekend in a psychiatric facility, planned ignoring, prompting, and modeling.
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