Case Study 2 by https://padlet.com/fareeha_amirah_rohizad/case2 en-us 2016-08-01 04:21:15 UTC 2018-04-18 08:01:11 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Brightnessdown.png Case Study 2 fareeha_amirah_rohizad https://padlet.com/fareeha_amirah_rohizad/case2/wish/252167188 •Shawn is a Primary 5 boy. He was was noted to have anger management issues.  He has been acting out in school frequently, and has had several minor incidents of misbehaviour in your classes (e.g. standing up when you asked him to sit down, shouting out answers without being called upon). Sometimes, he runs out of classes without permission and the whole Case Management Team (CMT) has to be activated to find him. 
 
•During group work one day, Shawn started shouting and hurling vulgarities at his group mates. He became increasingly agitated and pushed one of the classmates, John. John fell and suffered some bruises. 

1.What are the preventive measures that the school can take in order to prevent such incidents to happen in class? 
]]> 2018-04-16 14:30:16 UTC https://padlet.com/fareeha_amirah_rohizad/case2/wish/252167188 JEZ https://padlet.com/fareeha_amirah_rohizad/case2/wish/252881553 Perhaps he could use a table prompt to help him to calm down. The prompt could be in pictorial form to help him take steps to manage his own emotions.
Secondly, when he runs out of class, ]]> 2018-04-18 07:47:44 UTC https://padlet.com/fareeha_amirah_rohizad/case2/wish/252881553 Su, Fa n Oda https://padlet.com/fareeha_amirah_rohizad/case2/wish/252882541 1.Pre-empt the classmates on some routines to follow should Shaun exhibits some pre-meltdown behaviours e.g. walk away n inform the teacher.
2. Give Shaun a suitable fidget tool that helps to calm him down.

]]> 2018-04-18 07:51:56 UTC https://padlet.com/fareeha_amirah_rohizad/case2/wish/252882541 Table X msliwenlin123 https://padlet.com/fareeha_amirah_rohizad/case2/wish/252882551 Draw up a contract (mutually agreed on) with the child to specify the boundaries in the class. The contract has to be enforced strictly and as agreed to let the student know the consequences of their actions. Student must understand that this contract is meant to support him/ her, not threaten. 

Aside from punishment, we could also consider drawing up rewards/ incentives to motivate good behaviour. ]]> 2018-04-18 07:52:01 UTC https://padlet.com/fareeha_amirah_rohizad/case2/wish/252882551 MJEZ https://padlet.com/fareeha_amirah_rohizad/case2/wish/252882789 He could have a table prompt in pictorial form to help him manage his emotions. When he acts up, the teacher can just point to or tap on the table prompt instead of directing negative attention to the child.
He could have a zone demarcated in class or him to go to in order to calm down. When he runs out of class, the OM should be informed while the teacher continues with the lesson. If any other child is injured from the meltdown, the parent of the injured child should be informed. 
For group work he should be put in a group made up of classmates he can get along with or he can have the option of working on his own. ]]> 2018-04-18 07:53:12 UTC https://padlet.com/fareeha_amirah_rohizad/case2/wish/252882789 Table X msliwenlin123 https://padlet.com/fareeha_amirah_rohizad/case2/wish/252882842 Be gentle yet firm when speaking to a child before the melt-down. Offer him/ her alternative solutions/ avenue to release anger/ to cool down. This could include taking time-out/ special corner. ]]> 2018-04-18 07:53:23 UTC https://padlet.com/fareeha_amirah_rohizad/case2/wish/252882842 Front liners june_lee88 https://padlet.com/fareeha_amirah_rohizad/case2/wish/252884223 1) Teacher must have a rapport with these students with special needs. 
2) Teacher should know what are these students' avenues to vent (outlet).
3) Assign students who have higher level of tolerance. They would not provoke this special child but would not also suffer in silence. ]]> 2018-04-18 08:00:34 UTC https://padlet.com/fareeha_amirah_rohizad/case2/wish/252884223