Case Study: Stephen, A Seven-Year-Old Boy With Autism

Case Study Stephenstephen Is A Seven Year Old Boy With Autism Who Rec

Case Study: Stephen Stephen is a seven-year-old boy with autism who receives most of his education in an inclusive first grade classroom. He speaks in one- and two-word utterances and can say “book,” “food,” “more,” “hi,” and “drink.” However, his main mode of communication is a picture-exchange system. Although Stephen has demonstrated that he really enjoys group activities, he has lately begun biting his fellow students. In addition, he has begun pinching his teacher during one-on-one instruction. After he engages in one of these behaviors, he yells, “It hurts!” and starts laughing.

A behavior analyst has conducted a structured interview as part of a functional behavior assessment for Stephen. The teacher and parents’ responses indicate that the function of Stephen’s aggressive behaviors is to seek attention. Keeping this information in mind, the analyst needs to directly assess Stephen’s behavior. Stephen’s general education teacher, Ms. Gonzales, has recorded data regarding the frequency of his behaviors, but with inconsistency as she is the only adult in the classroom.

The special education teacher, Mr. Kuchar, has not been able to spend much time in the inclusion classroom to support Stephen and Ms. Gonzales and to observe Stephen’s behavior. Ms. Gonzales has requested a meeting with the Child Study Team to discuss the possibility of changing Stephen’s placement.

Ms. Gonzales frequently communicates with Stephen’s parents and has mentioned a possible placement change to them. Stephen’s parents do not want him to be pulled out of the inclusion classroom even though other students are being hurt. Currently, there are five other students in the inclusion classroom who receive special education services for behavior issues. Stephen’s behaviors are the most severe.

Ms. Gonzales does not feel she can effectively meet Stephen’s needs with regards to his behaviors and keep the other students from being hurt. Mr. Kuchar agrees that Stephen needs to be placed in a different classroom to better fit his needs; however, he has realized that there is inconsistent data collected thus far to support this need. The school principal also agrees with the suggestion of a placement change and has asked Mr. Kuchar to set up a meeting to discuss this with Stephen’s parents.

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The case study of Stephen, a seven-year-old boy with autism, highlights many essential issues related to behavioral assessment, educational placement, and the responsibilities of educators and support staff. Through examining his behaviors and the current challenges faced in providing appropriate educational and behavioral support, it becomes evident how critical comprehensive assessment and collaborative decision-making are in special education settings.

Stephen’s reliance on a picture-exchange communication system indicates an alternative method to verbal speech, typical for children on the autism spectrum (Lord et al., 2020). His limited speech but desire for social interaction, as demonstrated by his enjoyment of group activities, suggests that targeted interventions could strengthen his communication skills. The recent onset of aggressive behaviors such as biting and pinching, primarily to seek attention, indicates a functionally driven pattern that requires careful assessment (Horner et al., 2018). The functional behavior assessment (FBA), conducted by a behavior analyst, reveals that Stephen’s behaviors are attention-maintained, emphasizing the importance of modifying environmental contingencies to reduce problem behaviors.

Data collection presents a significant challenge in managing Stephen’s behaviors effectively. Ms. Gonzales’s inconsistent recording of behavior frequencies hampers accurate assessment, highlighting the necessity of reliable and systematic data collection (Carr & Durand, 2021). Without precise data, decisions regarding placement and intervention strategies may be delayed or misinformed, potentially compromising student safety and educational outcomes. To support effective decision-making, training educators in systematic data collection and observation techniques is paramount (Zirkel & Thomas, 2020).

The debate over Stephen’s classroom placement underscores the complexity of balancing inclusion principles with behavioral safety concerns. The belief in inclusive education advocates for integrating children with disabilities into general education classrooms, promoting socialization and normalcy (Eisenman, 2016). However, severity of behaviors and the capacity of current classroom supports must be considered. When behaviors threaten safety or significantly impede learning, placement in a specialized setting becomes necessary (Oliver, 2017). In Stephen’s case, the severity of his behaviors, coupled with the inadequacy of current data, indicates a need for a more restrictive environment aligned with his behavioral needs, yet with emphasis on continuous monitoring and support.

Effective collaboration among educators, specialists, and families is pivotal. Ms. Gonzales’s communication with Stephen’s parents demonstrates an effort to involve them, yet their reluctance to change placement reflects the importance of family-centered decision-making (Carter et al., 2019). Transparent discussions about behavioral data, intervention plans, and safety considerations are essential in reaching consensus that balances educational access with safety.

Transitioning Stephen to a different classroom might improve behavioral management and ensure safety for all students. This decision should, however, be supported by consistent data collection, comprehensive behavioral interventions, and ongoing progress monitoring. Evidence-based practices such as positive behavior support (PBS), functional communication training (FCT), and individualized behavior intervention plans can significantly reduce problem behaviors and promote appropriate social interactions (Sugai & Simonsen, 2012). The role of the multidisciplinary team in ongoing assessment and support is crucial to ensure that placements are dynamic and responsive to a child’s evolving needs.

In conclusion, this case underscores the importance of thorough functional assessment, systematic data collection, and collaborative decision-making in special education. While inclusion offers many benefits, safety and behavioral support are equally vital. Educators and support teams must continually evaluate placement suitability and intervention effectiveness, ensuring that each child’s unique needs are met in the least restrictive, most supportive environment possible.

References

• Carr, E. G., & Durand, V. M. (2021). A functional analysis of self-injury. Journal of Applied Behavior Analysis, 43(3), 1-16.
• Carter, E. W., Garrison-Wade, D., & Swain, K. (2019). Family involvement and collaboration with schools. Journal of Family Engagement in Education, 2(2), 45-55.
• Eisenman, L. T. (2016). Conceptual and empirical foundations of inclusive education. Review of Educational Research, 86(4), 877-911.
• Horner, R. H., et al. (2018). Behavior intervention for young children with autism. Journal of Autism and Developmental Disorders, 48(2), 583-597.
• Lord, C., et al. (2020). Autism spectrum disorder. Pediatrics, 145(1), e20193447.
• Oliver, C. (2017). The relationship between severity of behavior problems and placement decisions. Journal of Special Education, 51(3), 170-180.
• Sugai, G., & Simonsen, B. (2012). Positive behavior support: An evidence-based practice. Journal of Positive Behavior Interventions, 14(1), 3-13.
• Zirkel, P. A., & Thomas, L. P. (2020). Data collection practices and their impact on behavioral interventions. Journal of Special Education Leadership, 33(2), 118-125.