Case Study 2
Emma
is in Year 5 and is nine years old. She attends a mainstream primary school.
Since
starting year 5 her teacher has noted that Emma has become increasingly
disruptive in class by calling out, swearing, and refusing to work with pupils
who are not in her friendship group. She becomes argumentative and
confrontational when the teacher or learning support assistant tries to
intervene to sort out the problem and get her back on task. She is often sent
to see the headteacher where she seems happy to sit and chat with the school
secretary. Emma is working slightly below her age appropriate National
Curriculum levels. Emma says she hates school but likes play and lunchtimes.
She states that lessons are ‘boring’ except for PE and drawing cartoon faces.
She often refuses to take her book bag or homework tasks home. There are no
reported incidences of bad behaviour at playtime or lunchtime.
Home
life seems settled but on speaking to Emma’s mother the teacher gained the
impression that things were strained since Emma’s grandma had moved in. Emma’s
mother was very defensive of her daughter and was irritated by the school
constantly ‘moaning’ about Emma’s behaviour.
Part one essay
Evaluate the case
study above using the behaviourist approach. Provide the strategies for prevention
using this theory only.
The new question
below.
Part two: this is the new question part one has been done
by one of your writer which you may need to identify.
Using the same case study above, choose
a DIFFERENT theory related to
behaviour and provide strategies for intervention based on this theory. Analyse the strength and limitations of using
the behaviourist theory and the new theory chosen for the second assignment.
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