For this case study, we were asked to investigate Trevor, a four-year-old male student who
currently attends a privately owned daycare. Due to Trevor’s focusing and behavioral issues, the teacher
must stop teaching and working with other children to ensure Trevor’s safety. Trevor is known to throw
objects throughout the room, scream, hit the other kids, and he cries frequently. Due to Trevor’s
behavior, the owner of the daycare has received many complaints from parents threatening to move
their children to another daycare center. Trevor’s mother believes that his behavior is just “All boy” and
that he will outgrow this stage.
As the teacher in this classroom, I would start by trying to understand what the “triggers” are for
Trevor, if any. What causes him to be upset or act out? Is there any way that I can help him to feel safe
and loved above what I am already doing? I would begin to implement positive reinforcement, possibly
in the form of a sticker reward chart, that way he is able to visually see how close he is getting to his next
reward due to his good behaviors and choices. During “bad choice” moments, he could be reminded of
his reward that he is working towards. Behavior Modification would possibly occur due to positive
reinforcement because when the positive reinforcer (reward) is given, the behavior is more likely to
occur. (Cherry, K. 2018) I would make it clear what behaviors are and are not acceptable and work with
him to make the right choices. To help the other students be able to handle Trevor’s behavior, I would set
clear classroom expectations for all students, be sure that they each know what is expected and what
good classroom behavior does and does not consist of, and I would explain to them that sometimes
certain classmates may need extra encouragement and to see good examples. I would help them to
understand that they could be the “good example” that would help their friends know what to do. I
previously worked as an assistant teacher at Head Start, and I am still amazed at how understanding the
other kids can be of the special needs of some students. I have witnessed other students gently
reminding their classmate “Remember you want a sticker on your chart!” I would explain to my whole
class that sometimes its hard to follow all the rules, but we can work together to keep each other on the
right track!
When talking to Trevor’s parents, I would be specific with my concerns and have validation
(examples) for each of the concerns. I would go into the conversation with as much knowledge as
possible. I would “speak in a calm and friendly manner, stay positive, and be willing to provide ongoing
support for the child and parents,” as suggested by Compass Rose Academy (Talking to Parents About
Their Child’s Misbehavior, 2016.) I would strive to give them suggestions and inform them what we’re
doing at school (behavior/stick chart) and suggest that they do something similar at home to help build
unitedness and understanding for their child. I would stress to them how committed and invested I am
to helping Trevor understand that his behavior is unacceptable. I would reconfirm that positive
reinforcement is effective in behavior modification in hopes that they will also implement it at home.
As a parent of a student in Trevor’s classroom, I feel that I would express my concerns to the
teacher and owner. I feel that as a parent, it is my responsibility and obligation to keep my child safe.
Most likely, the teacher and owner are both already aware of the issues, but as my child’s advocate I
would still have to have the discussion with them. However, I wouldn’t remove or even threaten to
remove my child (unless there was evidence of my child being unsafe.) I would instead talk with my own
child about why Trevor acts the way that he does and why his behavior is unacceptable. I would try to
teach my child that it is important to show kindness, even to those who may not always be kind to us. I
would also tell my child that it’s ok to walk away from Trevor if necessary, that sometimes Trevor (or any
other friend) may need some space.
I have no doubt that the entire class will be affected by Trevor’s behaviors. I will work hard and
stay committed to helping my classroom run as smoothly as possible by focusing on understanding
Trevor’s special needs and working to build a trusting relationship with him. I will strive to be sure that
the other students’ concerns are heard, seen, validated and addressed as needed. As the teacher of this
classroom, I will strive keep Trevor included in our activities, while keeping my focus on the class as a
whole, knowing that he will require special focus on him as well.
In conclusion, it is clear that Trevor’s focusing and behavioral issues will be a hurdle for all
involved, including the teacher, classmates, parents, and himself. As his teacher, I am committed to
helping Trevor become the best learner possible. I feel that by implementing positive reinforcement, we
are taking the first steps in helping him to understand which behaviors are acceptable and which are not.
By encouraging his parents to begin the same at home, I think that we will be successful in guiding him
into learning how to behave appropriately. I hope that during this process we can find out what works
and what does not, what things in the classroom and home environment promote positive behavior and
what things would be considered a “trigger” for unacceptable behavior.
References:
Cherry, K. (2018.) Positive Reinforcement and Operant conditioning. VeryWell Mind.
Https://www.verywellming=d.com/what-is-positive-reinforcement-2795412
Compass Rose Academy. (October 2016.) Talking to parents about their child's misbehavior.
Https://www.compassroseacademy.org/talking-to-parents-about-their-childs-misbehavior
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