Osvaldo Case Study

Action: MHP and MHS discuss Donovan’s behaviors in the home and community. MHP and MHS review monthly paperwork that is needs to be submitted. MHS and MHP complete a walk-through of Donovan’s bedroom and play room. MHP and MHP discuss upcoming medical appointments. MHP email Ms. Greene at the MUSC Foster Care Support Clinic to assist MHS with verifying upcoming medical appointments. MHP and MHS discuss MHS contact with Donovan’s DSS worker.

MSTT met with Sabrina to review the consequences, rewards, or changes to deter Esmrel behaviors. Sabrina informed MSTT she contacted the school and they made some changes to Esmrel schedule. The school placed Esmrel back on a point sheet and he no longer has a free period. During Esmrel free period he goes into a teacher's room and engage in school work during that time. Sabrina explained this has been working and Esmrel grades are starting to improve and his behaviors are getting better. MSTT and Sabrina disucss have their been any changes within the home which is also having a positive impact on Esmrel behaviors. She stated everything at home is pretty much the same at home with very little changes. MSTT will work with Sabrina and Drew to

Maunica responded well to the intervention. Maunica continue to make very good progress towards her goals. Maunica stated that she is attending school regularly, and is getting along much better with her mom. Maunica stated that she is taking her medications as prescribed. Maunica stated, that she made decision of getting up and going to school every day, complete high school, doing the right things, not to calling 911, and to get along better with her mom. Maunica completed the online Q & A. Maunica stated, getting into trouble, not getting the result wanted, escalating the situation, and suspension. Maunica stated, it help with make choices, expressing feeling and thoughts, and complete something. Maunica stated, what to eat, clothes to wear,

Intervention: CSP discussed the youth’s ability to follow the home and school rules. CSP coached the youth to communicate with foster parent and foster sister. CSP praised the youth for resolving issues with foster sister. CSP asked for the youth’s feelings about going home and building a better relationship with her bio-mother. CSP discussed the youth’s behavior towards staff at school and foster parents.

Intervention: CSP, MHS and Antavia discussed the youth’s refusal to communicate with MHS, attend school and comply with the home rules. CSP and Antavia process her reality of returning home and having a healthy productive life. CSP and MHS discussed the youth’s recent behavior of cursing at MHS and leaving the bedroom window open. CSP provided support to Avtavia as she expressed her feeling about living with her grandfather and the upcoming foster care review board meeting. CSP encouraged the youth to inform MHS or CSP when she needs additional assistance.

Intervention: MHP request for a report of Samantha’s recent displayed behaviors. MHP, MHS and Samantha process displayed behaviors in the home and the outcomes. MHP and MHS listen to Samantha verbally express her emotions. MHP validate Samantha’s emotions about being in foster care and wanting to be with biological family.

G1: Osvaldo will feel successful at school as evidenced by improved grades and verbalization of confidence.

Jose needs to be aware that I am not there to judge his decisions, but I am there to help guide him. Also, I need to know that his ability to follow through with his plans is not a reflection of my abilities as a therapist. Last but not least, I need to circumvent for Jose’s fight or flight response through validating how he feels because of his anger problems, as aggression is a highly limbic based response. Thus, in order to reduce the chances of these errors, I would use specific techniques that are designed to help me avoid them, as well as providing genuineness, validation, unconditional positive regard, and empathy to Jose to help guide Jose toward the goals we set for

Deonte made minimal progress demonstrating positive ways of expressing his feelings. The youth struggled in school when peers teased him during recess. He refused to express his feelings to CSP, MHS and the teachers. CSP and MHS discussed healthy ways are asking for assistance and informing adults of problems. Deonte made moderate progress consistently interact with adults, peer and authority figures in a respectful and healthy manner. The youth interacts with MHS and family, school officials, and adults in the community. Per MHS, the youth demonstrates respect and manners.

Intervention: MHP gave MHS and Valdimir think worksheets to aid Valdimir’s family and Valdimir with progressing reported recent behaviors displayed. MHP, MHS and Valdimir progress the details to the incidents and discuss alternative ways of avoiding making the same mistake. MHP and MHS review noticeable barriers to Valdimir’s ability to comply with the rules and decrease inappropriate behaviors. MHP and MHS discuss motivating Valdimir to comply and respect others.

Mom stated that she is concern about Thomas behavior at home with his brother, mom stated that Thomas fight and argues with his brother all the time, being disrespectful to adult, not wanting to eat, which is causing him to lose weight, not being able to control his anger reacting to anger situation poorly and not being able to focus on given task. Mom stated that Thomas is take medication, which she could not remember at the time, however stated that she feels the medications are not improving Thomas ‘s behavior. Mom stated that Thomas gets very angry and aggressive in the home. Mom stated that she could not sent the boys to summer camp because she is afraid of their behavior with their peer and not following directive from adult figures. Mom stated, that Thomas did poorly in school however he is being promoted to the next grade. Mom stated that Thomas has an IEP in place at school. Mom stated, that Thomas was never

Therapist met with caregiver in the office. Therapist listened carefully to caregiver as caregiver discussed client’s behaviors, mood, coping skills, and symptoms. Therapist validated caregiver’s feelings and praised her for her motivation to work closely with client to make what is better for her in the future. Therapist psychoeducated the foster mother about the anger circle and how she may try to break the anger circle by not feeding the negative behavior and not challenging the client. Therapist psychoeducated the foster mother about the the active listening skills and the positive communication. Therapist psycho educated caregiver on how she may use the consequences and the reinforcement system to target the negative behaviors, one behavior

Intervention: MHP and MHS review the interventions MHS often uses and the interventions effective. MHP and MHS discuss Samantha’s display of self-redirect to improve the display behaviors of aggression and defiantance. MHP summarize MHS report of Samantha’s behaviors display in the home and community.

The meeting started with the positives and the successes. The youth's grades have improved, the youth is attending to all his classes, and is playing to try out for the soccer team. The youth is participating in family activities and the youth is more positive than before. WYP Ngo gathered some information during the meeting. The youth has court on APril 27th, 2017. The youth is participating in Boys Court every other month. WYP Ngo updated the team about the youth's behaviors. The youth is doing better about acknowledging faults, mistakes, and reflecting on his actions. The youth is very thoughtful toward his foster family (always tries to return home with small gifts during the one on ones). The next FTM will be on February 17th, 2017. The

I first read the article about positive behavioral supports. I gained an insight about the importance of knowing and observing the child. If we do not carefully do observation, we could misunderstand why a child is behaving a certain way. If we do not understand the why, then we cannot solve the problem. We need to know the purpose of the behavior so we can teach an alternate behavior that provides the same purpose as the undesired behavior. We as teachers can also lessen the amount of times a student is exposed to the trigger which causes the behavior. If we do all of these parts we can help a child overcome the negative behavior and replace it with a positive behavior. I am going to practice looking at what trigger’s Matthew’s bad behavior so that I can avoid those triggers. This will help me learn the process so I will be a more effective teacher when I have my own classroom.