Individual Interventions
For children who have behavioural goals, the interventions and methods that are
implemented should aim to both diminish improper behaviour and improve more suitable
behaviour while doing so simultaneously (Bice, 2009). Autism spectrum disorders, such as
attention deficit hyperactivity disorder (ADHD), are frequently associated with children who are
on the autism spectrum. A diagnosis of autism, such as Student K's, can lead to sensory overload
in larger general education settings, and ADHD is frequently associated with children who are on
the autism spectrum (Bice, 2009). Student K has difficulties controlling his behaviour when he is
in a classroom with other kids who are receiving general education because of his attention
problem as well as his sensitivity to different types of sensory input. He need the aid and
involvement of a teacher who is experienced in working with students who have special needs.
The evidence that was received from student K indicates that when given directions or an
assignment, he regularly exhibits vocal outbursts or flat-out refuses to begin a task. Student K is
unable to finish their work because every time they contact with students who do not have
cognitive disabilities, they are met with a verbal outburst or a threat. This prevents them from
completing their assignments. It would appear from his data that the purpose of his behaviour is
to avoid or escape the repercussions of his activities, such as labour and attention. This would
make sense given the nature of the data. Antecedent procedures and social stories are two kind of
treatments that have been shown to be effective by study. When combined with the point sheet,
these two types of interventions can be specifically tailored to student K's individual behaviour.
The objective of precursor processes is to stop undesired behaviour before it even starts, which is
why they are called "precursors" (Bice, 2009). This can be accomplished in a situation where
general education is being provided by having routine check-in talks with his case manager and
enlisting the support of the classroom educator who specialises in special education. This may
include having a talk about how those expectations are met in the classroom, going over the
expected behaviour more than once, and making sure the student is prepared for the agenda of
each lesson before it begins.
By assisting student K in comprehending what will occur in class each day and by
periodically reminding the student of what is expected of them, it is possible to reduce the
behaviours that occur when a task or direction is given to student K. This will make it possible to
reduce the amount of disruptive behaviours that occur when student K is given a task or
direction. The student K's check-in sessions with his support instructors and his affective skills
class will both allocate some time to the discussion of social stories. These occurrences can serve
as models for both acceptable and unacceptable methods for peers to communicate with one
another. The information that was acquired on student K's point sheet, in addition to the
anecdotal notes, can be of use to his case manager in addressing the social difficulties that are
now being explored in general education classes. In addition to that, the teacher of the special
education class may bring up the instances during the lesson. This method, which tries to
influence the behaviour of student K, focuses on student K's behaviour in his interactions with
his peers and has as its primary goal the modification of student K's behaviour.
Impact on All Students
The attention of pupils is diverted away from their academic work when teachers are
required to concentrate on a behavioural issue posed by a child who has special needs. According
to the findings of various pieces of study, some children who are enrolled in general education
suffer as a result of being in an environment where there are also students who struggle
emotionally or behaviorally (Samuels & Constantinescu, 2020). Samuels and Constantinescu
(2020) cited a number of repercussions on students enrolled in general education, some of which
included an increase in the number of students who were absent from school, a decline in
academic performance, and an increase in students exhibiting problematic behavioural patterns.
According to the findings of some studies, the academic performance of students who were
educated in inclusive classrooms alongside students who struggled with behavioural disorders
was significantly lower than the academic performance of students who were educated in
standard general education settings (Fletcher, 2010).
Because of the interventions and strategies that have been put into place for student K,
there is a possibility that the student's behaviour in class will improve, which will free up more
time for instruction. The data tracking will make it possible to make adjustments in the event that
the inappropriate behaviours are not stopped. The social stories have the potential to assist
student K in developing positive interactions with other students, and the preventative
procedures outlined in the antecedent processes have the capability of preventing disruptive
outbursts and occurrences. The findings of Student K's academic success indicate that both his
reading comprehension and his reading fluency are within a typical range. If there is a way to
improve students' interactions with one another, then Student K could end up being a huge help
to the other students in the group while they are doing the assigned group work. This would also
help everyone learn more.