Time Series Design It is desirable that the patient should be exposed to a series of observations and assessments carried out on a weekly basis. After the implementation of the intervention, the patient must be observed carefully, with the data concerning her behavior written down and reported properly (Sheperis, Young & Daniel, 2009). It will be reasonable to suggest that Kaya’s behavior should be observed during recess at school as in the previous assessment session. Likewise, the parameters for the child’s behavior assessment will include off-task activity (i.e., the inability of the child to focus on a specific activity), the analysis of the instances of physical violence and the cases of verbal one. However, it is reasonable to suggest that the minimum amount of time for the learner to maintain focus on the task should be increased to five seconds. It will be rather adequate to increase the time spent on the assessment of the child’s behavior I terms of her displaying or attempting at physical and verbal violence towards her peers and teachers. Specifically, the observations of the child’s responses towards the factors that have been marked as negative irritants (e.g., offensive remarks of her peers, rigid instructions from her teachers, etc.) will have to be more lengthy (e.g., 15–20 minutes). Herein the need to carry out the observations during not only recesses, but also the time that the child spends in class, lies. The graph built with the help of the cyclic patterns analysis method will look the following way: Graph 1. Time Series for the Intervention. Behavioral Intervention As the results of the study conducted prior to the intervention have shown, there is an obvious need to incorporate the approaches, which will help the child control her behavior and establish proper relationships with her peers. Specifically, the approaches aimed at assisting the child in recognizing her emotions, accepting them as normal and learning to cope with them in a timely and efficient manner must be viewed as imperative ones at the specified stage. First and most obvious, there is a critical need for allowing the child to increase the rate of her emotional intelligence (McKenna & Webb, 2013). Specifically, Kaya will have to learn to identify the negative emotions, which she experiences, and learn to accept them instead of dismissing them as inappropriate. Once the child learns that her emotions are nothing to be ashamed of or shunned for, she will be capable of recognizing them and, therefore, navigating her emotional experiences. As a result, the violence in her responses towards the outside irritant will most likely be reduced. The development of emotional intelligence in the child will require that Kaya should be capable of naming the emotions that she experiences at specific moments, such as conflicting with her peers, receiving instructions from her teacher, etc. The given stage of intervention is likely to take approximately two weeks, including the consistent training of the child, i.e., the development of skills for emotional intelligence in the situations, which presuppose interaction with her peers and teachers (Borckardt, Nash, Murphy, Mo