Case Study for Cameron Michaels-Behavior Disorder

Brittany Payne

June 28, 2015

I made up a case study about a student with a behavior disorder.

Cameron Michaels is a 14 year old freshman who has a behavior disorder known as Oppositional Defiant Disorder (ODD). “Oppositional Defiant Disorder is defined in the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV) as including persistent symptoms of ‘negativistic, defiant, disobedient, and hostile behaviors toward authority figures’”. Cameron displays all of the behavior characteristics listed in the DSM-IV. He was diagnosed with this disorder when he was 8 years old. However, he is not receiving the help that he needs due to a lack of insurance.

Cameron is well known at his high school but unfortunately it is not for anything positive. He wears clothing that is against school policy and he often smells of Marijuana. When he is asked to dress appropriately for school he responds by saying “You can’t tell me what to do! I can do what I want!”

He misses substantial amounts of school due to suspension for threatening staff. This is his 3rd school this year because he was expelled from those he attended previously. Those actions were taken because Cameron was caught selling prescription drugs to other students. He does not have friends because he bullied every student who tried to befriend him. Teachers do not want him in their class because he is too much of a distraction. They are also afraid of him. Though none of his behavior is surprising, teachers and administrators have no clue how to handle Cameron.

The school has a “no cell phone policy”. Students are allowed to use their laptops for schoolwork only. Recreational use is strictly prohibited. Of course, Cameron does not obey the school’s rules. His phone often rings while classes are in session and he answers. He also plays loud music while the teacher is teaching. This causes the other students to pay attention to his disruptive behavior instead of the lesson being taught. Those actions always get him put out of class. Unsurprisingly, Cameron does not leave peacefully. He usually punches the wall and throws a desk or any object within reach.

Cameron does not participate in class discussion. When he is asked to participate he responds by flipping his desk and walking out of class. Those actions usually get him a five-day suspension. He is intelligent but he does not apply himself. He gets proficient scores on almost all of his work. However, the problem is that Cameron does not complete enough of the assignments. He stated to one of his teachers, “I’m not going to college anyway so I don’t need to do this.” Teachers have contacted his mother but she has failed to be of any assistance. His mother has often told the teachers that she does not have any control of her son and that he is their problem when he is at school.

Suggested Treatment for Cameron Michaels

·     **Proper Classroom Placement**: Cameron is currently in a regular classroom setting. He should be placed in a Special Education classroom with teachers who can provide intensive behavior management.

·     **Keep Class Rules Simple**: Cameron is struggling with following rules at home and at school. Not using a cell phone during class may seem like a simple rule for students with out a disorder; however, it is rather complicated for Cameron. Try to keep the classroom guidelines broad and simple— no more than 3 to 5 main rules. Let him know about them on the first day of class, and post them in the classroom as well.

·     **Reward Positive Behavior**: While teachers will at times have to discipline Cameron for improper behavior, they must remember that rewarding positive behavior is ultimately far more effective in the long run. A characteristic of having Oppositional Defiant Disorder is defiance. He tends to take any discipline as a personal attack. Because of this, unfortunately he will learn very little from it. Teachers should try to celebrate his successes more than reprimanding or punishing for his mistakes. Once he receives positive feedback and rewards, he will start to see that there is a positive benefit to good behavior. Cameron will then start to see the teacher as more of an ally than an adversary, and this will in turn motivate him to *want to* behave and do well in the classroom

·     **Allow for Mini Breaks**: Cameron lacks the emotional balance and maturity needed to remain focused and on-task for long periods. Instead of reprimanding him for his lapses, build in short rest periods or mini-breaks into the school day. Take time to periodically stop teaching and allow him to catch up if need be. Give him time to finish his assignment. If Cameron finishes his work before the other students allow him to stand up and stretch or walk around. This will allow him to burn off any excess energy that might have built up from sitting still for a long period of time.

·     **Fair Treatment for All**: Students with Emotional and Behavioral Disorders often do not respond very well to situations that appear unfair to them. This can trigger a cascade of negative emotions and acting-out behavior. If Cameron feels that he is not being treated fairly and with the same consideration and respect as his peers, his behavior will be affected. Teachers should treat all students in a consistent and fair manner, don’t bend the established rules for any student. Enforce the expected consequences every time, with every student. Allowing exceptions opens the teacher to accusations of being unfair.

·     **Use Motivational Strategies**: Unfortunately, Emotional and Behavioral Disorder students tend to have had a lot of negative experiences in school. Therefore they often lack the desire or motivation to try to succeed. To avoid disruptive or off-task behaviors, take some extra steps to motivate Cameron. Offer him incentives for academic successes, large and small. Celebrate his hard work, and praise his good efforts consistently. This can go a long way in giving him the motivation to excel in class.

*Disruptive Behavior Disorder*. (n.d.) Healthy Children. Retrieved from https://www.healthychildren.org/English/health-issues/conditions/emotional-problems/Pages/Disruptive-Behavior-Disorders.aspx

*5 Tips for Handling EBD Kids (Emotional Behavior Disorder) in an Inclusive Classroom*. January 26, 2013. Concordia. Retrieved from http://education.cu-portland.edu/blog/teaching-strategies/5-tips-for-handling-ebd-kids-emotional-behavior-disorder-in-an-inclusive-classroom/