The reasons can be generalized into; Home, community and biology. There is a relationship between prenatal exposure and emotional behaviors. The causes of the aggressiveness may be a result of depression and mood disorders. The combination of parental neglect and inconsistent expectations may have shaped this behavior. Lack of socialism in the child’s life has led to the anti-social behavior. Early intervention is critical since it is easy to teach the child at this stage (Nelson, Benner and Mooney, 2008). The mother should stop using the drugs in his presence. She should introduce him to peers, age mates and relatives. This would assist in the socialization process. The mother should also encourage him to have relationships with teachers.
One of the avenues is why Joey has upsetting memories despite the actuality that he was not critically injured. The memories are the cause of trauma and the anti-social behavior. Another avenue may be to analyze the sleeping issue. This may include why he sleeps in class, prolonged sleeps and nightmares. These might not have been caused by the trauma but a post traumatic stress. Joey should undergo an ‘exposure-based cognitive’ behavioral therapy. This would assist in differentiating between feelings and thoughts and in development of other interpretations or new ways of looking at the situation. The sleep problems should be addressed by imagery rehearsals, rehabilitation, positive self-talks, and training on relaxation techniques (Rosenberg, Wilson and Maheady, 2004).
The behavior might be caused by attention seeking. The child is not satisfied by the awards resulting to negative attention quest. The child is territorial; Larry is happy about him, but wouldn’t like anyone else to join his happiness. Larry is exposing other children to the risk of joining his behavior (Lloyd, et al, 1997). A solution may be isolation; the isolation should be to his will. The child should be subjected to punishments so that other students learn on the consequences of the bad behavior. To make this student successful, the school should show attention and affection. The school should take precaution on their reaction since this may trigger more aggression. The school should discuss on appropriate behavior and consequences of lack of adherence.
Early interventions may include improving autumn’s attitude towards life. This can be done through the socialization process. Training her on opportunities that life offers may help her plan her future. She should be taught on working independently and contribute to the community. The teachers need to be concrete in demonstrating actions against immoral behavior. Autumn’s biggest challenge is socialization and integration. Her urge for attention may not be achieved, and this may draw her away from her ambitions. Promoting self determination in autumn’s life is critical. Life outside school is not as easy as in the school; it may take more effort to succeed. The teachers need to teach to tech her on how to be determined (Pierangelo and Giuliani, 2008).
The Government has provided different programs that assist people with the disability to seek fro jobs. Such programs include Vocational Rehabilitation (VR), JAN and ADA National Networks. These programs work to offer practical solutions to both employer and employee. They offer training sessions, therapeutic counseling, employment education and rights awareness programs in work places. There are so many resources that individuals with Down syndrome can use (Gallagher, 2010). These include and not limited to the internet. Other resources include Postsecondary education programs such as AHEAD which provides training programs, publications and workshops for people with Down syndrome. This program promotes development of broad minds among young adults.
Gallagher, P. (2010). Teaching Students with Behavior Disorders: Techniques and Activities for Classroom Instruction. Love Publishing Company: Villanova Place, Denver.
Lloyd, J., Kameenui, E., Chard, D. & Kame’enui, E. (1997). Issues in Educating Students With Disabilities. Routledge: New York.
Nelson, J., Benner, G. & Mooney, P. (2008). Instructional Practices for Students with Behavioral Disorders: Strategies for Reading, Writing, and Math. Guildford Press: California, CA.
Pierangelo, R. & Giuliani, G. (2008). Classroom Management for Students With Emotional and Behavioral Disorders: A Step-by-Step Guide for Educators. Corwin Press: Mahwah, NJ.
Rosenberg, M., Wilson, R. & Maheady, L. (2004). Educating Students with behavior Disorders. Pearson/A and B: New York.