Children can exhibit signs of defiance, impulsiveness, and mischief from time to time. Behaviorist scientists believe that this is perfectly normal for young children. However, some children have incredibly disruptive and challenging behaviors outside the norm of their specific age. Such children are regarded as having a behavioral problem. Some of the common behavioral issues that children might encounter include conduct disorder (CD), oppositional defiant disorder (ODD), and attention deficit hyperactivity disorder (ADHD) (Frey, 2013). Juanita's case represents a student battling with shyness, timidity, and social isolation as her behavioral problems. The inability to engage in group work and other social situations in the classroom jeopardizes her potential to perform better. Juanita's behavioral intervention focused on two strategies, including social skill interaction and engagement in cooperative learning groups. The successful completion of the interventions led to Juanita's improvement in social skills.
Behavioral Problems
Most of the behavioral problems that Juanita appears to face stem from her low self-esteem. Despite the above-average performance in class, she seems shy and timid. Juanita does not volunteer to participate in group activities. The student cannot stand up for herself when interacting with her peers. She tends to withdraw from social situations, especially where joint efforts are needed. The behavioral problem can broadly be classified as low self-esteem. According to Donnellan (2005), individuals with low self-esteem lack the much-desired unconditional positive self-regard for themselves (328). People with low self-esteem are more likely to experience shame, inferiority, and guilt. Donnellan draws a close relationship between low self-esteem and the development of aggressive behavior. Therefore, Juanita's behavioral problems are likely to transition to more issues if adequate interventions are not taken.
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Juanita also has a problem with shyness. A close relationship exists between the child's socio-emotional status and academic performance. Shyness could be the sole reason that hampers Juanita's academic success. Kalutskaya, Archbell, Moritz Rudasill, & Coplan (2015) describe shyness as a "temperamental trait characterized by weariness, fear, and self-consciousness in social situations" (149). The school acts as one of the main places for the development and social interactions of the students. Shyness in the classroom is associated with stress and reduced social competence. The reduced sense of self-belief among individuals will eventually contribute to reduced academic performance. Shy students are also likely to be picked on by other students because they are easy targets. The culmination of all these events makes the learning environment a difficult place for the learners. Thanks to her shyness, Juanita is more likely to spend time on her own. Also, Kalutskaya et al. (2015) emphasize that shy learners are more likely to perceive themselves as less attractive and less socially skilled. Therefore, shyness has an overall negative effect on an individual's positive image, leading to lowered self-esteem. Juanita's average performance stems from her inability to participate in the learning process. The inability to speak and give comments reduces the chances of shy students' success in the classroom.
Young children use shyness as a protective tool for their insecurities. Educators must, therefore, understand how well to work with shy learners in their classrooms. In some instances, shyness comes due to unfamiliarity. As illustrated by the authors, "Shyness is a natural reticence, is most intense and pervasive in young children simply because so many situations are new, and so many people are strangers to them" (Lund, 2008 79). According to the author, shyness is normal behavior and occurs when a child has not sized up for specific new experiences met within the classroom or school environment. Shyness becomes a significant behavioral problem if it paralyzes an individual's holistic social life. Interaction with peers appears difficult for Juanita. She does not want to participate in an activity that requires her to engage with the rest of the students. Without adequate intervention, Juanita's shyness can lead to problems in the future. As illustrated by Lao, Akseer, Bosacki, & Coplan (2017), shyness in childhood might cause difficulties in the learner's later adjustment as they enter adolescence and adulthood. It also directly contributes to school refusal and low achievement in academics. Therefore, Juanita's shyness is a significant area of concern for her handlers.
Juanita's social withdrawal is another area of concern for educators. The main attribute of socially withdrawn children is their tendency to refrain from engaging in social activities while in their peers' presence. In discussing the causes of this social problem, Rubin, Coplan, & Bowker (2009) say, “The lack of social interaction in childhood may result from a variety of causes, including social fear and anxiety or a preference for solitude” (141). Socially withdrawn children face the imminent risk of socio-emotional difficulties such as anxiety, depression, and low self-esteem. Such learners are also likely to face peer difficulties that include victimization, rejection, and low friendship quality. Examples of school difficulties that socially withdrawn children face are low-quality teacher-student relationships, school avoidance, and academic difficulties (Rubin, Coplan, & Bowker, 2009). Juanita's consistent withdrawal from social settings is risky for her overall educational life. The educators must remain wary of her condition and strive to acquaint her with the much-needed social skills. The social skills will enable Juanita to develop much-needed coping skills against the negative aspects related to isolation.
Behavioral Interventions
The interventions undertaken focused on several fundamental areas, including social skill instruction, cooperative learning groups, and positive reinforcement. Educators cannot underestimate the importance of social skill acquisition as a behavioral intervention. As illustrated by Leffert, Brady, & Siperstein (2009), "For students at all age levels, competence at managing the social situations that arise in the classroom is often a prerequisite and a critical ingredient for making academic progress" (3). The teacher primarily focused on areas such as answering questions and controlling anger. More specific attention was placed on getting along with the rest of the class members. Also, the teacher established a cooperative learning environment through the group works established. As elaborated by Leffert, Brady, & Siperstein, (2009), appropriate learning occurs well in the social community (3). Engaging in group work allowed Juanita to develop social skills thanks to the role-play and interactions with other students. Positive reinforcement primarily occurred in the form of observation. The teacher permitted Juanita to see how students behaved freely in their natural environment.
Juanita must undergo a thorough social skill instruction to correct her shyness, timidity, and inability to engage in social situations. Social skill instruction is given explicitly to students with deficits in their social behaviors. The students acquire new behavioral skills and improve on their existing ones. The most preferred method of teaching these social skills is organizing students into small groups of between 2 and 10 learners. Through direct instruction and reinforcement, the educators acquaint the learners with the required skills to operate in the social context (Bellini, Gardner, & Markoff, 2014). The instructor begins by providing these learners with behavioral expectations. For instance, in this case, Juanita must appreciate the importance of engaging in group activities and volunteering to perform tasks within the group context. Some of the fundamental areas that the educator will emphasize are cooperation skills, friendship skills, and empathy. Educators and learners must understand that social skill training is not a one-off affair. Instead, it is a long-term learning procedure that might take a while for the student to demonstrate the required outcomes (Bellini, Gardner, & Markoff, 2014). Juanita and her parents must, therefore, show patients and trust in the process. Some sessions might also require the input of parents and close family members. In such cases, maximum cooperation is essential.
Juanita also participated in the cooperative learning groups as part of the efforts to improve her engagement in social affairs. Cooperative learning is a strategy that has received significant attention in the K12 education system (Bellini, Gardner, & Markoff, 2014). It involves a situation where learners are organized in small groups to achieve common tasks. The tasks can range from simple ones such as solving math problems to more complex ones such as art and design. Some educators can consider giving students some part of the work and holding them accountable for it. However, in some cases, the students work together without any formal role assigned to an individual. Educators must take several considerations when organizing their learners in cooperative learning models (Bellini, Gardner, & Markoff, 2014). First, they must seek to achieve positive interdependence among the learners. The model must also promote face-to-face interaction among learners. The interaction should foster a sense of individual and group accountability. Individual accountability is particularly a crucial goal for Juanita. By reporting on group assignments and showing her contribution, Juanita will demonstrate her ability to participate in social activities in the school environment. The primary objective is to bolster her social, interpersonal, and collaborative skills.
Behavioral Outcomes
The behavioral outcomes depend on the effectiveness of the strategy employed. The teacher primarily focused on a multifactorial and holistic approach that improved the student's self-esteem and social skills. Juanita's social skills had begun improving by the time she was done with her first grade. The direct opposite of low self-esteem is self-confidence. Juanita was now confident, especially when interacting with her peers. Juanita's social skills improved to the extent that she socialized and made friends with the rest of the students. The newly found confidence is also seen when she asks her mother for playdates to engage with her friends during the weekend. Juanita was no longer socially isolated. The strategies used enabled her to appreciate the importance of learning in the social context. The attributes acquired are expected to influence her education in the future.
Conclusion
Learning institutions across the United States have similar students as Juanita. Through a collaborative approach between parents and teachers, such students can be identified and enrolled in intervention strategies. Through social skill instruction, the learner gains the needed skills and knowledge to overcome shyness and timidity. They gain the required attributes needed to engage in social situations in and out of the classroom. Cooperative learning fosters a sense of individual and group responsibility in task performance. It ensures that learners are well-equipped to work cooperatively with others to achieve common goals.
References
Bellini, S., Gardner, L., & Markoff, K. (2014). Social skill interventions. Handbook of Autism and Pervasive Developmental Disorders, Fourth Edition .
Donnellan, M. B. (2005). Trzesniewski. KH, Robins. R. W., Moflitt, TE, & Caspi, A , 328-335.
Kalutskaya, I. N., Archbell, K. A., Moritz Rudasill, K., & Coplan, R. J. (2015). Shy children in the classroom: From research to educational practice. Translational Issues in Psychological Science , 1 (2), 149.
Lao, M. G., Akseer, T., Bosacki, S., & Coplan, R. J. (2017). Self-identified childhood shyness and perceptions of shy children: Voices of elementary school teachers. International Electronic Journal of Elementary Education , 5 (3), 269-284.
Leffert, J. S., Brady, M. E., & Siperstein, G. N. (2009). A" Tools for Teachers" approach for infusing social skills instruction into daily teaching activities. Teaching Exceptional Children Plus , 6 (2), 1-25.
Lund, I. (2008). ‘I just sit there’: shyness as an emotional and behavioral problem in school. Journal of research in special educational needs , 8 (2), 78-87.
Rubin, K. H., Coplan, R. J., & Bowker, J. C. (2009). Social withdrawal in childhood. Annual review of psychology , 60 , 141-171.
