2W'B' Interventions

1
2/W.B. Interventions

• W.B. will meet with the counselor twice weekly
  for three weeks to develop social skills
• The focus will be on changing his reactions with
  peers through thinking before reacting.
• A sign with reminders if thinking before acting
  was hung in his classroom
• Role-play situations with counselor
• Brainstorm and draw ways to act differently in a
  situation

2
2/W.B. Evaluations of progress

• Goal W.B. will demonstrate positive
  interactions with peers.
• Affective Marker W.B. will report more
  positive interactions with peers. This will be
  measured after every counseling session through
  his completion of a survey with five questions
  about his interactions with peers.
• Attitudinal Marker W.B. will express
  willingness to use social skills with peers.
  This will be measured after every counseling
  session through his completion of a survey with
  five questions about his interactions with peers.
  
• Behavioral Marker W.B. will be observed
  interacting positively with peers. Teacher and
  counselor will report teacher interventions
  needed when problems with students arise.

3
2/W.B. Results

• reported a desire to get along better with peers.
• teachers reported fewer need to intervene while
  he was with peers.
• At the last behavioral observation, W.B. received
  detention for calling peers names and pushing.

4
2/W.B. Conclusion

• The interventions show a slow but steady
  improvement.
• W.B. and teachers both report better behavior and
  self-esteem, which indicate improvement.
• Although there was a digression of improvement in
  the last observation as W.B. was involved with an
  altercation with peers, I do not believe this to
  be indicative of his success. It was the first
  time in three weeks he had a problem resulting in
  disciplinary action, which is improvement from
  his baseline data.
• With more social skills training, I believe W.B.
  will increase his positive interactions with
  peers.