Behavioral Therapy
Counseling/ Behavioral Therapy
Behavioural therapy and counseling play a crucial role in supporting students with special educational needs (SEN). In the school setting, behaviour therapy focuses on understanding and addressing behaviours that may interfere with learning, social interaction, or emotional well-being. Through structured applied behaviour analysis (ABA), interventions, and consistent support, behavioural therapy helps students develop coping skills, emotional regulation, and appropriate social behaviours.
This therapeutic approach is not only vital for enhancing academic engagement but also for building confidence and resilience. By tailoring strategies to each child’s unique needs, behavioural counseling creates a safe and supportive environment where students can thrive both emotionally and educationally. Beyond the classroom, behavioral therapy plays a critical role in helping SEN students better integrate into society.
MJ, a 10-year-old female student diagnosed with Autism Spectrum Disorder, joined our school in the academic year 20xx-20xx.
Issues: She was referred for behavioural therapy by the class teacher due to concerns about maladaptive behaviours. These included oppositional defiant behaviour, verbal hyperactivity, attention-seeking behaviour, hyperfixations, and echolalia. She also exhibited spitting and occasionally engaged in socially inappropriate behaviour.
Our approach and outcome: In behavioural therapy an amalgamation of various techniques and approaches were used to cater the concerns. Before the start of therapy, classroom observations were made and brief history was taken from the class teacher. In therapy, discrete trial training was used alongside positive reinforcement, for example visual schedules were used to mark the beginning and ending of an activity. This facilitated her understanding and reduction in hyperfixation and defiance. With repetitive sessions her insight was developed with use of social stories and interactive games. Once the rapport was built, the child showed progress in her behaviour; she became more compliant with instructions. Some techniques were taught to the teacher to deal with classroom behaviour and increase compliance. Eventually, coming to therapy became a reward for the child as she liked being in therapy which was used as a positive reinforcement by the class teacher to promote good behaviour.
Parental case-history was taken and counseling was done. It was aimed at generalization to promote desirable behaviour both at school & home. Just with a few sessions a tremendous change has been witnessed in the child, the therapy end-goal is to eradicate the maladaptive behaviours and replace them with socially acceptable behaviours so that the child eventually is better adjusted in the society.
Parental case-history was taken and counseling was done. It was aimed at generalization to promote desirable behaviour both at school & home. Just with a few sessions a tremendous change has been witnessed in the child, the therapy end-goal is to eradicate the maladaptive behaviours and replace them with socially acceptable behaviours so that the child eventually is better adjusted in the society.
