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Case Study 2: Mike – Depression & Anxiety (RTI Model for Intervention,…
Case Study 2: Mike – Depression & Anxiety
Background: Mike is a Grade 12 student who appears to be depressed. He is often late to school or misses class due to frequent minor illness. He is passionate about his video game habit, but does not find enjoyment in school life, class subjects, or extracurricular activities. He is often distracted and alone when at school as he considers himself as shy. he is very conscious of how others view him, and has a habit of using negative words to describe himself. He shows physical symptoms of anxiety when in social situations.
RTI Model for Intervention
Tier 1 Interventions
The Teacher reports the behavioral issues to the Grade Level Lead, as these issues have become out of their control. The GLL conduction a triangulation of information from all of the student's teachers to establish and document a pattern of behavior. A Student Solutions Meeting is schedules with all teachers to brainstorm possible classroom intervention to assist the students. Three specific interventions are solidified. (See Examples of Possible Interventions to the Right) A follow-up meeting is scheduled for 4 weeks in the future, to discuss if improvements are seen overall.
Include more engaging activity based learning in lessons
Give response options - if student feels anxiety speaking in class, allow choice of written responses
Teach coping strategies/ Include in procedures - such as a feelings check-in board
Employ team building activities in the classroom
Use strategic partnering
Allow self-differentiation based on interests
Try game-based learning strategies and activities
Tier 2 Interventions
If proposed Tier 1 solutions are not sufficiently successful, then then GLL should schedule a parent meeting with the school counselor present. This should reveal more information regarding possible difficulties at home, and help build a rapport with parents. A series of solution can be worked out with parents and the concerned student that are delivered by the school counselor on a regular basis.
The rationale behind this is that the student has gone through rapid emotional changes and has been initially diagnosed with anxiety disorder by the school counselor
Regular targeted counciling sessions in school
Regular communication between parent and counselor
Anxiety reducing strategies and aides
Relaxation techniques
Teach social skills
Tier 3 Interventions
If not successful up until this point, the student may be referred to the administration. The student and parents may be required to seek outside help, with the guidance of the school.
Outside evaluation with mental health provider
Collaboration between mental health provider and school
Modified daily school schedule with embedded breaks
Check in/Check out with councilor
These two tiers of intervention should be delivered in conjunction.
Include mindfulness and SEL in classroom procedures
Praise student frequently