Behavioral Case Study assignment Prefer first see all the instruction then reply please. All information attach in files please follow case study example and rubric
Name Date1. Introduction of the Child
Marcus is an eight-year-old Asian-American boy. He is big for his age and very sporty. He plays on a local Little League baseball team. Both of his parents are doctors. His father has a daughter from a previous marriage who lives with their family. She is fifteen. Marcus’ father has recently retired and is able to spend more time with his family.
2. State the Behavior
Marcus regularly refuses to cleanup food and toys when his mother asks him.
3. Observe the Behavior
The inappropriate behavior occurs most often when Marcus has a playdate over.
Just before the inappropriate behavior occurs, Marcus is told that playtime is over and that it is time to clean-up or stop the game.
The inappropriate behavior occurs with his mother.
When the inappropriate behavior occurs, Marcus first begs his mother to keep playing, followed by a statement like, “No! I’m not cleaning up!” He then shows upset body language, such as sinking onto the couch with his arms folded.
After Marcus acts inappropriately, his father most often comes into the playroom and tells him to do what his mother says.
4. Explore the Consequences
If the problem is not altered, Marcus will have a difficult time accepting limits and developing self-direction in life. If Marcus’ behavior remains overly influenced by the presence of his peers, he will not develop a positive sense of self.
5. Consider the Alternatives
Marcus is an early school-ager. According to Erickson (1963), the central emotional crisis is industry versus inferiority. Seeing that the behavior occurs in front of playdates, Marcus could perceive following his mother’s rule of cleaning up as something inferior. On two of my observations, he asked, “how come you cleanup after daddy and not me?” This indicates he does not see a good role model in his father’s habits and is quick to question his mother’s rule. Marcus’ older sister is also messy. His reaction is to be upset about fairness, which is typical of early school-agers (Miller, p.76). Furthermore, Marcus could be too dependent on playdates for entertainment. On weekends when he is not playing baseball, his parents could also spend more one-on-one time with him through other activities. Marcus’ mother also told me recently that the school informed her that Marcus had befriended a troublemaker, who she had invited over before. The school separated the two children and he is no longer invited on playdates. Marcus could be upset about this.
6. State the Goal
The goal is to eliminate this behavior by the end of the school year. Marcus will begin to learn that cleaning up is part of industriousness, not inferiority.
7. Definition
The behavior to be eliminated is Marcus’ repeated refusal of his mother’s rule to cleanup, especially in front of playdates. This behavior has two parts (1) the initial verbal refusal and (2) his upset body language that can lead to tantrums.
8. Baseline
Please see the three attached observation forms.
9. Program
The central point of my program is about modeling positive behavior. It is also aimed at preventing the inappropriate behavior in the first place.
Right before cleanup time, let Marcus know that he has ten more minutes. Place a clock in the playroom. This will help prepare him before the moment to cleanup and say goodbye to his playmate arrives.
At cleanup time, instead of asking repeatedly to cleanup, design a transitional song for Marcus (and his friend, if present) to sing or play on a music media application. Say “it’s time for cleanup!” and play the song. Marcus should be familiar with this from school. Bringing it into the home creates a similar structure.
Indicate that Marcus (and his playdate, if present) can choose their own songs to cleanup to. Make it another game—they are playing DJ! We can dance as we cleanup! It can function like a short music lesson.
For the first few times this is implemented, ask Marcus’ father and sister to come help with cleanup time, especially when Marcus is alone.
When Marcus does not have a playdate, make a point to play with him one-on-one and clean up with him.
If the playmate is present, make a point of asking him or her what they do to cleanup at home. Make sure both the playmate and Marcus help to cleanup.
Since Marcus displays anxiety at cleaning up when his friends are also leaving, make a point of talking about a ‘next time.’ For instance, “Next time you come over, we can bake cookies. That’s a messy activity, but you’ve shown me that you will help cleanup.”
Once Marcus begins to spontaneously cleanup when music is played, create a reward system. Since Marcus and his playdate followed the rule of cleaning up, design special future outings they can look forward to. When Marcus cleans up on his own, make sure to reinforce the behavior by emphasizing that such behavior will lead to more playdates.
10. Maintenance
It 
is important that Marcus sees others cleaning up around him. His father should not just be the one who only punishes when his mother cannot stop the inappropriate behavior. Since he is now retired, he can also help Marcus more and show him that cleaning up is an important part of sharing responsibility. Once Marcus begins to cleanup spontaneously on his own, keep the music strategy in place for a few more months. If you notice that he forgets about the music, without your suggestion, and still cleans up, do not remind him. At this point, he has eliminated the inappropriate behavior.
11. Graph Behavior
See below.
