Abstract
Aaron is a 10-year-old, fifth-grade boy who has average cognitive ability and is capable of achieving at grade level, as shown by his standardized achievement test scores and classroom performance. He often does not complete his schoolwork, and the work he does complete is at a level below his ability. His current classroom placement is a self-contained classroom for students with emotional disturbance due to frequent episodes of aggressive behavior, noncompliance, temper outbursts, and angry verbal exchanges with peers and adults. His behavior cannot be managed effectively in the general education classroom, and he often needs an adult aide to monitor and accompany him. Most of the time, his behavior appears unprovoked and he often complains that other students or adults are causing him to misbehave. On one occasion, he is sitting at his desk, but is not working on his assignments. The teacher stops to ask if he needs help and gives positive encouragement to work. Almost instantly, he gets out of his seat and becomes enraged, yelling profanity, and claiming that the teacher is “picking on me” and that he does not have to do what he is told. He attempts to leave the classroom and two teachers and an aide restrain him physically and put him in a “time-out” room, where he hits the walls and remains enraged for nearly a half hour.
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Huberty, T.J. (2012). Emotion Regulation. In: Anxiety and Depression in Children and Adolescents. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3110-7_4
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DOI: https://doi.org/10.1007/978-1-4614-3110-7_4
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