Reactive Attachment Disorder Case Study

Social development for children is critical to their development and begins from birth, paving the way for positive or negative future relationships and social success. When a child fails to bond with a primary caregiver, attachment becomes disordered and this can impact all future relationships that the child has in his or her life. (Floyd, Hester, Griffin, Golden and Canter, 2008). This inability to attach to others can also severely impact the child’s developmental and school life. (Floyd et al., 2008). Attachment disorders manifest themselves in different ways and with different labels, however; arguably the most severe of all the disorders is reactive attachment disorder (RAD). It is important for teachers at all levels to be able
Some of the techniques are avoiding a behavior management plan or level system (Smith, 2000), avoiding the use of punishment (Nelson, 2000), provide a tightly structured and loving environment where rules never change but the consequences often do (Hornyak, undated), use conditional positives or reverse positives (Thomas, 2004), acknowledge good decisions and good behavior (Fay & Fay 2001), allow children with Reactive Attachment Disorder to experience the natural consequences or logical consequences of their poor choices (Fay & Fay 2001), provide consequences the first time (Thomas, 2004), use actions, not words (Fay & Fay 2001), use one-liners as often as possible (Fay, Cline, & Fay, 2000a), recognize the child’s subtle attempts to control (Fay & Fay 2001), avoid arguing with the child, remain calm, focus on positive behaviors (Thomas, 1999), and expect restitution for damage (Thomas,
These techniques are using one-liners as often as possible (Fay, Cline, & Fay, 2000a), recognizing the child’s subtle attempts to control (Fay & Fay 2001), and avoid arguing with the child, remain calm, focus on positive behaviors (Thomas, 1999). One-liners or “thinking words” (Fay, Cline, & Fay, 2000a) are an important tool that place responsibility for inappropriate actions or words with the child rather than the educator. Using one liners can be effective because it does not allow the student to engage with the educator and using fewer words helps to avoid power struggles. Some examples of one liners can be ‘that’s too bad’, ‘that’s your choice’, and ‘is this the right place for that behavior?’ Additionally, recognizing the student’s attempts for control and being able to stop that behavior will lead to a more effective classroom. Students attempt to control as a way to channel their feelings and behaviors (Fay & Fay 2001). When an educator works to avoid arguing with the child, remain calm, focus on positive behaviors, they will get a response from students with attachment disorders behaviors (Thomas, 1999). Thomas (1999) gives the following example: “When the child attempts to argue a point, continue to state your request in a calm manner. Teacher: “I want you to go to art class now.” Student: “I don’t want to go to art! Why