As a 4-year-old child with a history of neglect from biological parents and multiple changes of foster homes, Joel requires a specialized approach that would align with his perception of the world and behavioral patterns. Additionally, as the plan is for him to attend preschool, new environmental changes, as well as the presence of unfamiliar people, may be intimidating for him. It is crucial to establish effective strategies, including visual support, emotion recognition, comfort toys, a quiet space, and parental involvement. The outcome includes the maximization of emotional expression, social interactions, security, and bonding with foster parents.
Regarding visual support, Joel can benefit from being able to visualize schedules that include images. According to researchers, this gives a sense of routine and structure for children at risk for emotional and behavioral disorders (Zimmerman et al., 2019). Emotional recognition can be addressed using cards containing different facial expressions. By using them, Joel will not only be able to acknowledge feelings in others but also potentially use them to communicate his own thoughts when verbalizing them seems complicated (Garcia-Garcia et al., 2021). For comfort and security, the student can use blankets and toys for sensory pleasure and have access to a quiet area to unwind. Lastly, he will be encouraged to participate in bonding experiences with his foster parents, such as playing interactive games, coloring, and reading books.
The aforementioned techniques can positively affect Joel from a variety of perspectives. He can become more socially active and aware while being able to express his feelings freely and openly. Joel will develop a sense of security and comfort despite not spending all his time with his foster parents. At the same time, he will participate in activities with them and, as a result, form an even closer bond, feeling like a part of the family.
References
Garcia-Garcia, J. M., Penichet, V. M., Lozano, M. D., & Fernando, A. (2021). Using emotion recognition technologies to teach children with autism spectrum disorder how to identify and express emotions. Universal Access in the Information Society, 21(4), 809–825.
Zimmerman, K. N., Ledford, J. R., Gagnon, K. L., & Martin, J. L. (2019). Social stories and visual supports interventions for students at risk for emotional and behavioral disorders. Behavioral Disorders, 45(4), 207–223.