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Jordan is a second-grade general education student who has been experiencing persistent behavior challenges in the classroom. Recently diagnosed with ADHD, Jordan has tried several medications, but none have been effective in managing his impulsivity, distractibility, and frequent emotional outbursts. He is currently unmedicated due to side effects. Jordan lives with his grandparents, who have taken custody due to long-standing substance abuse issues involving his parents. While his grandparents appear to provide a stable and supportive home, Jordan’s early experiences of neglect, inconsistency, and emotional stress have shaped how he responds to structure, demands, and frustration at school. His mom still visits occasionally, but often doesn’t show up. When they talk, she usually makes promises of buying him video games, taking him to Dollywood, and getting him back soon.
In the classroom, Jordan frequently engages in behaviors that disrupts both his learning and that of others. He often talks back to the teacher with statements like “This is stupid!” or “I’m not doing this!” These verbal outbursts are sometimes accompanied by yelling or making loud noises during instruction. He has been observed throwing pencils or crumpling papers when frustrated, particularly during independent work times. Jordan also tends to shut down during academic tasks, refusing to begin work.
Despite these challenges, Jordan has strengths: he enjoys hands-on activities, has a quick sense of humor, and responds positively to adult attention. He shows leadership during structured games and enjoys helping younger students.
How to Use this Case Study
How to Use this Case Study
Use Jordan’s profile to walk through each step of the Classroom Behavior Intervention Guide
Apply trauma-informed and function-based strategies when selecting interventions
Use this example to model conversations during team problem-solving meetings or staff training sessions
Why Jordan's Story Matters
Why Jordan's Story Matters
Jordan’s behavior doesn’t happen in isolation. It’s influenced by a combination of developmental, neurological, and environmental factors. One important framework for understanding this is Adverse Childhood Experiences, or ACEs. ACEs are potentially traumatic events that occur before age 18, such as abuse, neglect, or household dysfunction (e.g., substance abuse or parental separation).
Jordan’s behavior doesn’t happen in isolation. It’s influenced by a combination of developmental, neurological, and environmental factors. One important framework for understanding this is Adverse Childhood Experiences, or ACEs. ACEs are potentially traumatic events that occur before age 18, such as abuse, neglect, or household dysfunction (e.g., substance abuse or parental separation).
Jordan has experienced several ACEs, including parental substance abuse, instability in caregiving, and early neglect. These experiences can affect brain development, emotional regulation, and how a child perceives and responds to stress. Understanding ACEs helps educators view behavior through a trauma-informed lens—recognizing that behind the behavior is a student with a story who needs support, not punishment.
Jordan has experienced several ACEs, including parental substance abuse, instability in caregiving, and early neglect. These experiences can affect brain development, emotional regulation, and how a child perceives and responds to stress. Understanding ACEs helps educators view behavior through a trauma-informed lens—recognizing that behind the behavior is a student with a story who needs support, not punishment.
Let's Go!
Let's Go!
Now that we have our student, let's go through the process together.
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