Life Space Crisis Case Study Summary

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Life Space Crisis Intervention in a German School
This case study was done to assess how LSCI affected the frequency of disruptive behaviors of four students that were provided educational services in a public school for students with significant learning disabilities (Grskovic and Goetz, 2005). The principal that was LSCI certified provided the interventions to all of the four students after each student reached a certain individual baseline threshold of disruptive behavior. The participants were two males and two female junior high students. Data was collected over a three-month period, during 45-minute class periods by a co-teacher. The students selected for this study all displayed high occurrences of verbally disruptive behavior, in some cases an average of 25 per class period (Grskovic and Goetz, 2005).
Furthermore, when the students escalated to crisis mode they were directed to the principal’s office, where they would receive the Life Space Crisis Red Flag and, or Social Skill interventions. The students all maintained a consistent decline of verbally disruptive behavior during the same class period after receiving the
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The limitations of this study are that no independent observers participated in this study because no trained independent observers were used in this study so data collector bias may have been present. The positive attention on the subjects’ behavior may have led to a Hawthorne effect on both experiential groups. However, there was a strong correlation from baseline data that demonstrated that Life Space Crisis Interviewing decreased maladaptive behavior (DeMagistris and Imbers, 1980). This study demonstrated that it is more effective to combine Functional Behavioral Assessment and psychodynamic therapeutic interventions (DeMagistris and Imbers,