1. Analyze of target children, function of behavior, and two measurable objectives clearly with all required components: ( 1) who, 2) will do what, 3) how well, 4) under what conditions ).
1. My target child's name is Pablo. He is a 2 ½ year old little boy who tends to be physically aggressive towards other children and adults when he does not get what he wants. When a child tries to play with the same toys he is playing with, Pablo tends to hit, pinch, and sometimes bite the child until he/she gives the toy back to Pablo or he gets an adults attention. When the adult does intervene, the adult talks to Pablo and then redirects him to another activity. At home, Pablo always wants his parents to play with him. When his parents are unable to play with him or they stand up to leave the room, he hits them to try to get what he wants. Pablo tends to
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misbehave more when he does not get enough sleep due to asthma flare ups and being on multiple medications for his allergies and chronic asthma. In addition, this behavior usually occurs during activities where sharing and taking turns are involved, or when another child takes a toy he wants, even if he is not playing with the toy at the moment. Pablo seems to use this behavior as a way to get adults attention as well as to get the toy back he wants. It seems as though Pablo is having a hard time remembering how he should interact with others when they do something he doesn't like. 2. Objectives 1. Teacher: The adult will demonstrate the desired behavior by participating in activities that involve Pablo and other children in the room. 2. Child: Pablo will demonstrate sharing toys appropriately while playing at several different centers throughout the day. 2. Discuss positive communication with children and show support for the child's progress positively; describe techniques and replacement skills that could be used. 1. Positive communication with child and support of child's progress 1. It is important to focus more so on the child's good behavior than on his challenging behavior in order to help decrease the negative attempts to gain attention. Instead of embarrassing Pablo in front of everyone for his behavior, encourage him to interact with others the correct way and help him understand the consequences of the challenging behavior. When correcting his challenging behavior, get down on his eye level, speak in a firm, but calm and caring manner. 2. Techniques and Replacement Skills 1. Techniques: 1. Start each day by making the child feel special by greeting him at the door in the mornings and acknowledging him by name with a caring touch. 2.
Sit with him during play time and interact with him as he plays with the toys.
3. When he successfully completes a task or performs a desired behavior, give him effective praise (stickers) that explains what he did right and why it was so good for him to do.
2. Replacement Skills:
1. Learn to negotiate difficult social situations – Use his words to tell his friend he is playing with a particular toy instead of hitting, pinching, or biting.
2. Comfort him during his nebulizer treatments and when he has an asthma flare up and tell him it is going to be okay.
3. Learn to cope with negative emotions – The adult can help Pablo identify the emotions he is feeling. He may use picture symbols in the comfort area to discuss his emotions when he is upset. Give him two or three choices of things he can do in a difficult situation instead of hitting, pinching, or biting.
3. Identify and describe prevention strategies that may be used to facilitate pro-social behavior developmental.
1. Someone could step in early on and redirect him and prevent behavior from occurring. Make him feel like he is an important member of the
classroom. 2. When he starts to have an asthma flare up, someone needs to comfort him and tell him it is going to be okay. That way, he is less likely to hit his mom or dad during a nebulizer treatment. I can say from experience, having an asthma flare up when you are young is scary because you do not know why you cannot breathe. 3. His parents need to stop giving in to his behavior at home and tell him it is not okay to hit people. 4. Tell him you will take away his favorite toy next time he hits his sister, classmates, or an adult. 4. Identify and describe personal actions and words that may be used when a behavior happens that also correlate with positive guidance and behavior strategies (focus on how YOUR behavior may be helpful for the child.) 1. In the morning when Pablo arrives I will say, “Good morning Pablo, it is great to see you today! I am so happy you made it to school because we are going to need your help during story time today!” 2. If Pablo has a hard time regulating his behavior and hits (or pinches) another child, I will get down on his eye level and say, “I cannot let you to hit (or pinch) your friends. When you hit (or pinch) your friends, it hurts them. I do not want any of our friends to be hurt. If you do not want Ariana to play with the toy you are playing with then you have to tell her you are playing with it right now but she can have a turn in a few minutes.” 3. I will act the way I want him to act, and by being a good role model, hopefully it will reinforce the desired behaviors I want him to use. I will also remind him to use his words instead of his hands if someone does something to make him upset. 5. Develop a plan for communicating on a regular basis with family as well as community partners involved with the child (and discuss confidentiality issues). 1. I will send activity reports home each day with all of my students that outline what activities we did that day and how the child's day went. I will discuss the report with the parents and keep them informed of what my goal is for their child. During parent-teacher conferences, I will discuss ways parents can continue their child's progress at home. In order to maintain confidentiality, I will not use the names of other children who have challenging behaviors in the parent-teacher conferences. I will only discuss the parents' child and not disclose any other child's progress. It is important to communicate with parents daily on how their child did that day, so I will make it a priority to talk with each parent when they come to pick up their child. Not only will I discuss challenging behaviors with parents, but I will also identify all of the strengths the child has and demonstrates in class.
Based on the information provided in case 8, Crashing Planes and Tranquil Dreams, Richard is a 4 years old boy, who is experiencing challenging behaviors at school, as well as at home. Richard lives with both parents, and two older brothers. Richard has been attending the YMCA’s full-day preschool program for the past 2 years. He is described as a “good kid” by parents and teacher, however, he is constantly active, impulsive, and frequently becoming involved in conflicts with adults. Parents are continuously working, and as mentioned in this case, they have to spend most of the time at home yelling at Richard or putting him in time-out as part of his consequences for not listening or misbehaving.
Grow up doing their own things: “Jem and I found our father satisfactory: he played with us, he read to us, and he treated us with courteous detachment.”
...en the child and his or her siblings have minimize drastically. The child learns how to cope with his/her negative thoughts and feelings and do not act out the way they normally would. Parent Management Training consists of techniques where the parents are taught to change their own conducts, thus adjust their child’s problem behavior at home. Another strategy that I have come up with is cognitive therapy. This therapy may consist of testing the assumptions which one makes and looking for new information that could help change the assumptions in a way that leads to different emotional or behavioral reactions. I believe cognitive therapy will help Billy express his feelings of resentment towards his younger brother, and can eventually realize that there is no reason to feel any sort of way towards his little brother because he has not done anything wrong to him.
A family is referred to me because the parents have been using excessive punishment with their son and daughter. Whenever their children misbehave at school or at home the father beats them with a belt all over their legs and back and the mother does not beat them with a belt or other objects but she will slap them in the face if they are out of line or she will refuse to let them eat for a whole day if they do not do their chores or if they have a temper tantrum. The parents are wanting to change and find better ways to punish their children when they misbehave because they are at risk for losing their children to Child Protective Services if they do not change their forms of punishment. Both the Mother and Father were raised in a household where their parents used excessive punishment and they do not know any other way to punish their children. They also have no knowledge of the fact that they can change the behaviors of their children in a positive way by using the appropriate forms of extinction, punishments and reinforcements. I would then define, explain and give examples of extinction, punishment and negative reinforcement to the parents to make sure that this excessive punishments does not happen again. I would ask the parents what some of the triggers are and discipline problems that they are experiencing from their children to cause them to resort to using excessive punishments. I would then use those behavior problems such as temper tantrums and the children not doing their daily chores without being told to do so to be able to come up with an action plan to try and help the parents change those negative behaviors in their children in a positive way.
Positive feedback is all about promoting change in the behavior. I was raised within a household that rely on negative feedback and punishment to promote good behavior. Sometimes I did reward my nephews for positive behaviors but it was not done continuously or in a way that would result in positive behavior change. I come to believe that negative reinforcement was the key to ameliorating bad behaviors until I took notice the positive feedback I was given minimizes the bad attitudes and behaviors of the children. They were getting along well and whenever I praise one the others wanted to get that praise also, I believe that motivate them to behave appropriately. For instance, when one did a good deed I would make all the other clap while saying “well done” or something positive. It was a very long process because children do not change their ways from one day to the next, I couldn’t say I was very patience but see them attempt to better themselves, was what motivate
toy car in his hand, he will hit it against places and throw it around
It is rare to find one behavioral intervention that addresses the function of a problem behavior in each situation and setting. Positive behavioral support strategies should therefore include multicomponent intervention plans. Begin by developing a hypothesis regarding the undesirable behavior. The hypothesis statement is a summary of the evidence collected in the functional assessment.
Sean has just been hired as an assistant in an after-school program for a group of 5-7 years old children. After his first day in the class, he was concerned about some of the activities the leader had set out for the children. Sean was familiar with the guidelines for developmentally appropriate practice and though some of the activities were not age appropriate. As an example, the children were expected to read and then follow the directions for a science project He wanted to say something to the group leader, but he thought that maybe he would just quit!
Create a board with images that help him understand what is coming. Draw pictures of each task, getting him involved to create pictures for his favorite tasks. Attach the pictures to a display board in the order that the events will happen. For example, if your board shows dinner, cleanup and play time followed by the bedtime routine, he'll know when it comes time for play that bedtime is not far away. That makes the transition easier when you tell him that it is time to get ready for bed.
During a two hours ' playdate, he can only play with his friends for less than minutes. Parents report he "likes to be alone" and seldom "interacts with other children". Parents describe he has less confident and less comfort. They note transition is hard for him and he would "not leave his comfort zone easily". Dropping off him is a struggle that he would lay down on the back seats and act sick. Parents note he acts like a "cartoon character" speaking in "high tone" when he is aroused, and provokes when he is anxious. Parents note he "does not have the language" to express
.... To do this you may use a sticker chart, give the child some candy, or buy the child something they want. Be sure not to go nuts. Doing this will make the child react to praise the same way they act to punishment. Praise and the reward the child, but don't over exaggerate and scare the child.
He happened to be a special needs kid, and people need to talk to him calmly, with a smile on their face, even though they are frustrated and parents are staring at you because their child are getting hurt and keep reminding him about the rules, and explaining to him every time that sometimes the way he plays can hurt someone else. Most of my coworkers do not have the patients to deal with him and do all sorts of babysitting but, now that I remembered working with him, I realized that I am a confronting contracting face, because I know that I always have to know why and ask
pressure the child to excel, regardless of his abilities, because this takes away the fun
Additional to this teachers must also recognise how different students learn and adapt activities that have a wide variety and interest that can suit all learners, teachers can consider the theories for learning when teaching primary children. Behavioral learning theory is used mainly on managing behavior, Pavlov (1927) is the one of the theorists behind this behaviorist theory. He found that ringing a bell could induce salivation in dogs even when there was no food present, if the dog was trained that the bell was associated with food. The Teachers can use behavioral reinforcers in a primary setting to help children learn, for example a teacher can set out a social reinforcer by simply smiling or frowning or the teacher could also offer a tangible reinforcer by rewarding the pupil with a sticker. Reinforcing a child on good behavior is a positive way for children to learn, if a behaviour is followed by positive reinforcement it is more likely the good behaviour will reoccur. Challenging behaviour cannot be changed if good behaviour is not reinforced. For example if a teacher sees a child helping another child with work, reinforcement from the teacher should be made here such as ‘praise’. Praise can spur us on to
always the toy itself, it is also the way they play with them. Give any young male a lion