Scenario: Marcus - Behaviour Management Plan

[Jaspreetatri]

Hi, really need help with this one , I am so confused. I wrote all the possible answers I can but my educator sent it back saying that's few answers are not relevant and I have to correct them. Answers need to change are Q3, Q4a, and Q4b
here is the scenario
QUESTION 2
READINGS


ABC Method
Child’s Name: Marcus Child’s Age: 3 years 9 months Date: 11/6/XX
Antecedent Behaviour Consequence
The Educator calls out that it’s time for everyone to go to the door and wait to go inside for lunch time.
Marcus runs to the other end of the playground and stands with hands on hips Educator goes over to him and explains that he needs to join the others near the door. She then takes his hand and walks with him, placing him at the front of the line because that’s where she needs to be.
Educator Observation Interpretation
Interpreting the ABC observation the Educator suspects that Marcus’s goal for the behaviour is to get extra attention from the Educator and to get what he wants e.g. be first in line. He achieves this by using the behaviours of concern. At this stage we don’t know if this really is the function or purposes of his behaviour, so further observations are completed.
Educators Observe and Collect Further Data
The Educator continues to observe the daily transitions behaviour and decides to use an Event Sample. An Event sample will record exactly how frequently and in what situations the behaviour occurs.
Below is an example of one the Event Sample observations for Marcus.
Event Sample
Child’s Name: Marcus Child’s Age: 3.9 years Date: 18/7/XX
Days Tuesday Wednesday Thursday Others involved
Indoor play    John, Ben, Jess, Meg
Outdoor play    John, Jess, Tom, Harry, Brendan
Group times    Ben, Brendan, Meg, Tom
Lunch    Sally, Peter, Angela, Sophie
Rest    John, Ben, Tom, Sophie, Harry
Afternoon play    John, Meg, Ben, Brendan
Toilet/ wash routines    Sophie, Will, Mike, Angela
The above  indicates how often the behaviour occurs, in each environment/activity along with an indication of other children that were involved.
QUESTION 2 (A)

With reference to the ABC and Event Sample observations explain what Marcus achieves from this behaviour?
Extra attention and of course the things that he wants by using behaviours of concern.
QUESTION 2 (B)

On what days does the behaviour occur most often?
Tuesday and Thursday.
QUESTION 2 (C)

During what activities does the behaviour occur most often?
Outdoor play
QUESTION 2 (D)

Is there a pattern of other children involved, who could be helping to trigger the behaviour?
Yes. John, Brendan, Ben
QUESTION 3
READINGS

For children with behaviours of concern an Educator will want to devise a detailed Behaviour Support Plan after collecting a range of observation documentation.
A Behaviour Support Plan is developed for Marcus as a result of the careful observations and documentation on his behaviour. The plan includes goals and specific Educator strategies to help the child achieve those goals.
Behaviour Support Plan for Marcus
Goal: For Marcus to respond to group instructions appropriately and independently.
Strategies to Promote Positive Behaviour:
Educators:
Will personally warn Marcus 5 minutes before the transition/change in routine, before the group instruction.
Will choose Marcus to be group leader/helper for a week. Then a roster will be drawn up so everyone gets a turn.
Will give Marcus will give lots of attention, acknowledgement in positive situations, and for positive behavior.
Will actively praise peers who role model positive transition behaviour.
Jenny (Educator in Preschool Room) will monitor and build a strong, trusting relationship with him.
Behaviour Consequences:
Educators:
If possible, will ignore Marcus’s inappropriate behaviour.
Will choose Marcus last at transition times if he displays behaviours of concern.
Explain to Marcus if doesn’t follow the Educator instructions/routine he won’t be able to be a helper/leader.
QUESTION

As an Educator and colleague working in the Preschool Room with Marcus, how could you contribute effectively to his Behaviour Support Plan?
Marcus need adults to teach him, guide and support him as they grow and learn. Providing play an important role in guiding Marcus behaviour in positive, supportive and age appropriate ways. Providing effective guidance strategies also depend on the individual child’s personality. Strategies that work well for one child may not be effective for another child of the same age.

QUESTION 4
QUESTION 4 (A)

What do you think would be essential practice for all Educators working with Marcus?
In the past several months the educator have noticed that Marcus refuses to comply with group instructions consistently and sometimes become s aggressive when required to do so. Educator interacted with Marcus, his family, co-workers and child care specialist too. Thus, educator maintained open and honest communication.

QUESTION 4 (B)

After the Behaviour Support Plan has been implemented for an agreed period of time, e.g. four weeks, the Educators would review to assess:
• His behaviour; (Has his behaviour improved? Remained the same? Or escalated?)
• The goals set for Marcus by Educators; (Achieved? Need changing?)
• The strategies used by Educators; (Effective or ineffective?)

After Marcus’s Behaviour Support Plan has been implemented by Educators what could be the possible positive and negative outcomes?
Positive Outcome Negative Outcome
He might learn to work in group, follow the instructions and appreciating his work would give him some responsibility and confidence to apply an appropriate and acceptable behaviour. Marcus’s need to learn to interact in relations to others with care, empathy and respect.

ii. If there are some improvements in the behaviours of concern, what action should be taken by the Educators?
Educator should help Marcus to understand how their behaviour effects each other and will ensure children self initiated play;
-Does not make any other child frightened or intimidated
- Respect the rights and feelings of others.
- Is valued and supported.
Eliminating or modifying specific events that lead to problem behaviour.
Deciding how to respond after the problem behaviour occurs. Possible responses includes- using an instruction to tell the child what to stop doing and what to do instead.
Collecting broad contextual information about the child : skills and abilities, preferences and interests, general health and quality of life.
Collecting specific information that will pinpoint the conditions that are regularly associated with the problem behaviour and identify the function or purpose of child’s behaviour.
iii. If there was no obvious improvement in the behaviour, what action should be taken by the Educators?
Educators should listen to Marcus needs and provide him with opportunities to work trough the emotions independently. Marcus will attempts to deal with their emotions are acknowledged and supported.

[Lorina]

QR_BBPOST Marcus runs to the other end of the playground and stands with hands on hips Educator goes over to him and explains that he needs to join the others near the door. She then takes his hand and walks with him, placing him at the front of the line because that’s where she needs to be.

So is this the issue with Marcus? He doesn't listen to educators?

,
Lorina

[Jaspreetatri]

Q3: As an Educator and colleague working in the Preschool Room with Marcus, how could you contribute effectively to his Behaviour Support Plan?
Ans: Marcus need adults to teach him, guide and support him as they grow and learn. Providing play an important role in guiding Marcus behaviour in positive, supportive and age appropriate ways. Providing effective guidance strategies also depend on the individual child’s personality. Strategies that work well for one child may not be effective for another child of the same age.

QUESTION 4
QUESTION 4 (A)

Q: What do you think would be essential practice for all Educators working with Marcus?
Ans: In the past several months the educator have noticed that Marcus refuses to comply with group instructions consistently and sometimes become s aggressive when required to do so. Educator interacted with Marcus, his family, co-workers and child care specialist too. Thus, educator maintained open and honest communication.
QUESTION 4 (B)

After the Behaviour Support Plan has been implemented for an agreed period of time, e.g. four weeks, the Educators would review to assess:
• His behaviour; (Has his behaviour improved? Remained the same? Or escalated?)
• The goals set for Marcus by Educators; (Achieved? Need changing?)
• The strategies used by Educators; (Effective or ineffective?)

Q: After Marcus’s Behaviour Support Plan has been implemented by Educators what could be the possible positive and negative outcomes?
Ans: Positive Outcome :He might learn to work in group, follow the instructions and appreciating his work would give him some responsibility and confidence to apply an appropriate and acceptable behaviour.
Negative Outcome: Marcus’s need to learn to interact in relations to others with care, empathy and respect.

ii. If there are some improvements in the behaviours of concern, what action should be taken by the Educators?
Educator should help Marcus to understand how their behaviour effects each other and will ensure children self initiated play;
-Does not make any other child frightened or intimidated
- Respect the rights and feelings of others.
- Is valued and supported.
Eliminating or modifying specific events that lead to problem behaviour.
Deciding how to respond after the problem behaviour occurs. Possible responses includes- using an instruction to tell the child what to stop doing and what to do instead.
Collecting broad contextual information about the child : skills and abilities, preferences and interests, general health and quality of life.
Collecting specific information that will pinpoint the conditions that are regularly associated with the problem behaviour and identify the function or purpose of child’s behaviour.
iii. If there was no obvious improvement in the behaviour, what action should be taken by the Educators?
Educators should listen to Marcus needs and provide him with opportunities to work trough the emotions independently. Marcus will attempts to deal with their emotions are acknowledged and supported.

These are the questions where I am stuck, Q3, Q4a, Q4b(All three parts).
According to assessor these answers are not totally correct , I have to make some changes, don't know what more changes I can do, please help Lorina. Its my 3rd attempt, don't want to pay extra money.
Thanks

[Lorina]

QR_BBPOST Goal: For Marcus to respond to group instructions appropriately and independently.

Behaviour Management In Childcare

QR_BBPOST : What do you think would be essential practice for all Educators working with Marcus?

Giving him ques and warnings during transitions, using positive reinforcement, encourage Marcus and focusing on his good behaviour...

QR_BBPOST After Marcus’s Behaviour Support Plan has been implemented by Educators what could be the possible positive and negative outcomes?

- So what worked well and what didn't?

,
Lorina

[Jaspreetatri]

Assessor said that I am on right track with the positive but need to be specific and negative outcome is not acceptable answer and have to make some changes in part 2 and 3 of this question too.

[Jaspreetatri]

Q. As an Educator and colleague working in the Preschool Room with Marcus, how could you contribute effectively to his Behaviour Support Plan?
Ans. Set Limits in a Positive Way, rather than in a Negative Way
Provide Simple Explanations for Limits
Set Clear, Consistent and Simple Limits
Focus on the Behaviour, not the Child
Provide Choices to the Child
Recognize and Reinforce Appropriate Behaviour
State Expectations, not ask Questions
Allow time for Child to Respond to Expectations
Encourage Marcus to Seek Help
Responding to Minor Issues & Supervise

Q. After Marcus’s Behaviour Support Plan has been implemented by Educators what could be the possible positive and negative outcomes?
Ans. Positive Outcome: He might learn to work in group, follow the instructions and appreciating his work would give him some responsibility and confidence to apply an appropriate and acceptable behaviour. He would learn to interact in relations to others with care, empathy and respect
Negative Outcome: He might feel like to get educator’s attention every time.
May be other children would feel neglected or given less attention.
Might wants to take his turn first in everything even if it’s not his turn.



ii. If there are some improvements in the behaviours of concern, what action should be taken by the Educators?
Appreciate Marcus for the good behaviour.
Ans. Inform him that he is going to be a group leader for a week which would a proud and responsible position for him.
Build a strong and trusting relationship with him to get his confidence.
Give him choices but within parameters.
Tell him that everyone is so happy with his positive behaviour and inform him in positive manner about where else he needs to improve.
Make him understand that you are there to help him positively.

iii. If there was no obvious improvement in the behaviour, what action should be taken by the Educators?
Ans. Educators should listen to Marcus needs and provide him with opportunities to work through the emotions independently.
Talk to colleagues and family of Marcus regarding the improvement in his behaviour.
Make some changes in the plan that educator made and add some more points which would lead to improvement in his behaviour.
Give more time to Marcus in changing his behaviour because not all children are same, some need time to change their behaviour.

These are some changes I made in the answers . Please check it lorina and tell me if iam right....
Thanks

[Lorina]

Yes, you're on the right track!

Don't forget to reference your answers that are not your own in your assignments!

,
Lorina

[Jaspreetatri]

Sure Lorina and thanks

[Lorina]

You're welcome!

,
Lorina