help me lorina

[gurman]

hello, Lorina I need your help again. please help me again I am very very confuse in this Questions.
Scenario
Marcus
Marcus (3 years 9 months) has been attending the Children Service 3 days since he was 2 years old. In the past several months the Educators have noticed that Marcus refuses to comply with group instructions consistently and, sometimes, becomes aggressive when required to do so.

The Educator decides to observe the behaviour using the ABC method over time, on various occasions.
The Educator uses the ABC observation method to record the behaviour:
A = Antecedent (what happened before)
B = Behaviour (what actually happened)
C = Consequences (what happened after)
Below is an example of one of the ABC observations for Marcus.
ABC Method
Child’s Name: Marcus Child’s
Age: 3 years 9 months
Date: 11/6/XX

Antecedent

The Educator calls out that it’s time for everyone to go to the door and wait to go inside for lunch time.

Behaviour

Marcus runs to the other end of the playground and stands with hands on hips

Consequence

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.
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.

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, guide, and support him as they grow and learn. I providers play an important role in guiding Marcus behavior in positive, supportive, and age-appropriate ways. The most appropriate ways to guide behavior are different at different ages, depending on their developmental abilities and needs. I provide 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.

What do you think would be essential practice for all Educators working with Marcus?
YES, I think it would be essential practice for all Educators working with Marcus because the past several months the Educators have noticed that Marcus refuses to comply with group instructions consistently and, sometimes, becomes aggressive when required to do so. Educator was interacted with Marcus, their families, co-workers and sometimes childcare specialists. educator maintained open and honest communication.

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
Marcus's will develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation.
Marcus's behaviour will be improve.
Effective strategies ( to Promote Positive Behaviour ) used by Educators.
Marcus will respond to group instructions appropriately and independently.

Negative Outcome
Marcus's need to learn to interact in relation 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?
Educators should help Marcus to understand how their behaviour affects each other and will ensure children’s self initiated play;
- Does not make any other child feel frightened or intimidated;
- Respects the rights and feelings of others;
- Is not overly boisterous or loud; and
- Is valued and supported.

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 through their emotions independently. Marcus will attempts to deal with their emotions are acknowledged and supported

my assessor is not satisfied with my response please help me. you are the only way please help me.
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