Aussie Childcare Network Forum

Q3: 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.

According to my assessor these answers of the questions are not right.
Q3, Q4a and 4b.
Need help with these please as its my 3rd attempt and after that I have to pay $200. really nervous.

Here is the scenario lorina
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.