Scenario: Marcus - ABC Method Of Dealing With Behaviour

[gurwinder kaur]

Hello,
please help in this scenario.
I search on google and read related books which I find i write it here. if my response is not write then please give me answer because i have 1 month left.
please please help me
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 obser
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.
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.
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.

Goal: For Marcus to respond to group instructions appropriately and independently.
Strategies to Promote Positive Behaviour:
Educators:
These strategies are used prior to situations that usually evoke resistance from Marcus
Choices - Choices should be given to Marcus throughout the day. Sometimes a concrete object or picture should be used to make sure that Marcus making an informed choice and that he follows through with the choice he makes.

Safety Signal - Marcus will be prepared for transitions that are going to be difficult by the use of a safety signal. Support providers will tell him " Marcus, in 5 minutes we will ____". Then cue him again at 3 minutes, and then the transition will follow in 3 minutes by the support provider stating “time for ____”. Do not let him delay the transition. Follow through once the cue has been given.

Comfort Area - Jackson will be offered to move to a comfort area when he becomes frustrated or hurt. Visual symbols of emotions (frustrated, angry, sad, tired, sick) will be available and can be used by the adult and Marcus to help him label what he is feeling.
Positive Reinforcement - Marcus should receive statements about appropriate behavior frequently throughout the day in a natural fashion (e.g., “this is fun, I like playing with you”).

reflective listening and redirection/consequence strategies -By using reflective listening and redirection/consequence strategies could respond in the following way. “I know you are frustrated because you wanted first in line and it is hard when you can’t have what you want, but it is not okay to do like this.” In this response the I am not ‘letting the child get away with it,’ or simply acknowledging the frustration of the child but ignoring the inappropriate behaviour.

Behaviour Consequences:

Educators:
Providing choices to a Marcus will be helpful in avoiding power struggles. When offering real alternatives to a Marcus, I am providing an opportunity to exercise choice and it is likely that the child will co-operate with the task.
Marcus will react better when he is offered cues and warnings (not threats). This will helps him to prepare for change. Give Marcus time to respond, rather than demanding immediate results.
By establishing clear and simple limits and by continually reinforcing and acknowledging positive behaviour, it will help him to establish positive relationships as he begin to grow and develop in a safe learning environment.

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?

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.
• Eliminating or modifying specific events that leads to problem behaviour. Examples of these modifications might include providing a favourite activity during a high-risk time, stating clear expectations for desired behaviours, and giving attention before problems arise.

• Deciding how to respond after the problem behaviour occurs. Possible responses include using an instruction to tell the child what to stop doing and what to do instead, using planned ignoring, or in the case of an emergency situation, moving to a safe place.
• 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 the 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 through their emotions independently. Marcus will attempts to deal with their emotions are acknowledged and supported

[gurman]

Hello,
please help in this scenario.
I search on google and read related books which I find i write it here. if my response is not write then please give me answer because i have 1 month left.
please please help me
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 obser
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.
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.
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.

Goal: For Marcus to respond to group instructions appropriately and independently.
Strategies to Promote Positive Behaviour:
Educators:
These strategies are used prior to situations that usually evoke resistance from Marcus
Choices - Choices should be given to Marcus throughout the day. Sometimes a concrete object or picture should be used to make sure that Marcus making an informed choice and that he follows through with the choice he makes.

Safety Signal - Marcus will be prepared for transitions that are going to be difficult by the use of a safety signal. Support providers will tell him " Marcus, in 5 minutes we will ____". Then cue him again at 3 minutes, and then the transition will follow in 3 minutes by the support provider stating “time for ____”. Do not let him delay the transition. Follow through once the cue has been given.

Comfort Area - Jackson will be offered to move to a comfort area when he becomes frustrated or hurt. Visual symbols of emotions (frustrated, angry, sad, tired, sick) will be available and can be used by the adult and Marcus to help him label what he is feeling.
Positive Reinforcement - Marcus should receive statements about appropriate behavior frequently throughout the day in a natural fashion (e.g., “this is fun, I like playing with you”).

reflective listening and redirection/consequence strategies -By using reflective listening and redirection/consequence strategies could respond in the following way. “I know you are frustrated because you wanted first in line and it is hard when you can’t have what you want, but it is not okay to do like this.” In this response the I am not ‘letting the child get away with it,’ or simply acknowledging the frustration of the child but ignoring the inappropriate behaviour.

Behaviour Consequences:

Educators:
Providing choices to a Marcus will be helpful in avoiding power struggles. When offering real alternatives to a Marcus, I am providing an opportunity to exercise choice and it is likely that the child will co-operate with the task.
Marcus will react better when he is offered cues and warnings (not threats). This will helps him to prepare for change. Give Marcus time to respond, rather than demanding immediate results.
By establishing clear and simple limits and by continually reinforcing and acknowledging positive behaviour, it will help him to establish positive relationships as he begin to grow and develop in a safe learning environment.

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?

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.
• Eliminating or modifying specific events that leads to problem behaviour. Examples of these modifications might include providing a favourite activity during a high-risk time, stating clear expectations for desired behaviours, and giving attention before problems arise.

• Deciding how to respond after the problem behaviour occurs. Possible responses include using an instruction to tell the child what to stop doing and what to do instead, using planned ignoring, or in the case of an emergency situation, moving to a safe place.
• 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 the 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 through their emotions independently. Marcus will attempts to deal with their emotions are acknowledged and supported

[Lorina]

I think your responses and strategies are good! They are informative and you have some good ideas on how to deal with this behaviour!

,
Lorina