Aussie Childcare Network Forum

3. Collaborative Behaviour Guidance plan (CBGP)
This assessment task will require you to create, implement and measure the effectiveness of at least one Collaborative Behaviour Guidance Plan (CBGP). There are 16 parts to this assessment task, please ensure that you have address each section. For this assessment task you will be required to obtain a Collaborative Behaviour Guidance Plan ( or equivalent) from your workplace. A CBGP is a record of the collaborative and proactive strategies as suggested by early learning educators, family members, as well as other internal and external professionals who work regularly with the child. This team problem- solving approach to behaviour guidance aims to outline the function of the child’s behaviour, and also deliver pro- active strategies, so that challenging behaviour can be redirected whilst positive behaviours are reinforced and maintained. When both centre and home environments consistently (every day) adopt the following strategies, the reinforcing of positive behaviours will reach their full potential. Within your CBGP, please address the following in collaboration with the family.
1. Develop a statement of at least one long term goal
2. Develop a statement of one short term goal
3. Develop a statement of one objective
4. Establish a baseline for the behaviour (What is the beginning measurement of behaviour, allowing you to compare this starting point to later evaluations/reflections/reviews)
5. Explain how the behaviour/s will be monitored and evaluated
6. Clearly outline alternative behaviours (behaviours that will replace the identified “challenging” behaviour). What about strategies and function? Should these also be documented?
7. Communicating expectations with children (how will this occur)
8. Supporting and communicating with colleagues to implement the plan (how will this occur)
9. Revisiting the plan and reflecting on its effectiveness (when was the plan revisited and reviewed? Include at least one example of your reflections)
10. What Learning Outcomes from the Early Years Learning Framework are relevant to your CBGP. Identify at least one Learning Outcome from the Early Years Learning Framework and explain how your CBGP aligns to supporting the outcome.
11. Where and how did you involve children in the development, implementation and evaluation of the CBGP?
12. Describe how the family was included throughout the development, implementation and evaluation of the CBGP? How effective was the collaborative partnership with family in developing, implementing and evaluating the CBGP? What about internal and external professionals?



What I have so far

1. Develop a statement of at least one long term goal
A long term goal is for the child to initiate play/ self regulate their behaviour.

2. Develop a statement of one short term goal
A short term goal is for the child to stop hitting children and express their needs verbally

3. Develop a statement of one objective
The objective is for the child to stop hitting children

4. Establish a baseline for the behaviour (What is the beginning measurement of behaviour, allowing you to compare this starting point to later evaluations/reflections/reviews)
unsure

5. Explain how the behaviour/s will be monitored and evaluated
unsure

6. Clearly outline alternative behaviours (behaviours that will replace the identified “challenging” behaviour). What about strategies and function? Should these also be documented?
unsure
7. Communicating expectations with children (how will this occur)
unsure
8. Supporting and communicating with colleagues to implement the plan (how will this occur)
unsure
9. Revisiting the plan and reflecting on its effectiveness (when was the plan revisited and reviewed? Include at least one example of your reflections)
unsure
10. What Learning Outcomes from the Early Years Learning Framework are relevant to your CBGP. Identify at least one Learning Outcome from the Early Years Learning Framework and explain how your CBGP aligns to supporting the outcome.
Children learn to interact in relation to other with care, empathy and respect

11. Where and how did you involve children in the development, implementation and evaluation of the CBGP?
unsure
12. Describe how the family was included throughout the development, implementation and evaluation of the CBGP? How effective was the collaborative partnership with family in developing, implementing and evaluating the CBGP? What about internal and external professionals?
unsure

I'm adding a brief explanation on what is required on the points you are unsure about... At the bottom I'll be attaching some more information on behaviour management to help you answer each of these questions...

Establish a baseline for the behaviour (What is the beginning measurement of behaviour, allowing you to compare this starting point to later evaluations/reflections/reviews)

I think this refers to what is the cause of the behaviour. So, for your example you have a child who is hitting. What is the cause of the hitting? Frustration, unable to share, upset when something is taken away from them etc. Also, how bad is the hitting, does it happen always only sometimes, when does it happen in the morning afternoon etc.

Explain how the behaviour/s will be monitored and evaluated

What methods will you use to record the child's behaviour. Observations, photos, videos etc.

Clearly outline alternative behaviours (behaviours that will replace the identified “challenging” behaviour). What about strategies and function? Should these also be documented?

Instead of the child hitting what do you want the child to do? For e.g. say "stop" if they are getting angry at another child, walk away from the situation, go and get help from a teacher. identify their feelings "i feel angry he took the truck from me", ask adult for help etc.

Communicating expectations with children (how will this occur)

How will you dsicuss positve behaviour with children... Through discussions, stories, room rules, etc.

Supporting and communicating with colleagues to implement the plan (how will this occur)

How will you talk to other educators about the plan? Maybe through a staff meeting...

Revisiting the plan and reflecting on its effectiveness (when was the plan revisited and reviewed? Include at least one example of your reflections

Once you complete the plan you need to evaluate it. Did the goals work? How is the child's behaviour now? Did the strategies work?

What Learning Outcomes from the Early Years Learning Framework are relevant to your CBGP. Identify at least one Learning Outcome from the Early Years Learning Framework and explain how your CBGP aligns to supporting the outcome.

Children learn to interact in relation to other with care, empathy and respect
OK how does this plan support the outcome you chose above?

Where and how did you involve children in the development, implementation and evaluation of the CBGP?

Which parts of this plan did you discuss with the children? For e.g. communicating expectations to children...

Describe how the family was included throughout the development, implementation and evaluation of the CBGP? How effective was the collaborative partnership with family in developing, implementing and evaluating the CBGP? What about internal and external professionals?

Were parents aware of this plan? Did you update them on the strategies you would be using for their child, were they aware of the childs behaviour beforehand, how did they respond? Did you notify parents of childs positive behaviour change etc. Did you need to contact professional support to help you deal with this child?

[attachment=0]behaviourguidancestragies.pdf[/attachment]
[attachment=1]managing_behaviour.pdf[/attachment]
Hope this helps,

,
Lorina

Thanks, I was wondering if i was on the right track with this question

What Learning Outcomes from the Early Years Learning Framework are relevant to your CBGP. Identify at least one Learning Outcome from the Early Years Learning Framework and explain how your CBGP aligns to supporting the outcome.
The learning outcome from the Early Years Learning Framework that is relevant to my CBGP is children feel safe, secure and supported. The way my CBGP aligns to supporting the outcome is by the child to communicate their needs for assistance and establish and maintain respectful, trusting relationships with other children and educators.

You mentioned:

The way my CBGP aligns to supporting the outcome is by the child to communicate their needs for assistance and establish and maintain respectful, trusting relationships with other children and educators.

Just add some "evidence" from your CBGP where this is seen... Just so you can provide a clear link from the outcome you selected to your CBGP...

,
Lorina

Does this mean the child should come get a teacher instead of hitting the other children when he is frustrated

Ok thanks

Hi Lorina,

Can you please help me to answer below question.

Francis talks with children when they are upset or angry and provides them with developmentally appropriate resources that will provide comfort such as rag dolls, dens and cubbies, dramatic play opportunities etc Which Learning outcome will this cover and why?

Waiting for your reply.

Thanks