Your Assignment Type: Case Scenario
Currently Working in Childcare? No
Your knowledge: Beginner
Your Question?
Scenario:
Ben is eight years old. He is always talking to the others at his table. He does little or no work and although he starts lots of tasks he never seems to finish any of them. Ben is constantly on the move. He doesn't sleep much and can't even concentrate on computer games or television. He can't settle with one friend. Ben has Attention Deficit Hyperactive Disorder. Ben's parents and the school need support and advice from medical and psychological services.
(There are two tables to complete.)
I don't know if anything I have put in there is answering the question correctly, I am just so baffled by some of it!
What is your answer so far or What have you done so far as an attempt to solve this question?
Table One: For this task, make suggestions on how the routie, staff interactions and the environment could be changed or altered to provide for Ben's individual needs.
BEN: ROUTINE: STAFF INTERACTIONS: ENVIRONMENT:
I havn't got the will to start on this table until I am satisfied with the table below!
Table Two: Complete a behaviour support plan for Ben.
1. Child's Background.
Ben has been diagnosed with Attention Deficit Disorder. He has difficulty concentrating on activities and finishing tasks. Ben doesn't sleep much. He cannot settle with one friend.
2. Special needs / considerations.
Ben is more likely to succeed if the task can be broken into smaller sections with less time spent focusing at a time.
Consider the impact of lighting, heating, and environmental distractions.
Consider Ben’s feelings and dignity if reprimands are necessary.
3. Current inappropriate behaviours.
Ben is always talking to the others at his table.
Ben cannot often complete tasks.
Ben is always on the move and cannot concentrate on his activities.
4. Reasons for behaviours.
Ben distracts his classmates because he is unable to focus himself for lengths of time.
He does not complete tasks because the expectations for his peers involve long periods of time on each subject and limited options for learning techniques.
Ben is unable to identify when he is behaving inappropriately.
5. Which are the behaviours you want to change / Why.
Always talking to others at his table -The people at his table are distracted from completing their own tasks.
Ben cannot often complete tasks - Would like to see Ben succeed in completing set activities and further his learning.
Ben is always on the move and cannot concentrate - Would like to assist Ben to learn to self-manage his behaviour and focus on the task at hand.
6. Aims - how do you want them to behave?
Ben to identify when he is feeling overstimulated or distracted and self-manage his behaviour by removing himself from distraction and relocating in an area he can focus on his task.
Ben to control his constant movement to a level that allows him to focus on the task at hand.
Ben to use strategies to successfully complete projects, such as a timer, short breaks when he needs to calm himself, multi-media learning and presentation.
7. Strategies to change behaviours (QA5)
Consistently use a 'quiet work-space' for Ben to use when he feels overstimulated or distracted.
Allow Ben to use headphones to listen to taped learning material to avoid distractions.
Modify activities in regards to time on task, number of activities and completion criteria, reflecting his abilities and allowing for success.
Provide ‘talk and turn’ or activity breaks to assist Ben’s ability to concentrate.
Include a variety of activities for Ben in each lesson.
Allow Ben to use a timer to increase time spent on tasks.
Plan seating so Ben has his back to most of the activity in the room during seated tasks. Place Ben near adult at circle time.
Use descriptive praise of positive behaviour, use positive attention and rewards. Try to catch him doing good.
Frequently redirect Bens behaviour towards positive expectation.
If reprimand is needed move close to Ben and speak in a low voice. Provide directives in the form of a choice giving positive and negative consequences.
If Ben is unable to respond effectively to redirection and choices it may be necessary for him to take some time out of the group activity. Reward positive choices and reflection.
Upon returning consider it a ‘clean slate’ and do not draw attention to his mistake.
8. Considerations when implementing strategies.
Consider the learning environment for other children in the class. Consider group sizes and pairing with children who will model good behaviour and be less easily distracted.
Consider the use of multi-media and multi-sensory learning to provide variety.
Consider timing of different tasks, place critical learning during times that Ben is calmest and attentive.
9. Support needed - Internal.
Support from fellow teachers, an ‘on-call’ team or teacher-aid available to assist when Ben is unable to cooperate within expected limits. If Ben is unable to comply and follow through with time-out from the group activity this teacher can be called upon to remove him from the situation to complete it elsewhere.
10. Support needed - External.
Parental support. Parents to be encouraged to support Ben’s successes and avoid focusing and talking about his misbehaviours at school. They will be dealt with at school and it is not necessary for additional punishment.
Meetings with parents set up to foster positive collaboration and a consistent plan.
Support from external mental health resources, Division of Child and Youth Mental Health Services. Refer parents for further support.
11. Evaluation strategies - what will the child be showing?
Measure the frequency of target behaviours – Ben will be showing more success in completing tasks, and showing less distraction during activities.
A response cost system established in which stickers or tokens are awarded for meeting behaviour goals and withdrawn when the goals are not met – Ben will be showing initiative in managing his behaviour and an increase in tokens awarded.
12. Follow up strategies - how will you monitor?
Use of efficient data collection systems. Data to reflect what Ben actually does, what is happening in the environment when the behaviour occurs and the consequences alongside the frequency.
Observe Ben several times and in different situations and compare behaviours in each situation before drawing conclusions. Avoid opinion or reflection.
Use this data for planning further interventions.
Involve Ben in setting goals to reduce or increase behaviours and establish a response cost system. Collaborate with parents to establish home rewards to reinforce points earned at school.
Include some behaviours in which Ben is likely to succeed when setting goals, to establish a feeling of success.
Description and Message:
Hi guys, I am pregnant soon to pop and no longer working, this is my last assignment and I have no support to get it finished as my previous centre shut down and I can't return for assistance from familiar staff
I am finding this one so much harder than any other assignment I have had, maybe it is baby brain kicking in.I don't know if any of the answers I have filled in are on the right track, I feel like some of the table columns are asking the same question in a different way and I am repeating myself.
