CASES:

OCCASION A. Time: 07:45, Location: Room, Area: Inside. On Monday at 07:30 Marcela Mendez arrived with her mother (30 months). Marcela was left crying and screaming because her mother went to work. The educator calmed down Marcela and gave her breakfast. At 07:45 Leah Wellington (28 months old) arrived at the center and was very happy because she had brought a pepa pig ball. She sat next to Marcela to have a breakfast. At a time when the educator was receiving another child, Marcela bit and scratched Leah.

OCCASION B. Time: 10:00, Location: Play room , Area: Inside. All the children were playing with the blocks, Leah had a big tower built and she was proud that she had done it, at that moment Marcela arrived and wanted to play with her but Leah said no, so Marcela sat next to Leah and She started to build her own tower but she wasn't able to make it as big as Leah's so it was easy for her to knock down Leah's tower and run away.

OCCASION C. Time: 04:40 pm, Location: sandpit , Area: outside . Marcela is one of the first children to arrive in the morning and is one of the last to leave kindergarten. Lately she always has to be supervised by an educator because she is a bit aggressive, she tries to play and interact with Leah and Matilda but if she doesn't get the toys at the time she wants she starts pushing, scratching and biting others to so you can get what you want.

ABC BEHAVIOUR INTERACTION SHEET(OCCASION A (Marcela-Leah) OCCASION B (Marcela-Leah) OCCASION C ( Marcela-Leah)

-name:

-age at observation:

-date:

OCCASION A OCCASION B OCCASION C

A. PLAY: -Time: -Appropriate: -Inappropriate:	A. PLAY: -Time: -Appropriate: -Inappropriate:	A. PLAY: -Time: -Appropriate: -Inappropriate:
B. CATEGORIES: -O: -S: -P: -A: -C:	B. CATEGORIES: -O: -S: -P: -A: -C:	B. CATEGORIES: -O: -S: -P: -A: -C:
C. INTERACTIONS: -Verbal: -Nonverbal: -Nonaggressive:	C. INTERACTIONS: -Verbal: -Nonverbal: -Nonaggressive:	C. INTERACTIONS: -Verbal: -Nonverbal: -Nonaggressive:
D. Coment/Details:	D. Coment/Details:	D. Coment/Details:

INCIDENT SHEET (OCCASION A (Marcela-Leah) OCCASION B (Marcela-Leah) OCCASION C ( Marcela-Leah)

-name:

-age at observation:

-date:

1. What was the child doing Before the incident?

(antecedent/action "trigger")

-MARCELA:

-MARCELA:

-LEAH:

-LEAH:

2. What happened DURING the incident?

(Behaviour)

-MARCELA:

-MARCELA:

-LEAH:

-LEAH:

3. What happened AFTER the incident?

(Consequence)

-MARCELA:

-MARCELA:

-LEAH:

-LEAH:

Behaviour Support Plan (Format C)

Overview and Planning

1. List of Stakeholders involved.

2. tell the Policies and Procedures that could be consultation in relation to guiding behaviour.

3. General information about child.

(Family, culture, environment, Their beliefs about behaviour and their child's social groups etc.)

4. Identify how could be communicated with this family to obtain this information.

5. Summary of pre-existing information used.

(Main points e.g. educators past observations, speech therapy program)

6. Physical environment inside and outside the service which may be impacting development.:

6.1 inside

6.2: outside:

7. Social environment inside and outside the service impacting development.

7.1.inside

7.2.outside

8. Consider the Phoenix Cups approach which are based on Choice Theory and Maslow's Hierarchy of Needs (Mastery Cup, Freedom Cup, Fun Cup, Safety Cup, Connection Cup)

Identify the cups could be feel are dominant and the ones the child may need more support with. Give a reason the choice.

-Dominant :

-Support/Needs:

9. Identify three strategies could implement to support this child's most needed cups.

10.Identify one strategy would use to meet genuine relationships needs of this child.

11. Identify one strategy would use to develop self-regulation, positive self-concept and self-esteem.

12. Identify one strategy would use to build resilience with this child:

Critical reflection of the information gathered in addition to your observations

13. identify or describe the priority for this child in relation to self-regulation and the development of Pro-Social Skills.

Also consider the holistic approach including the use of relationship-based guidance strategies, potential changes to the physical and social environment, and emotional needs of the child.

14. Is the behaviour demonstrated by the child developmentally appropriate?

Give a reason for the answer.

15. Identify how an own life experiences and ideologies on perspectives about children's behaviour will influence your relationship with this child and the development of the plan.

16. What are the impacts of this child's behaviour on other children?

17. Identify two strategies could be would use to respond to the needs of other children.

BEHAVIOUR SUPPORT PLAN

(explication about each item)

-Name:

-DOB:

-Designed by- All stakeholders present and involved:

-Long-term goal-What do you want to see achieved over the long term?:

A.Concerning behaviour (It's important to list all the concerning behaviour in order of priority. In reality, could be may choose to only work on the first two behaviours; however, listing them makes i think about each observable behaviour and helps to determine which is the most crucial to work on first.

Descriptions such as "naughty", "aggressive", "attention-seeking" are not behaviours - they are interpretations and are ambiguous. What "aggressive" means to one person can be different for another.

ANSWER:

B. Reason behaviour is not considered responsible/considerate(Here is where the reflect on why it is not considered responsible behaviour. Only justifying the reason for needing to modify the behaviour. It helps the reflect on whether it is really important. For example, not good manners such as "please" and "thank you", whilst it may be important, is culturally determined. If a child has a range of concerning behaviours including hurting others, it shows its level of priority compared to other behaviours. Ensure that you reflect and record the reason professionally - e.g., "Annoying the educators" and "Not fair to other children" is not professionally written and is not a good enough reason for changing the behaviour.

ANSWER:

C. Rationale:Why do you feel this is the cause of behaviour?(Only justify each reason by stating what I observed. For example, if I wrote "Frustration is a trigger" you may discuss how the child was working on a puzzle and showing physical signs of frustration, such as going red or sweating, prior to throwing the puzzle across the room

ANSWER:

BEHAVIOUR SUPPORT PLAN

-Date of Plan:

-Name:

-DOB:

-Designed by: All stakeholders present and involved in the development of the plan

A. Long term goal/s: (What do can see achieved over the long term) Goal 1: Possible 1 or 2 long term goals. .ANSWER:

GOAL 1:

Learning Outcome 1:

Links to EYLF Outcomes:

GOAL 2:

Learning Outcome 2:

Links to EYLF Outcomes:

B.Objective (Only tell a very specific objective.What is it can want the child to do?E.g., "For Marcela to..."

Do not use "goals", as these can be too wide and progress is less measurable. Make the goal "long-term goal" at the top of the sheet.:ANSWER:

c: Strategies (need to be specific)just list exactly the procedures/strategies everyone will use. Remember to include a range of approaches/theories to guiding behaviour. Such as Relationship based theories Don't just rely on Behaviourisme .g.Acknowledge, ignore, redirect and consequences):ANSWER:

D. Persons involved(List all who will be involved. This ensures that people such as casual staff or students are excluded. It ensures consistency for the child.ANSWER:

E. Evaluation/critical reflection (What happened? Review goals and strategies. What worked? What didn't?ANSWER:

F. Modifications to the plan required(just list what the behaviour should now look like. What is the alternate behaviour you want to see? E.g., If a child was hitting to obtain toys, will observe the child using words/verbal communication to negotiate for toys.):ANSWER:

G.Theories followed. ANSWER:

PART 3.

1. Identify three (3) variables that can impact on behaviour (remember to include both nature and nurture variables).

2. Provide two (2) examples of how can collaborated with this child to develop expectations for positive and respectful interactions and behaviour.

3. Identify two (2) coaching or mentoring strategies you used to support colleagues to implement the plan effectively and consistently.

4. Critically reflect on can own pedagogy (study of teaching) to inform future practices. Consider the processes is used in relation to observing, developing, implementing and evaluating a Support Plan. What would you change and why?

5. Identify two (2) situations where challenging behaviours may indicate a need for mandatory reporting.