Question

Simon is 3 and a half years old. There have been multiple behaviors noticed by you and other peers at the daycare. He has a hard time playing with his peers because he communicates mostly by actions with them . He tends to lash out at them quickly when he does not receive what he wants. Sometimes he hits, sometimes he kicks, at times he pulls hair and recently has bitten another child. This behavior occurs mostly during play episodes when he is wanting a toy or an item they have. He often cries when in larger group settings and does not like loud noise much. He struggles a little with transitions and really does not like playtime to end. During one to one adult time, Simon is warm and loving and enjoys story time, playing with cars, climbing frame, and the block area. His expressive language is a little delayed but his receptive understanding seems to be at age level. Simon took a longer time to settle into his daycare with you when he started 6 months ago. He cried a lot for the first few weeks but has now just formed an attachment with some of the staff in your room. You have tried several of the rule reminders by telling him in passing but it has not changed any of the behavior yet. You have identified that Simon needs a behavior plan.

Remember to determine a guidance goal for a preschooler that is optimistic and realistic. Use positive guidance techniques to gently nudge the child toward the guidance goal. Use your book to support you for this assignment.

1. List potential reasons for the behavior. Write your own ideas for reasons and then pinpoint one underlying cause of his behavior form Chapter 9. ( 2 marks your ideas, 1 mark underlying cause)

2. What observational tool would you use. Be specific about the tools we learned about in this course. Provide a short example of how your observation might look. Why is this your tool of choice? (5 marks -Observation tool is named and reason provided, an example is shown)

3. What comes after your observation? List all the things you would need to do once you have gathered your data before you can start the plan. (3 marks)

4. Create your behaviour plan to guide Simon and support any behavior improvements. Be specific and list two goals that you want him to achieve. Then next to the goals show the strategies you have chosen from the book to support Simon. You MUST use your book for this step. Give direct examples of ideas from your book. Remember to make it developmentally suitable. Please cite your ideas.

(Plan shows two clear goals, which are realistic and measurable for the desired age and behavior. Plan is clear and shows in detail how the guidance strategies picked may support the goal. The ideas are positive and align with the course material as well as Simon’s given scenario - All work is cited form textbook - 8 marks)

5. Decide on how you will track and evaluate progress toward the goal. How will you know if Simon is reaching his goal? What follow up will you provide? ( Evaluation ideas are realistic and measurable - 2 marks)

6. End your plan with a short 150 word paragraph explaining why positive guidance is beneficial for children. Use one citation from your book to back up your choices. (Supporting paragraph offers a strong rationale and supports concepts from the course so far, one citation is shown in APA, mechanics of writing - 4 marks)

Answer 1

Potential reasons for Simon's behavior include delayed expressive language, difficulty with transitions, sensory processing challenges related to loud noise, and attachment issues. The underlying cause of his behavior may be related to his difficulty with emotional regulation, which can lead to aggression and tantrums (Chapter 9).

I would use an ABC observation tool to gather data on Simon's behavior. This tool involves observing and recording the Antecedent (what happened before the behavior occurred), the Behavior (the specific behavior displayed), and the Consequence (what happened after the behavior occurred). For example, during free play, I would observe Simon when another child has a toy that he wants. I would record what led up to the behavior, the behavior itself, and what happened immediately following the behavior. This tool is useful because it helps identify patterns and triggers that may contribute to the behavior.

After gathering data, I would analyze the results and look for patterns or triggers that contribute to Simon's behavior. I would also review his individual development plan (IDP) to ensure that his goals and objectives are appropriate and relevant. I would then meet with his parents or guardians to discuss the findings and work together to create a behavior plan that is consistent and positive.

Behavior plan:

Goal 1: Improve Simon's ability to communicate his wants and needs without resorting to aggressive behavior.

Strategy 1: Teach Simon to use a visual communication tool, such as picture symbols or a communication board, to express his wants and needs (Lally et al., 2018).

Strategy 2: Encourage Simon to use his words and model appropriate language during play (Gartrell, 2019).

Goal 2: Help Simon develop emotional regulation skills to reduce aggressive outbursts.

Strategy 1: Teach Simon deep breathing exercises and other relaxation techniques to use when feeling upset (Lally et al., 2018).

Strategy 2: Use positive reinforcement to reward Simon for using appropriate behaviors during play (Gartrell, 2019).

To track and evaluate progress, I would use the same ABC observation tool regularly to monitor Simon's behavior during free play. I would also keep a record of his use of the visual communication tool and his progress in regulating his emotions. I would share this information with his parents or guardians during regular meetings, and make any necessary adjustments to the behavior plan.

Positive guidance is beneficial for children because it focuses on building a child's self-esteem, promoting self-regulation, and fostering positive relationships (Gartrell, 2019). It helps children develop a sense of autonomy and empowers them to make their own choices. Positive guidance also encourages children to view mistakes as opportunities for learning and growth, rather than as failures. This approach is aligned with the principles of developmentally appropriate practice, which emphasizes that children learn best in a supportive and nurturing environment (Bredekamp & Copple, 2017).