Section 1
What should Ms. Rollison know about behavior to help Joseph?
First, Ms. Rollison must understand that acknowledging the behavior's existence and its consequences is the first step to developing a solution. She must find the best way to respond to the behavior and ensure there is a positive change. The support that Ms. Rollison will choose to control Joseph's behavior will be essential towards behavior change. She should understand why the student behaves in that manner and should consider influences for the behavior. She should find a good way to respond to his behavior. Ms. Rollison should also learn about the behavioral concepts, positive and negative reinforcements, and punishments and how to implement them (The IRIS Center of Training Enhancements, 2021) . She needs to observe Joseph’s behaviors to determine whether to continue implementing the response or choose a different strategy.
How can Ms. Rollison determine why Joseph behaves the way he does?
Applying a functional behavioral evaluation can help Ms. Rollison change Joseph’s behavior. She should understand what makes Joseph behave the way he does. She should gather the relevant information concerning Joseph’s behavior. Besides, she should speak to Joseph’s parents and friends to understand whether Joseph behaves the same way and how often he does it. Using the operational evaluation matrix will help her understand Joseph’s needs and what he wants to avoid. Collecting the valuable data will enable her to understand his behavior.
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What can Ms. Rollison do to modify Joseph’s behavior?
Ms. Rollison can find alternative conducts that Joseph would want to acquire. She must develop an intervention technique to help modify Joseph's behavior. She should develop skills to teach Joseph the kind of behavior that she wants from him. Also, she must use the antecedent intervention technique to modify what causes terrible behaviors. Additionally, Ms. Rollison must use consequence-based intervention to change Joseph’s misbehaviors.
How will Ms. Rollison know whether the intervention is successful?
She should assess her interventions to determine she succeeded on not. She should gather data after implementing the intervention, which will help her understand whether the interventions were successful or not.
Section 2
Support Planning Chart
Part 1
Child’s Name: Sarah
|
Triggers |
Behaviors |
Maintaining Consequences |
|
She gets dropped off at school. Moving from school to home. Mini-group times. Playtime. When called upon. |
Function: Attention; Sarah always tries to get attention. The foster mother cuddles with her to sleep. Sarah cries throughout the day during dismissals. |
She whines until she cries, and whoever is cross to her pick and rocks her until she stops crying. |
|
Triggers |
Behaviors |
Maintaining Consequences |
|
She gets dropped off at school. She gets dropped off after visiting the foster parents. Pick-up from school. |
Function: Attention. She needs to be picked like other students. She often cries when she sees other students leaving and says goodbye to her. |
If Sarah is being dropped, her foster mother will pick her up and console her. Sarah cries until somebody comes to pick her up. |
|
Triggers |
Behaviors |
Maintaining Consequences |
|
Small groups during class works During lunch breaks While outside the classroom. During the circle periods. |
She keeps herself isolated from other students |
Function: Attention: She needs to acquire attention for her caregiver to visit and see her. She also wants to escape what she is being obliged to do. She is always left alone to do whatever pleases her until she finishes. |
|
Triggers |
Behaviors |
Maintaining Consequences |
| She wakes up alone |
Function: Attention. Sahar needs attention from her foster mother. he usually wakes up during the middle of the night. |
Her foster mother wakes and goes to cuddle with her, consoles her until she falls asleep. |
Part 2
Children require opportunities to participate in daily activities, which will help them acquire new practical skills, have fun and have a stimulating environment. Besides, they develop a social-emotional skill in the context of their correlation with their caregivers. To address the social-emotional needs in children, one should work closely with the families. As a child care provider, one should understand children and build friendships with them. The providers should create small groups of children with mixed-age to read together. Besides, caregivers should redirect children whenever they engage in challenging behaviors.
Reference
The IRIS Center of Training Enhancements. (2021). Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan . https://iris.peabody.vanderbilt.edu/module/fba/cwrap/#content
