24S_FAM1248_450 Guiding Children's Behaviour

Behaviour Plan

Date: 23 July, 2024

Asma Hasan

Professor Christine Raymer

 Scenario # 1

What is the behaviour that is impacting Jacqueline exhibits aggression (hitting,

learning? How is it impacting the learning of pushing, and grabbing) towards others, which
the student and others? disrupts her learning and the learning
environment of her peers. This behaviour
limits Jacqueline's ability to engage positively
with peers, hindering her social and
emotional development, and creates a hostile
environment that makes other children
fearful or reluctant to interact with her.

What is the Function (Sensory, Escape,

Attention, Tangible) of the behaviour? The function of the behaviour is tangible.
Explain. Jacqueline's aggression appears to be driven
by a desire to obtain or retain physical
objects, such as the doll with hair.

What is the current frequency (how

often)/intensity(level)/duration(how long The frequency is approximately 2-3 incidents
does it last?) of the behaviour? 3 answers of aggression per day. The intensity os high
needed here. with forceful hitting of others. The durations
are typically short, occurring in brief
outbursts during interactions over desired
items.

What are the antecedents of the behaviour? Conflicts over desired objects (e.g., toys in
the dramatic play area) are the antecedents
of the behaviour. In other words, situations
where Jacqueline's possession or use of an
object is challenged.

What would you like the child to do instead Jacqueline should learn to share and take
of the behaviour that they are currently turns with objects instead of resorting to
exhibiting? Set goals to replace the negative aggression. Jacqueline will also practice
behaviour. Explain these goals. taking turns with toys, learning to wait for her
turn while playing.
These goals aim to reduce aggression by
teaching Jacqueline appropriate ways to
 communicate and interact with her peers,
fostering a more positive and cooperative
environment.

What are the behaviour goals? S-Specific Behaviour goals are as follows:
M-Measurable A-Attainable R- Relevant
T-Time bound ●​ Specific: Jacqueline will use words or
gestures to express her needs or
negotiate sharing.
●​ Measurable: Incidents of aggression
should decrease to no more than 1
per week.
●​ Attainable: Provide appropriate
supports, like visual aids and
role-playing activities.
●​ Relevant: Promotes positive social
interactions and reduces disruptions.
●​ Time-bound: Achieve the goal within
8 weeks

What teaching strategies will you employ for Role-Playing:

new behaviour instruction? Be specific write
out the steps to at least 2 ideas you will use Steps:
for teaching.
1.​ Explain the scenario using simple
language.
2.​ Model appropriate behaviour (e.g.,
asking politely, waiting for a turn).
3.​ Practice with Jacqueline and a peer
in a controlled setting.
4.​ Reinforce positive behaviour with
praise and rewards.

Visual Aids:

Steps:

1.​ Create visual cards showing steps for

sharing and turn-taking.
2.​ Introduce the cards during calm
moments, explaining each step.
3.​ Refer to the cards during play to
 remind Jacqueline of appropriate
behaviours.
4.​ Praise Jacqueline when she follows
the visual steps.

What will you do if the negative behaviour

occurs again? I would calmly intervene, separate the
children, and provide a quiet space for
Jacqueline to cool down. Once calm, I would
discuss the incident with Jacqueline,
reinforcing the desired behaviour and the use
of appropriate words or gestures.

What will the parent involvement be?

Parents can help Jacqueline by establishing a
predictable daily schedule and preparing for
the day in advance to reduce stress. Spending
quality time together, like eating dinner,
reading bedtime stories, and talking about
the day, will strengthen their bond and give
Jacqueline emotional security. Using
age-appropriate humor and changing
activities if the day gets tough can lighten the
mood. Parents should also prioritize self-care,
such as getting enough sleep, exercising, and
engaging in hobbies, to handle challenges
with patience and positivity. This supportive
environment encourages positive behavior
and reduces aggression. (Bright Horizons,
2020).

Part Two" Paragraph on The Guidance

Pyramid and how you would use it. The Pyramid Model provides a
comprehensive framework for promoting
positive behavior and preventing negative
behavior through a tiered approach. This
model emphasizes building strong
relationships, using preventive practices,
directly teaching social skills, and applying
individualized interventions (Fox et al., 2003;
Hemmeter, Ostrosky, & Fox, 2006).

Base Level - Building Relationships: Establish

a strong, positive relationship with Jacqueline
through consistent, nurturing interactions.
Show genuine interest in her activities and
provide emotional support, as this is pivotal
for her social and emotional development
(National Research Council, 2001; Shonkoff &
Phillips, 2000).

Second Level - Preventive Practices: Arrange

the classroom environment to reduce
conflicts by providing enough toys and clear
rules for sharing. Implement routines that
include structured opportunities for
practicing sharing and turn-taking to create a
supportive and predictable environment
(Hunter & Hemmeter, 2009).

Third Level - Direct Teaching of Social Skills:

Use role-playing and visual aids to explicitly
teach Jacqueline how to express her needs
and share with others. Regularly practice
these skills in controlled settings, gradually
increasing the complexity to help her develop
the necessary social skills (Denham et al.,
2003; Strain & Joseph, 2006).

Top Level - Individualized Interventions:

Apply targeted strategies for Jacqueline, such
as a personalized behavior plan and
consistent positive reinforcement for
appropriate behaviors. Collaborate with
specialists if needed to provide additional
support for Jacqueline’s specific needs. This
approach ensures that interventions are
comprehensive and cater to her unique
challenges (Dunlap & Fox, 2009; Lucyshyn,
Dunlap, & Albin, 2002).

Using the Pyramid Model, I would focus on

creating a supportive and structured
environment that minimizes opportunities for
conflict, directly teaches Jacqueline the social
skills she needs, and provides individualized
support to help her succeed. This approach
ensures that Jacqueline feels secure and
understood, promoting positive interactions
and reducing aggression over time.
 References

Bright Horizons. (2020, March 15). Positive guidance: A guide for

parents.https://www.brighthorizons.com/resources/Article/positive-guidance-guide-for-

parents

Denham, S. A., Blair, K. A., DeMulder, E., Levitas, J., Sawyer, K., Auerbach‐Major, S., & Queenan,

P. (2003). Preschool emotional competence: Pathway to social competence? Child

Development, 74, 238‐256.

Dunlap, G., & Fox, L. (2009). Positive behavior support and early intervention. In W. Sailor, G.

Dunlap, G. Sugai, and R. Horner (Eds.), Handbook of Positive Behavior Support (pp. 49‐

72). New York: Springer.

Fox, L., Dunlap, G., Hemmeter, M. L., Joseph, G., & Strain, P. (2003). The Teaching Pyramid: A

model for supporting social competence and preventing challenging behavior in young

children. Young Children, 58(4), 48‐53.

Hunter, A., & Hemmeter, M.L. (2009). Addressing challenging behavior in infants and toddlers.

Zero to Three, 29(3), 5‐12.

National Research Council. (2001). Eager to learn: Educating our preschoolers. Committee on

Early Childhood Pedagogy, Commission on Behavioral and Social Sciences and Education.

B. T. Bowman, M. S. Donovan, & M. S. Burns (Eds.) Washington, DC: National Academy

Press.

https://brightspace.algonquincollege.com/content/enforced/656908-24S_FAM1248_450/_HTM

L/FAM1248/files/pyramid_model_fact_sheet.pdf?ou=656908