ECE 201 Intro to Early Childhood Behavior Management (ACP 1224 A)
In my paper I will be talking about how teachers collect data ,I will analyze the importance of collecting and reviewing data before implementing specific intervention to address challenging behavior, I will discuss three common behavior a teacher my see in young children and the target for modification.
A Functional Behavioral Assessment is basely a tool to help the Educators understand why children do what they do. The notion is that all behavior serves a purpose: It fulfills some need. It allows us as educators to determine why students are doing what they are doing. Then we can give them the student what they need and come up with more socially acceptable way to have his/hers needs met that will work for that student and my fit with what they need, environment and culture of the class.
Using functional behavioral assessment the teacher, caregiver can determine the functions of a student inappropriate behavior so that more teachers, caregiver can create more effective intervention plan to stop it. A behavior is observable and measurable and serves one or multiple functions. You can quickly and systematically determine the functions of behavior by looking at what happens before and after it. A change in student behavior is more likely to occur if we meet the student’s needs (the function of the behavior). So once you know the primary function of the behavior, you plan how to meet the need in an appropriate way. Students will work to get their needs met.
Either teacher have to deal with these needs preventively for up to a few minutes, or they may spend hours a day dealing with the student using inappropriate behavior to get the need met, which takes much more time. If you have a student who has been engaging in a lot of disruptive behavior, it is important to have some baseline of the student’s level of disruption. How many incidents occur each day? Record a quantifiable number. Then, once you put the plan into place, you can collect data in the intervention period, to determine whether the aggressive behavior has reduced or whether the behavior has increased (before it drops off) .(Example given by Toni Sparks-Hopkins) how the plan measure and quantify behavior to determine if the plan working. A-B-C Analysis is the key in collecting and reviewing date before implementing specific interventions to address challenging behavior.
The values of PBS are centered on the importance of helping individuals with challenging behavior and the families or persons who support them achieve a quality of life that is defined by their personal choices. Families of young children with challenging behavior often express that their hopes and dreams for their child and family is for their child to be happy, have friends, and for the family to enjoy simple everyday activities free of the stress of challenging behavior (Fox,Vaughn, Dunlap, & Wyatt, 2001; Lucyshyn, Dunlap,& Albin, 2002).
The teachers must remember A=Antecedent what was going on before the behavior happen B=A clear specific pictre of the behavior C=Consequence what happen after the behavior. The problem must be defined, usually by count or description Design a way to change the behavior, Identify Behavior modification assumes that observable and measurable behaviors are good targets
For change. All behavior follows a set of consistent rules. Methods can be developed for
Defining, observing, and measuring behaviors, as well as designing effective interventions.
Behavior modification techniques never fail. Rather, they are either applied inefficiently or
Inconsistently, which leads to less than desired change? All behavior is maintained, changed,
Or shaped by the consequences of that behavior. Although there are certain limits, such as emotional influences related to ADHD or depression, all children function
More effectively under the right set of consequences.
Consequences that behaviors are managed and changed by the consequences of classroom behavior.
To manage behavior through consequences, Apply the reinforce consistently to shape or change behavior. Consequences of behavior are directly related to the events that either come immediately before or after them. reinforcement or punishment always follows behavior, reinforcement or punishment follows the target behavior as soon as possible, reinforcement or punishment fits the target behavior and must be meaningful to the child, and
Multiple reinforces, or punishments are likely more effective than single reinforces.
Challenging Behavior in young children 3rd Edition
Barbara Kaiser, J Sklar Rasminsky
Online Prevention Module at http//tuconlink.org.