Emily's bites

PAGE

1

ABC Analysis and Behavior Change Chart Unit 6

ABC Analysis Chart and Behavior Change Chart

Unit 6

CE300-02

Part I

ABC Analysis

Child: Emily Observer: Acting Lead Educator

Date

Time

Antecedent

Behavior

Consequence

Possible Function

07/09/2013

This item is well described.

8: 30 am-6.00 pm

a) Janesta takes away a doll that Emily was playing with

Emily bites Janesta on her arm.

I take up Emily, warning her against biting at the baby care and also carry the toddler my laps.

Emily was trying to get back her doll from Janesta.

b)The boy in the class did not provoke Emily, who is restless in the class.

What is the evidence of restlessness? In other words, what did we actually observe that indicated the child was restless?

Emily bites the boy on his back.

Attendant carried Emily to a reading area. She begins reading and turning the pages of the book for ten minutes.

Emily was trying to seek attention from the boy who was far from him. her

Part II

Behavior Change Chart

Antecedent

How would you change the antecedent?

What do you expect to happen and why?

What else might happen and why?

What strategies would you implement and why? Include references!

a) Janesta takes away a doll that Emily was playing with

b)The boy in the class did not provoke Emily, who is restless in the class.

Take the Emily’s doll from Janesta, give it back to her and provide another one for Janesta. Let Emily play with her own doll and Janesta hers, then allow them to play together.

In the antecedent, we look at changing what happens before the incident. We look for ways to change routines or procedures or processes. Because the event has passed, we cannot change what actually happened.

Let Emily stay in the midst of other children and keep her occupied with activities that will help her remain at one position (Oesterreich, 2005.

The two children are most likely to play together peacefully, and become friends through the play with different dolls. This is because Item, doll, that Emily could be pursuing is given back to her by a caring attendant and then the two have independent items to play with (Stahl, 2007).

In this case, the expectation is presented as a consequence. It is necessary to change something to prevent Emily from biting in her attempts to keep her toys (stated as function for this event)

The children in the class would be given an opportunity to interact with the interactive items they have in their hands or activities exposed to (Connor, 2004).

Emily might be irritated and pick the second ball, and accumulate them to herself. The anger and irritation carried forward from the family incidence may cause Emily get irritated and want to have everything to herself so that she can regain back her (Connor, 2004).

I am not sure of the highlighted items. I did not see evidence of a ball in the scenario; I am not sure of the family incident that carried irritation, and a word has been omitted. Please clarify if you choose to revise.

Emily might neglect the activities assigned and want to move up and down.

Provide another playing doll for Janesta to ensure that two dolls re available for the toddlers to play with. This is to curtail the idea of Emily’s personal items being interfered with by other children. It would create a harmonious environment because Emily would not feel offended by having her doll taken away (Stahl, 2007).

The question remains of whether this process will keep Emily from biting. According to our evidence, Emily bites when the doll is taken from her, but she also bites without provocation. We week to solve the behavior for all situations rather than for each individual situation.

Ensure close interaction of the toddlers in groups to avoid solitude and feelings of isolation.

Let the attendant (male or female) keep a close distance to Emily to moderate her activities and movements (Oesterreich, 2005.

Rather than address the issues individually, we are seeking to change the behavior, biting, rather than each incident. If you choose to revise, consider the incidents together and see what is common or what conclusions you can draw from both incidents to determine the function – what the child hopes to gain or avoid – and develop an antecedent to help deter the behavior.

Consequence

How would you change the consequence?

What do you expect to happen and why?

What else might happen and why?

What strategies would you implement and why? Include references!

I take up Emily, warning her against biting at the baby care and also carry the toddler my laps.

I believe a word or words may have been omitted.

Attendant carried Emily to a reading area. She begins reading and turning the pages of the book for ten minutes.

Try to be a little bit tough with Emily’s behavior, and probably hitting him a little that she may realize biting other children is not allowed in the faculty. I can carry Emily on my laps to sooth-talk her that she may not burst into a cry (Oesterreich, 2005).

The highlighted information is not clear – do you mean you as the teacher would hit the child?

Bring Emily together in the midst of the other toddlers so that they could interact in their activities, rather than segregating to solitary places (Stahl, 2007).

Emily will feel rebuked because of the little hitting and would coil herself from biting other children.

I am not sure of the meaning of this word in this context. Again, the information seems to imply that the teacher will hit the child.

Emily interacts with other children and she participates in her activities maximally while appreciating the other toddlers around her.

Emily might also feel rebuked because of the hitting and become more withdrawn from the attendant as well as from other toddlers.

Emily settles down and concentrates on the activities the whole group is carrying out together (Connor, 2004).

Hit and sooth-say to Emily to enable her realize the mistake in biting other children within the baby care faculty (Stahl, 2007).

I believe the highlighted word may be mis-used. In this column, we outline the specific procedures to carry out the change in consequence.

Need to have a group approach and activities made for a group to enable the children feel the warmth, presence and participation of the other toddlers (Oesterreich, 2005.

As with the antecedent, we seek to find one change in consequence that will help to eliminate the behavior of biting regardless of the setting. If you choose to revise the project, look for what is common or what possible function the behavior may play and develop one change for consequence that will be in place each time Emily bites.

Unit 6 Assignment Grading Rubric

Point Range

Grading Criteria

30/100 points

Part I Content:

· Template is thoroughly and accurately completed. Yes.

· Antecedent: Discussed what happened immediately before the behavior and any event or activity that preceded the behavior Yes

Behavior: Behavior was defined in observable, objective terms Yes, with minor concern related to “restlessness”as noted above

Consequence: Discussed what happened immediately following the behavior Yes.

· Function of behavior: Discussed whether the child was attempting to get or escape from something Yes

· Clear connections are made between antecedent, behavior, consequence and possible function of behavior Yes

30/50 points

Part II Content:

· Template is thoroughly and accurately completed. Yes

· Antecedent manipulation and outcomes discussed Partial – the antecedent manipulation should address both incidents of the behavior – the antecedent manipulation should address the issue of biting

· Discussed appropriate strategies to implement based on the hypothesized function of the antecedent manipulation The strategies are described in the manipulation of the antecedent. I did not find the strategies to be described regarding the consequence.

· Consequence manipulation and outcomes discussed Yes

· Discussed appropriate strategies to implement based on the hypothesized function of the consequence manipulation There is concern that each item is addressed separately. The goal is to identify an antecedent to biting behavior and/or a consequence for biting behavior that will work in multiple settings.

25/50 points

Mechanics:

· Used templates Yes

· Written in Standard American English with correct grammar/spelling Please note highlighted items and explanations; some words are omitted

· APA style with a title and reference page with at least 3 references Yes

· Double-spaced Yes

· 12-point font Yes

Total:85/200 points

References

Connor, D. F. (2004). Aggression and antisocial behavior in children and adolescents: Research and treatment. New York: Guilford.

Oesterreich, L. (2005). Divorce Matters: A Child's View. Ames, IA: Iowa State University Extension.

Stahl, M. (2007). Parenting after divorce: Resolving conflicts and meeting your children's needs. Atascadero, Calif: Impact Publishers.

Applied Sciences

Architecture and Design

Biology

Business & Finance

Chemistry

Computer Science

Geography

Geology

Education

Engineering

English

Environmental science

Spanish

Government

History

Human Resource Management

Information Systems

Law

Literature

Mathematics

Nursing

Physics

Political Science

Psychology

Reading

Science

Social Science

Home

Blog

Archive

Contact

google+twitterfacebook

Copyright © 2019 HomeworkMarket.com