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Focus of the Final Paper

Review the Week 3 assignment, ?F


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Focus of the Final Paper

Review the Week 3 assignment, ?Functional Behavioral Assessment Short Paper,? in which you outlined three challenging behaviors (and a possible function for each behavior) commonly observed in young children. Then, explore the purpose and process of behavior management in a paper in which you:

  • Describe the purpose of behavior management in early childhood education settings, including why it is important to think proactively. Integrate the specific challenging behaviors to be detailed in this paper.
  • Discuss three strategies teachers may use to determine the functions of challenging behaviors. 
  • Design an individual support plan for each of the challenging behaviors which includes:
    • the possible functions of the behavior
    • specific positive behavior supports
    • replacement behaviors  
  • Summarize the role of the teacher in designing and implementing a classroom behavior plan.

Writing the Final Paper
The Final Paper:

  1. Must be six to eight double-spaced pages in length (not including title and reference pages), and formatted according to APA style as outlined in the Ashford Writing Center.
  2. Must include a separate title page with the following:
    • Title of paper
    • Student?s name
    • Course name and number
    • Instructor?s name
    • Date submitted
  3. Must address the topic of the paper with critical thought.
  4. Must use at least three scholarly sources in addition to the course text.
  5. Must document all sources in APA style, as outlined in the Ashford Writing Center.

Course text:  Kaiser, B. & Sklar Rasminsky, J. (2012). 
Running Head: FUNCTIONAL BEHAVIOR 1 Functional Behavioral Assessment


Penny White


ECE 201: Intro to Early Childhood Behavior Management


Instructor: Jaclyn Beilfuss


December 5, 2016 Running Head: FUNCTIONAL BEHAVIOR 2 Functional Behavioral Assessment


Behavior management is one of the most important areas in the early childhood education


field. Challenging behavior in early childhood is determined through functional assessments and


positive behavior support. An assessment should be done when a teacher sees a child display


repetitive challenging behavior. Teachers will start collecting data by conferring with other


colleagues to help identify the issue. ?Early childhood educators need to have behavioral


management strategies to manage the student?s negative behaviors in the classroom? (Smith,


2009). Informal or formal assessments may be done to determine if specific adjustments to the


curriculum or instruction need to be made in the classroom. Using the assessments will help


teachers determine the functions of a child?s challenging behavior and create a move effective


intervention plan to stop the behavior.


Having an accurate functional behavior assessment, teachers should collect data carefully


to determine the functions of the behavior. First, the teacher should observe and monitor the


behavior. Next use an observation chart to document the behavior for a week or two. The chart


will document a child?s behaviors that is done consistently, length of time, and when they occur


such as hitting or yelling in the class. ?Although a child?s behavior intensity is hard to measure,


it will be helpful to create a scale of 1 to 5 to know how serious or destructive the behavior?


(Kaiser, 2012). Teachers may use the ABC analysis to gather data and figure out where the


student is functioning within the chart. The tool is efficient when the teacher remembers A is for


antecedent, B is for behavior, and C is for consequence. Knowing the time the behavior occurs,


a pattern, and triggers is important. The ABC formula allows teachers to look for patterns, write


the challenging behavior down, witnessed the time of the behavior, and what happens afterwards. Running Head: FUNCTIONAL BEHAVIOR 3 It is a useful tool to document any instances over time where the student performs the same


behavior, and write down the antecedents and consequences.


Positive behavior intervention and supports for early intervention plan includes a plan of


action that teaches the child a more acceptable behavior. This plan helps find the challenging


behavior as well as prevent and build social relationships between challenging children. ?PBIS


uses a tiered prevention approach that includes a universal tier for all preschool children, second


tier for at risk children with social emotional difficulties, and another tier for children with severe


challenging behaviors? (Fox, 2009). Using this system will help meet the child?s needs where a


change will occur. We must remember each child is different in their behaviors. Once the


teacher is aware of the primary function of the behavior and a plan is formed to meet the need in


an appropriate way. Next step for teachers is intervention planning. Intervention planning


involves the primary goal to be determined for the child?s behavior as well as meeting their need.


Importantly, teaching positive behaviors rather than punish students helps with their skills.


Students are likely to change their behavior due to the response is different and more effective to


achieve the desired outcome.


Young children have some behaviors that are not uncommon. These behaviors could be


not cooperating or following instructions, not getting along with others, and not paying attention


in class. The serious challenging behaviors are temper tantrums, hitting, and kicking. The


challenging behaviors are more prominent from the demands or tasks required in the classroom.


Example, a student finds a task boring and goes into a misbehavior to avoid doing the task.


Another example is when a child is not getting the attention that he/she wants in the classroom.


A functional behavior assessment it important to identify these behaviors and their functions.


There are replacement behaviors that should be intertwined into behavior management role. Running Head: FUNCTIONAL BEHAVIOR 4 Creating a positive relationship with the child will help focus on the strengths of the child where


the teacher will think of positive replacement behaviors. One of the steps to create replacement


behaviors is to approach the child and talk to them about their challenging behavior. Showing


the child respect and can listen to them with what they are dealing with in the classroom. Each


challenging behavior has a reason. Replacement behaviors utilizes strengths and skills the child


already possesses.


After listening to a child?s reason, a teacher needs to let he/she know that the behavior is


not acceptable at school in a respectable manner. Even though you may understand where the


child is coming from and knowing they are doing their best will not mean the behavior will be


resolved overnight. Teachers should leave the conversation with the student on a positive note


such as naming things they are good at doing as well as a few things that will get better in time.


?Remember that teaching is among the most powerful behavior management tools at our


disposal? (Kaiser, 2012). Teachers need to make sure the use the new skills they implemented,


create a daily classroom routine, and watch their body language, words, and activities when they


are preparing and teaching the students.


Every child will show some type of challenging behavior in their early life. How the


teacher responds and collects data is important to how the child grows and overcomes the


challenging behavior. Collecting data is a requirement to know the progress of the child and the


area they need the most help in the classroom. Asking questions and recording the answers will


help see the background and culture of the student. Using the proper plan and tools to document


the collected data helps in improving the behavior. Allows the teacher to understand why this


behavior is occurring and help the child better communicate their feelings as well as have the


appropriate behavior. Running Head: FUNCTIONAL BEHAVIOR 5 References


Green, K.B., Mays, N.M., & Jolivette, K. (2011). Making choices: A proactive way to improve


Behaviors for young children with challenging behaviors. Beyond behavior. 20(1)


p. 25-31. Retrieved from:




Kaiser, B. & Sklar Rasminsky, J. (2012). Challenging behavior in young children. (3rd ed.).


Upper Saddle River: Pearson Education, Inc.


Smith, J. (2009, July). Blending effective behavior management and literacy strategies for


Preschoolers exhibiting negative behavior. Early childhood education journal. 37(2)


p. 147-151. doi:10.1007/s10643-009-0326-z


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Focus of the Final Paper

Review the Week 3 assignment, ?

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