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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:

 

https://www.researchgate.net/publication/283534878_Making_choices_A_proactive_way

 

_to_improve_behaviors_for_young_children_with_challenging_behaviors

 

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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