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Requirements : Watch the Video posted on Joshua during a preschool…
Requirements:
Watch the Video posted on Joshua during a preschool lunchtime.
https://www.youtube.com/watch?v=j9oTO6UheG4
2. Read the following case scenario (NOTE: gender-neutral pronouns are used):
Child’s Name: Joshua Date of Birth: August 12, 2019
Joshua has been at ABC Childcare for six weeks. They are in the senior preschool room with two early childhood educators and fifteen other children. They have had a difficult transition; this is their first time in a formal childcare setting. The educators are finding Joshua to be challenging, and Joshua seems to need a lot of support in quite a few areas.
Joshua loves sensory activities, especially the sand and water table. They can scoop sand and water into containers using small shovels/cups, and enjoy arranging toy animals in the sand. Playdough, finger painting, and painting with brushes at the easel are also preferred activities. They will spend time in the block centre and with the trains, cars, and toy figurines, especially if there is a “Thomas the Train” or anything from “Paw Patrol”.
Joshua has a good appetite; they look forward to lunch and snack. An educator sits beside them as they need some assistance with using utensils. They do better with the spoon than the fork, but they prefer to use fingers to get the food in their mouth. They often will put a lot of food in their mouth at one time, and the educators are concerned they will choke. They are able to drink from a cup with some spilling. Joshua loves fruit and desert, especially peaches, they are his favourite.
Joshua follows the washroom routine; they wear pull-ups during rest time and underwear for the rest of the day. They have had a few accidents since starting at ABC Childcare, but these seem to be diminishing. They are able to wash and dry their hands with verbal reminders and use a visual schedule for extra support. Full assistance is needed in the area of dressing. It appears that they are dressed by their parents, or Grandma, at home, and there hasn’t been any reported encouragement for Joshua to become independent in this area. At childcare, they are being shown how to use the “flip” method to put on their coat, and if the zipper is started for them, they are able to pull the rest of it up to their chin. With verbal prompting, they can put on and take off their boots and hat.
Joshua prefers to play on their own. If another child wants to join them at one of their preferred activities, they will tolerate it for a short while. But, if they have to share, they become very upset. They will grab toys out of other children’s hands and push them away. During songs and games at small group time, it is difficult for them to wait for their turn, or take turns with the other children unless an adult is there to facilitate. They are able to communicate well, using complex sentences, however when upset they are unable to use their words effectively.
Joshua has demonstrated many gross motor skills, for example, riding a tricycle, using the climber, and throwing/catching balls. They really look forward to outdoor time. Rainy days are more difficult for Joshua. They seem to get very frustrated on the days they can’t get out. There are more aggressive incidents documented on those days.
Transitions continue to be very difficult for Joshua. They d well once involved in an activity, but getting them inside and outside, or to change activities, is really difficult. They may become aggressive and lash out at the closest child or educator. Recently, when an educator asked them to tidy up and go to their cubby, Joshua threw a block at a child that hit the child on the head. The educator took Joshua by the hand, while they were screaming and led them to their cubby, got them dressed and took them outside.
A meeting with Joshua’s family was held with the educators discussing Joshua’s progress and the areas that they were hoping to work on with their family’s support. The educators asked the family if they had any concerns or suggestions on how to best support Joshua. They agree that Joshua needs help in interacting positively with other children, along with transitions, for example, putting their toys away and coming to the table for supper. Also, they do not mind Joshua eating with their hands because they are fed at home by the parents, or Grandma. It is what they do and it is not an issue. In terms of communication, they would like Joshua to be able to use their words when upset rather than resort to aggression. The educators suggested that the family help them by working on Joshua’s independent dressing skills at home. Again, this is difficult for the family because they like to dress Joshua themselves or are often in a rush to get to work. It was agreed that an ASQ-3 screening tool would be completed on Joshua by the family and by the educators, and then compared within the next few weeks.
3. Create a profile chart for two areas of development Profile Chart template (see picture below), that would support Joshua’s challenging behavior. For each developmental area, identify 3-4 strengths and 1 skill to be further developed. Use the words, “is able to” and “has yet to” when discussing strengths and needs. Use examples from the case study and or video to fill out the charts.
Image transcription text
||SP Assignment Profile Chart #1 Name of Child: Date of Birth:
Developmental Area: Strengths Skills to be Further Developed
4. In order to support Joshua’s behaviour, complete an ABC analysis, using the incident at the lunch table from the video, Use ABC Analysis and Support Plan template (see Blackboard).
Afterwards, answer the following questions:
Using the completed ABC Analysis as your basis, what do you feel needs to be changed (either the antecedent, consequence, or both)(~25 wors) and why (75-100 wors)? How will this change support Joshua’s behaviour (75-100 wors)?
Based on what the parent wants to work on, the ABC analysis, and all that you know of Joshua’s skills and abilities, write one goal. Use the format discussed in class (one sentence).
Writ a behavioural objective
Identify and discuss two adaptations/modifications (either to the learning materials, environment, or teaching strategies) that would support Joshua in reaching the goal/objective. Be creative, think about their skills and interests. (150-200 wors in total). (if using examples from posted articles please cite)
Image transcription text
ABC Analysis and Support Plan Antecedent Behaviour
Consequence Joshua threw himself down screaming at the lunch
table Based on the information entered above… What …
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Due to the fact that dressing continues to be a challenge for Joshua especially putting on their coat independently, create a detailed task analysis on how to support steps (can be in bulleted/point form). (at least 10 steps) These steps could include the transition to their cubby as well if necessary.
