Assessment of Young Children

ASSESSMENT OF YOUNG CHILDREN 5

Assessmentof Young Children

Date/time

Activity

Antecedent

Behavior

Consequence

9:01

Class discussion

The group leader asked the group members to extend their discussion hours

Sally slammed the table

Sally was dismissed from the group by the group leader

9:15

Math lesson

Teacher asks students to write a specific formula

Sally clicks and stamps the floor

Teacher warns Sally of her behavior

9:07

Math lesson

Teacher asks the students to write down a math answer for a problem

Sally loudly states the answer

The teacher ignores and moves on with the lesson

9:15

Math lesson

Teacher asks the students tells the student to raise their hands in answering a question

Sally overtakes another student in answering the question and laughs it off

Teacher tells Sally to see him after class

9: 12

Math lesson

Teacher asks a specific student a math question

Sally giggles when the student gets the answer wrong

Teacher sends Sally to the office

Sallyhas a problem of temper tantraums when at school. In addition to thisproblem, it has also been noted that Sally has a problem of callingout answers in a math class even when the teacher has not pointed herto answer. This has been considered as an impulse-control problemsince she knows the rules of the class and does not have a learningproblem. Attempts by her parents to change her behavior have beenunsuccessful. As a teacher, I have created assessment procedures thatinclude anecdotal recording, ABC chart, and momentary time samplingusing the made up data. The data has been collected over five days inhelping in coming up with the best intervention procedure that willhelp her behavior.

Overthe five days that Sally was observed, her behaviors showed thatSally had an attention seeking behavior. This was the problemaffecting Sally, leading to her inappropriate behavior among herpeers in the classroom. Sally was a bright student in math lessonsbut she thought that no one in the class knew that she knew maths andthat she could solve math problems. Such thinking from Sally made herdevelop a negative attitude towards her peers. Sally`s negativeattitude towards her peers led to her development of temper tantrums.Her development of answering questions before she has been asked.

Sally`snegative behavior stems from a low self esteem and there could bevarious interventions that could help her out. One of theinterventions that will help remedying Sally`s behavior is positivereinforcement. Positive reinforcement has been considered as one ofthe most important interventions on behavior analysis. Positivereinforcement refers to a process in which a behavior is encouragedfollowing its occurrence within an individual. In positivereinforcement, the behavior of the individual is encouraged inhelping the individual attain their desired results. Sally behaviorshows that Sally suffers from attention seeking problem and positivereinforcement are a possible remedy for her behavior. In positivereinforcement, I will be able to involve Sally in activities whereshe is noticeable and feels that everyone notices her contribution inclass. Firstly, I will make her the group leader of her discussiongroup. Since she only requires to be noticed, making her the groupleader will help in developing a positive attitude towardsrecognition and attention among her peers. Another option that willhelp in changing Sallys behavior on positive reinforcement isunexpected praises to Sally. Sally knows that she is bright inmathematics but she tends to believe that neither of her classmatesrecognizes her. Unexpected praises to Sally will boost herself-esteem and she can appreciate that even the teacher recognizesher in front of her peers. Positive reinforcement is not meant toencourage the negative behavior but to provide the individual withwhat they want in the best way possible, other than having themengage in negative behaviors in getting what they want.

Theother intervention on Sally`s attention seeking behavior is thetaking away attention when Sally shows inappropriate behavior. Sallyhas a problem of seeking attention in appropriate ways at most times.To reduce her negative behaviors, it would be effective to ignoresome of her inappropriate behaviors whenever she shows them. Forexample, when she clicks, the teacher can ignore. Continuednegligence by the teacher on such negative mild behaviors will prompther to think that no one is noticing her and she will end up stoppingthe behavior.

Inan intervention plan for helping Sally develop a positive behavior inMath class, it is unnecessary to reprimand her whenever she shows theinappropriate behaviors. For Sally, it will be important to avoid hergetting into situations that she will show the inappropriatebehavior. It is important to provide an environment for the studentthat suppresses her behavior. Sally can be predisposed to anenvironment where there are people she can associate with and withbetter knowledge on mathematics more than she can. This strategy willhelp in her creating an understanding that there are better peoplewho can perform better in mathematics than herself.

Replacementof behavior is also a strategy that will be effectual in theintervention plan. In replacement behavior, I will try instilling anew behavior to Sally that is meant to replace the initialinappropriate behavior. In replacement behavior, I will offer Sallywith new opportunities that create a unique environment for Sally,other than the one she had been used to. It is worth noting thatSally developed the inappropriate behavior over time during mathlessons. This means that it will be possible to create a differentenvironment that creates new ways of thinking by Sally on herattention seeking behavior. Such an environment could includeallowing her to do some lessons on behalf of the teacher. In thisenvironment. She will have been given complete authority over theclass and all the other peers will be able to recognize her. Thisenvironment does not create any effort by Sally to seek attention. Asit will dawn to her sin the several exercises that she mayundertake, being at the top does not mean superiority but the abilityto serve others. Such an environment will create a better pay-off ofstanding in front of the class other than having all other studentsstare at her when she answers a question that had been addressed toanother student. Such a strategy will help in replacing herinappropriate behavior with appropriate behavior over time.

Whenimplementing this intervention plan to Sally, it is very important toevaluate the most effective pattern in attaining Sally`s desiredbehavior. Sally`s behavior does not require a sudden change but agradual process in understanding herself and her learningenvironment. For the intervention plan to work, I will offer Sally areinforcer, which will allow her to participate in activities thatshe feels make her recognized. Access to activities that make herfeel recognized will be important in setting the pace forself-discovery and the need for appropriate behavior. To make thefading process of her inappropriate behavior easier, I will pairintrinsic and extrinsic rewards.

Itis worth noting that this process requires time and I will need toevaluate her progress constantly. The success of the interventionplan will also be determined by Sally`s willingness to continue withthe appropriate behavior even when the intervention plan has beenwithdrawn.