This essay focuses on Social and emotional issues. are the most common reasons young children are referred for an evaluation for special education services. Social skill development.
are the most common reasons young children are referred for an evaluation for special education services. Social skill development is vital to a child’s success throughout life. Social skills are best observe in a child’s natural setting during play. Play is essential to early learning as it contributes to the cognitive, physical, social, and emotional well-being of children. Social skills are learn behaviors. While most social skills can be incidentally, some children may require a more specific, well-plan, structure intervention plan with positive guidance strategies to meet the child’s individual needs.
to gauge their reactions to misbehavior by looking at the child’s level of understanding, the severity and frequency of the behavior, and possible underlying causes. Behavior intervention plans for young children reward and reinforce positive behavior. They look different in every instance because they are customized to a specific student and toward specific behaviors. The purpose is to prevent or stop misbehavior, never punish the child. Scenario: Read the scenario below. Develop a behavior intervention plan you, as the teacher, will implement to improve Sara’s behavior and increase her positive peer interactions.
for the last six months. She enjoys listening to stories, playing with dolls, and playing at the sensory table. Her pre-readiness skills, cognition, receptive language, fine and gross motor skills all appear age-appropriate. She presents some challenges in the areas of social and emotional development, play skills, and expressive communication skills. She rarely initiates language and uses nonverbal communication throughout most of the day. Her peer interactions are limit, and she sometimes displays aggression towards peers by hitting and pushing them.
Instructions: Sara’s behavior intervention plan must include the following components; 1.Firstly, Identify one (1) of Sara’s target behaviors in observable terms, 2.Secondly, Using the one (1) target behavior you chose to address with Sara, identify the antecedents and consequences of Sara’s behavior. Describe the type of data you would use. (Refer to pages 482-485 in the text.), 3.Thirdly, Specify one (1) objective for the intervention, 4.Further, Identify the desired behavior. What should Sara be doing? 5. Assess the function of the behavior. What is Sara getting from acting this way? (Refer to page 480) 6. Identify and describe a replacement behavior. What should Sara do to get the same outcome?
What needs to be changed in the classroom environment? How can adult-child interactions be more supportive? 8. Identify specific skill development. What new skills need to be taught? 9. Provide a detailed step by step behavior intervention plan, including at least two (2) positive guidance strategies to address the desired behavior. 10.Describe how you will monitor Sara’s progress. 11.Explain how you would get the parent to be involved in Sara’s behavior intervention
firstly, be keen
Thirdly, be attentive
Further, be creative
Further, be innovative
Lastly, be proactive