Behavior Management Plan Assignment

Running head: BEHAVIOUR MANAGEMENT PLAN
Behaviour Management Plan
Name of the Student
Name of the University
Authors note

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Task 1
Step 1:
Background assessment of the child named John Williams:
 John belongs to an upper-middle-class family, his father is a shopkeeper. There are four
members of John’s family. His mother worked in a bakery. His elder brother is in high
school. John is only 4 years old child.
 He belongs to Christian family background, they worship Jesus and follow Christianity.
 John’s father has a bad medical history is fine. John’s mother has diabetes but his elder is
fit and fine. As per his Family’s health record, it is all good, but still, his disease is
hereditary as his uncle from his father’s side has autism.
 Due to the occurrence of the symptoms of autism in the john, developmental delays are
happening his behaviour.
 There are no such records of his earlier behaviour assessments and management that has
taken place.
 With his discipline records, it can be said that he is not a very obedient child, as per
symptoms of autism it can be evident that John is dealing with a communication problem
due to which he is not capable of communicating with others or understand other peoples
instruction and keep on doing what he wants to do. This problem causes him the problem
of communication with his fellow classmates as well, as he can not communicate with
them which led him to stay alone.
 His academic performance is also poor due to his autism issue.
 He is getting speech therapists to help in order to improve his speaking ability and
communication problem.

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Step 2:
As per my review, John, the four-year-old child who is an autism patient, this disorder of
him, he is actually inherited from his and who suffer from this complex disorder which is not
even that easily detectable is facing a lot of issues in his academic
B. STEP 1:
An interview has been conducted for the student named John, with both of his parents in
order to support him emotionally. His parent’s has been asked some relevant questions
regarding his regular life, his family, his education, his likings, his disliking, and some other
personal questions, which are suitable to ask a four-year-old child, however, his parent’s will
be answering the questions. These questions asked in the interview will help to understand
the child’s behaviour in order to create the proper plan for his behavioural development. An
autistic child requires a lot of help both physical or practical life help along with with some
psychological help and therapies regarding his disorder which troubles him in doing all sort
of tasks, whether its an education-based task or practical life task. So, this assessment
procedure is going to help him many ways in understanding the child’s existing behaviour
and in making a proper behavioural management plan for him. Following are the questions
which will be asked to him in the interview:
 Describe John’s behaviour when he is asked to answer some question.
 Is there any such element in the child’s behaviour which can cause trouble to others?
 Is there any such element in his behaviour which can cause him any problem?
 With whom he is most frank with and talks to?
 Does he communicate with outside people?
 Which difficulties did he experience when he is playing?

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 Specifically in which situation his disorders are most identifiable?
 Does he communicate with his classmates and friends?
 How does he respond in the class when the teacher is teaching?
 Does he verbally or non-verbally ask for help in any condition?
 How does he respond in a crowdy place in comparison to when he is alone?
 What activities does the child like the most?
The following data that are acquired in the interview session:
 Most of the time John does not even listen to anyway, which was quite evident in
the interview session, he remains absent minded the entire time and data that have
been gathered are mostly collected on the basis of his parents answers, also John
is only four years old child suffering from autism and studies in a Montessori
school it was quite. He does not respond to other questions or instructions, if he is
asked to do something, he has a problem in instruction takes. Also, he is very
much moody and arrogant.
 As already mentioned in the previous answer, his disorder is serious in terms of
listening to somebody or taking someone’s instruction. His mood swings and
arrogance behaviour are the most serious problems that he is dealing with.
Considering his age, he is supposed to have a very happy child nature, which his
friends and classmate have but he always remains quite.
 His arrogance behaviour, absent-mindedness and lack of instruction taking ability
can negatively affect his education and further along with his career. Also, he has
a vision problem along with some other disorders and disabilities. If this disorder
is left untreated it can cause severe harm to his life in the coming future.

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 He spends his maximum time with his mother and she is the only person he talks
to, although he is not talkative as he doesn’t find comfort in talking to anyone, he
hesitates in talking to people and struggles in communicating due to his speech
disorder which is the central disorder of autism.
 He does not feel comfortable in talking to other people, he hesitates and also he is
unable to make out what others are saying and at the same time he finds it
difficult to explain what he wants to say.
 He finds difficulty in identifying things and objects.
 He finds difficulty in reading letters and alphabets and numbers.
 He also has colour blindness so he finds it difficult to identify colours and that is
why he struggles in drawing as well.
 Due to his vision issue, he also can not play some specific games.
 Due to his weak memory power, which is his another autistic symptom, he finds
difficulty in remembering his classmate's names and face along with.
C. Observation of the child’s behaviour:
Step 1:
As per the plan, I have observed the child in three different situations where he is doing
three different activities:
The first situation is inside a classroom, where the teacher is taking the class and all other
students are sitting along with John. As this is a Montessori school the teacher is writing
alphabets on the black and asked John to identify the alphabet, I observed that it took him some

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time to understand that the teacher is asking him to stand and identify the alphabets that are
written on the blackboard. After some time he stands, but he was unable to identify what was
written on the board. Then the teacher asked him to identify a birds picture but he again failed to
do that
The second situation is when the child is asked to colour an already drawn picture. As the
child has colour blindness due to autism, he finds it difficult to colour the picture with the right
colour as he could not make out which colour should be used on which part of the picture.
The third situation is when the child is around his friends in a playground, but as an
autistic child John finds it is difficult to run or play with his friends, also he finds it difficult to
remember his friend's names and their faces and confuses one with another.
Step 2:
In the first situation, the student is struggling with his learning ability as he is unable to
identify alphabets or pictures and he is also unable to respond to the teacher's instruction. If left
untreated this disability can cause him frustration.
In the second one, he is in a situation where he is sitting with his classmates and his
communicating skill has been noticed, which he failed to do which can trouble him in his regular
life in coming future.
The third situation is in a playground where he finds it difficult to remember faces of his
friends and their names and find difficulty in playing certain games as well.

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Reflection and Analyses of the child’s behaviour:
Step 1:
In my opinion, after the interview session and the observation in three different
situations, it can be considered that the child requires some immediate help in order to deal with
his disorder. Autism has many types of symptoms and the child has more than one symptom. He
is not only suffering from communication issue and identifying the problem but he also has
colour blindness and he also is not physically fit to do any practical physical life basic tasks, for
example, brushing, combing his hair and many more. All disabilities together if left untreated
can create a very severe problem in the coming future and can affect his life in all aspects,
whether in terms of education, doing basic life tasks, or any physical activity. His disabilities will
frustrate him to the core at a point of his life and will also make his family and his surrounding
people suffer in many ways. His disorder must be treated on an urgent basis, and behaviour
management plan will help.
Step 2:
Task 2: Behaviour Management Plan
Step 1:
The purpose of the Behaviour Management Plan is to focus on taking measures that can
be used in order to support a child’s behaviour. In prior to the plan’s development evidence of
the detailed assessment and the collected data is required as this will help in the formation of the
plan in the proper manner.

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Step 2:
As per the analysis and the consultancy with the child’s well-wishers including his
parents, and people, it has been considered in accordance with the previous step that the child
must be handled with love, patience, care and positive attitude by all its surrounding people.
Step 3:
 Long-term goal:
o The child must be able to respond verbally and should be able to take
instruction with proper behaviour.
 Short-term goals:
o The child must be able to identify and read verbally objects, letters and
numbers in order to improve his learning ability.
o The child must be able to communicate will ease to people.
Step 4:
 Provide the child with the proper time to play and the proper time to end playing.
 Tell them stories of their likings.
 Send the child to a speech therapist where he will get the proper training of how
to speak without hesitation.
 Take care and implement measures for each of the child’s disorders precisely.
 Teach him behaviour guidelines and rules and visual clues and also compliment
when they perform well.

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Step 5:
 His non-instruction taking behaviour must be replaced with instruction taking
behaviour.
 His stubborn behaviour must be replaced with obedient behaviour.
 His lack of attention must be replaced with attentiveness.
 His lack of communication with people will be replaced with the communication
of people.
Step 6:
My colleagues and friends who have helped me in deciding the strategies for John are,
Stephanie, Mary & Jason.
Step 7:
In terms of deciding and implementing the relevant strategies for the autistic child John,
my colleague named Stephanie has helped in suggesting the speech therapist treatment which is a
very essential measure and solution. Mary has helped in planning for his outdoor games which
will help him getting physically stable. Jason and I have decided and implied the rest of the
measures.
Step 8:
The preventive strategies are all relevant and long term general planning, the
implemented preventions that are applied will last till the child is at least ten to twelve years of
age after that he will require some more advanced and improved strategies to treat his disorder.

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Step 9:
Yes, the plans and strategies are all relevant and realistic to its core and will benefit the
child in several ways.
Step 10:
Name of Childcare
Service/Centre:
Kids Care
Name of
Child/Alias/Pseudonym:
John Williams Age: 4 Sex: male
BACKGROUND ASSESSMENT
*Fill out with relevant files reviewed and other applicable information related to the child’s
behaviour. Please include a summary below in point (bulleted) form.
 John is a four years old child, he is studying in a Montessori school.
 He belongs to a middle-class family following Christian values.
 There are four members in his family, with no such bad medical
record.
 He inherited the autism disorder from his uncle from his father’s
side.
 He deals with many difficulties in his day-to-day life due to t autism.
 Being an autistic child he faces problems in all aspects of life
specifically in terms of his education.
 He finds it difficult to identify objects, numbers and even letters.
 He struggles in doing very basic tasks that a normal child does

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easily.
 He also has colour blindness due to which struggles in colouring
picture.
ASSESSMENT INTERVIEW 1
*Fill out with relevant information gathered from the interviews. Please include a summary
below in point (bulleted) form.
 He struggles in communicating with people outside his home.
 He faces a problem in remembering the names of his classmates.
 He does not take instructions properly.
 He finds difficulty in doing day-to-day life essential task.
 He has a problem in learning and identifying objects.
 He gets frustrated if something has been told to him or he has been asked to do something.
 He finds it difficult in identifying colours, and that is why fails in filling up the proper colour
in the appropriate part of the picture.
 He has a problem in playing any physical games.
Name of Interviewee: Gerald Sue Position/Designation:
Kid’s Care
consultant
Signature: Gerald Sue Date of Interview. 25.02.20
ASSESSMENT INTERVIEW 2

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*Fill out with relevant information gathered from the interviews. Please include a summary
below in point (bulleted) form.
 He responds less in the class.
 He also has vision issues which interrupt him in his learning process.
 He hesitates in communicating with people.
 He finds it difficult to perform many regular life tasks.
 He does not have any control over his behaviour.
 He gets arrogant every now and then.
 He awkwardly in certain situations.
Name of Interviewee:
Samantha
James
Position/Designation:
Kid’s care
consultant
Signature: Samantha James Date of Interview. 25.02.20
EVENT SAMPLE (OBSERVATION)
Activity 1: Classroom
performance
Date of
observation:
25.02.20 Time: 11:30
Setting Antecedent Behaviour Consequence

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He is in a
classroom
situation with
his classmates
and teacher.
This behaviour
is present in
him from
beginning
Does responds to
questions, unable
to take
instructions.
Effecting his
learning ability.
Activity 2: Sitting classmates or
friends
Date of
observation:
25.02.20 Time: 12:30
Setting Antecedent Behaviour Consequence
Sitting with
classmates
This behaviour was
in him from a prior
stage
Find difficulty in
conversing with
friends
Communication
issue
Activity 3: In a playground with
friends
Date of
observation:
25.02.20 Time: 4:30
Setting Antecedent Behaviour Consequence
In a
playground
with a defined
group of
friends
This behaviour
is present in
him since his
birth
Finding difficulty
in remember their
faces and their
names and also
can not play,
which is making
Difficulty in
remembering things.

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him behave
arrogantly.
BEHAVIOURS IN NEED OF SUPPORT
Rank Target Behaviour
Known warning signs of
impending behaviour
Known triggers of
impending behaviour
1 Communication
issue
Likes to stay alone People phobia
2 Identifying people
and their names
Difficulty in
remembering and
identifying things
Weak memory
3 Unable to take
instruction
Gets frustrated when
asked to do something
Behaviour issue
*Add rows as necessary
Behaviour Management Plan

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Long-
term
objecti
ve:
John must be able to learn
how to take instruction with
proper behaviour
Short –
objectives:
He must be able to answer questions
verbally in the class.
He must know how to communicate with
people with ease.
Rank Target
Behaviour
Preventive
strategies
and
techniques
(to
implement
in response
to or in
anticipatio
n of known
triggers)
Replacement
Behaviour
Who is responsible for implementation?
1
Communica
tion issue
Speech
therapy
Improved
Communicati
ng ability
Speech therapist
Resources needed A skilled Speech therapist

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2
Behaviour
issue
Trying to
communi
cate with
friends
and
family
and their
support
needed
Behaviour
improvement
Friends and family
Resources needed Friends, family and a situation
3
Learning
problem
Teachers
inclusive
individual
ised
education
support
Improvement
in learning
ability
Teachers support
Resources needed Teachers and an inclusive education plan
*Add rows as necessary
Good Behaviour Recognition
What works to promote good behaviour
for this child?
A therapy under a speech therapist and a
few tasks like staying around friends

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How will we know if the recognition is
successful?
He will behave properly, take
instructions, would not get frustrated,
communicate with people
Who is responsible for providing good
behaviour recognition?
Speech therapist, teacher, fellow
classmates, friends and family members
When and how often is behaviour
recorded?
Through observation process
Consequences
List consequences Improvement in speaking ability
Who is responsible for giving
consequences?
Surrounding people
When and how often are statements or
approaches recorded?
Through the observation process
Task 3:
Step 1:
After fulfilling the entire requirement of making a behaviour plan management for an
autistic child with the help of my colleague's other people we implemented the planned strategy

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on John and keep on observing him as in order to see if there is any change needed in the plan
depending on how the child is responding against the strategies.
Step 2:
After following all the stages of assessment and making behavioural strategy and
implementing it and further noticing his behaviour against the implementation by my colleagues
and me and with the help of the child’s well-wishers we can notice some positive changes in his
response, considering his age and his disorders this plan is perfect and do not require any
modification.
REVIEW AND MONITORING
Review
Date:
26.02.20 Who is involved in the
monitoring?
Colleagues, interviewees,
family, friends and
teacher
Describe how the child’s
behaviour is monitored
Through observation process
Does the plan need
modification?
☐ Yes
☒ No
If yes, specify the modifications necessary and
explain the reason behind the required
modification.
PLAN DEVELOPED BY:
Name: Signature: Date:

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Georgia Williams Georgia Williams 26.02.20
SIGN-OFF
Supervisor Name: Signature: Date:
Daniel James Daniel James 26.02.20

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Follow up:
Step 1:
Behaviour Strategies for Children on the Autism
Around the world, the reports in the number of autistic children are increasing. Even
though there are few treatments of autism, the treatment should start from the home by the
parents. Autism is an incurable disorder. Proper treatment can prevent from further any
destruction but it cannot be cured.
You have to make sure that whatever you are saying to the autistic child clearly understandable.
The child has to know what will happen next. Like what he has to do after he wakes up or what
he has to do after eating. Make a routine for his everyday life and try to stick to the routine. Like
if he is playing games on the computer at a certain time mention it in the routine and set an alarm
winding down to 1 to 2 minutes before turning off the computer.
Give your child praises if he is listening to you. Like if he is throwing tantrums before going to
the school tell him that you will give him something after the school and if he listens to you
praise him like, he did a good job or he is a good boy listening to his mother, etc.
Step 2:
After consulting with John’s family members and others who are involved in caring for
the child I have come to know that John had lots of tantrums and is very stubborn. His parents
told that he barely listens to them and does things what they told him not to do. It is sometimes
hard to say what he is trying to tell them that he gets frustrated and starts to throw things and

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express his anger in different ways. After listening to the family members, I would recommend
them to keep calm and calmly try to control the child. At the moment when he is angry or
throwing tantrums if the parents also get angry at him it would make the situation worse. So the
parents have to keep patience. Try to talk it out with the child what he wants to say or if he wants
something from them. The best way is to give him rewards if he does something good by that he
will listen to them more or do the things they are telling him to do. The procedure with regard to
the consultation is that they have to bring the child to the teacher on a daily basis. The consultant
does not consult with the child directly. They work with the teacher and apply plans and monitor
the child if the plan is doing any good to the child. The work of the consultant is to see that if the
child & his needs are getting fulfilled and if the teachers are successfully helping the children
with his plans. However, the teacher is responsible for successfully applying the plan to the
children. For a successful consultant, a good team is needed with a cooperative teacher. And the
consultant also has to be highly skilled in his work.
Step 3:
After taking the interview with John and his parents I have come to the conclusion that
the first step of helping an autistic child is accepting him. The parents have to accept John as he
is and give him a happy environment and should not compare to other children as he is different.
The child should feel accepted in his family. The parents should not give up because it is
impossible to predict how much time the child needs because there are different types of an
autistic child and it depends on the ability of child that how much time he is taking. Like other
children, the child with autism has his entire lifespan to work on his abilities. The parents or the
teachers who are dealing with the autistic children have to be consistent. They have to have a
one-way method of learning. Maybe he is using sign language or using pen and paper to convey

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his message to the stranger or the people outside of his family and speaking only in home. The
parents have to try changing the method by either communicating with him the way he
communicates with other people or to try to teach him to speak to the outsiders. It is tough for
the autistic child to learn or gain knowledge in the first try parents have to see what the teacher
or therapist is teaching and have to continue doing it at home. It is good if the parents are taking
him to different places to learn, by this the child will learn how to manage and will not act
different or cling to the ones he knows. The parents have to structure a schedule for the autistic
child and try to stick to the schedule. They have to set a routine for their autistic childlike time
for a bath , time for a meal, time for bed. And if the schedule is going to change, prepare your
child at the very first place. Always try to display good behaviour with your child and also try
not to fight in front of your child. Autistic children always need a positive environment, the
negative or depressing environment will harm the child more. Praise your child when they
behave good or show you their new skills which he learnt. By this, they will learn how to
communicate with people in a good way and will learn the difference between good or bad. Also,
give them rewards like their favourite food or favourite toy when they do something good. You
have to see that if your house is safe if the child is self-injurious or harms himself. Prepare a safe
place or private space where he feels safe or like to spend time when he is frustrated or angry but
always keep an eye on him. Always try to be patient and calm with him, it is normal for them to
be stubborn because it is hard for them to convey their feelings and people normally
misunderstood what they are saying.
Step 4:
Autism spectrum disorder(ASD)is affecting many children. Children with ASD have
difficulty communicating with the people . 1 out of 59 children is autistic as per the Centers for

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Disease control and prevention. According to the non-profit organization Families for Early
Autism Treatment, a number of children with ASD have grown to a greater extent of 100 per
cent. In 1990 Americans with Disabilities Act(ADA) was passed, it acknowledges that people
with disabilities need special protection to make sure that they are fairly treated and are not
getting bullied or abused because of their condition. This act ensures that also the students with
ASD can relish the equal opportunities like the normal students. And as the ASD children are
increasing the teachers who can deal with them are getting recruited. As the children suffering
from ASD have distinctive problems, the educators have to adopt different methods in order to
communicate with them. Normally the children with autism learn through visual images. They
catch visuals faster than letters. Having pictures when teaching them will help them to learn
more easily. Students with ASD react well to structures. So giving routines will help them in
understanding things
more. All children with autism get frustrated very easily and it is tough to control them in that
situation. So it is good for the school to keep a place where they can go to cool themselves down.
Some items that this place can have is play-doh, stress ball or fidget spinners.
Step 5:
During the interview and observation session and collecting data I took care of the
cultural sensitivity and their family sentiment, by asking them questions which are relevant and
tried to give mental support in terms their child’s health.