Behaviour and Development

This document discusses the behaviour and development of students, focusing on specific areas and skills. It provides support strategies, resources, and outcomes for student development. The document also includes observations, data collection, and strategies to encourage appropriate behaviour.

Behaviour and development
1

Table of Contents
Question 1........................................................................................................................................3
Question 2........................................................................................................................................5
Question 3........................................................................................................................................8
Question 4......................................................................................................................................10
REFERENCES..............................................................................................................................16
2

Question 1
Student A
Developmental area to be
supported:
Example 1-fine motor
Example 2–cognitive
Specific area/skill to be
developed:
Example 1-letter formation &
pencil grip
Example 2-uses completed
sentences when talking with
others
Age/Year Level: One
Gender: Male
Support strategy implemented
Support strategy/ies description /
explanation:
In this by teaching and guiding him in drawing and coloring
diagrams. Here, another strategy that is used is use of pencil
and crayons during drawing.
One more strategy that is used is using puzzle game.
What resources are to be used in
the implementation of the strategy?
The resources used are colors, pencil, drawing book, puzzle
game, etc.
3

Describe the outcome of your
implemented strategy.
With help of these strategies, he will be able to understand
movement of hands, wrist, fingers, etc. during drawing. Also, it
will support in improving use of hands appropriately.
What feedback did you give to the
teacher?
I said to teacher that there is high improvement in use of hands.
He is able to understand words like right, left, up and down.
Student B
Developmental area to be
supported:
Example 1-fine motor
Example 2–cognitive
Specific area/skill to be
developed:
Example 1-letter formation &
pencil grip
Example 2-uses completed
sentences when talking with
others
Age/Year Level: Year 1
Gender: Female
Support strategy implemented
Support strategy/ies description /
explanation:
The strategy used is read books and small poems.
Another strategy that can be used is improving communication.
4

What resources are to be used in
the implementation of the strategy?
The resources used in it are poem books, smart phone, paper,
pen, etc.
Describe the outcome of your
implemented strategy.
It results will be that she will be able to frame sentences and
speak. Thus, it will boost confidence in her. She will understand
and then communicate.
What feedback did you give to the
teacher?
I said to teacher that she still hesitates in communicating and is
not able to form complete sentences. But she is able to read
properly and making small sentences of 4-5 words.
Question 2
Observational recording
OBSERVATION RECORD – Student C
Year Level
One
State primary ‘Off-Task’ behavior Age
5
Gender
Male
Classroom activity where the behavior occurred: In role play
Describe any environmental factors which could trigger e.g. prompt the behavior:
Session Time
Period of observation
Inappropriate Behavior
(Actual behavior student displays e.g.
interrupting other students, calling
out, refusing to complete tasks, off-
task behavior)
Frequency
1 = very rare
2 = occasional
3 = often
4 = frequently
Intensity
1 = slight
2 = moderate
3 = major
4 = severe
Duration
1 = a few minutes
2 = half to one hour
3 = a few hours
Session 1 (10- 12 a.m.) Refusing to act and crying 3 2 1
5

Session 2 (1- 3 p.m.) Disturbing others and
shouting
2 3 1
OBSERVATION RECORD – Student D
Year Level
one
State primary ‘Off-Task’ behavior Age
6
Gender
Female
Classroom activity where the behavior occurred: Playing puzzle game
Describe any environmental factors which could trigger e.g. prompt the behavior:
Session Time
Period of observation
Inappropriate Behavior
(Actual behavior student displays e.g.
interrupting other students, calling
out, refusing to complete tasks, off-
task behavior)
Frequency
1 = very rare
2 = occasional
3 = often
4 = frequently
Intensity
1 = slight
2 = moderate
3 = major
4 = severe
Duration
1 = a few minutes
2 = half to one hour
3 = a few hours
Session 1 (11- 1 pm.) Getting frustrated and
throwing pieces of puzzles
2 2 2
Session 2 (9-11 am.) Refusing to take part in
game
2 1 1
Positive support techniques
Questions Student A Student B
6

Describe two (2)
techniques YOU will use
to establish expectations
of behavior at the start of
the session
First strategy I will use is to motivate
him
Another strategy is by talking with him
Here, first strategy used is to build
self esteem within her so that she
can involve with other.
Also, by forming small groups and
pairs of his friends.
Describe two (2) support
strategies you will use to
provide a safe, supportive
and equitable learning
environment
In this I will
provide them
chocolates
and gifts to
behave
properly.
By
conducting
games of hide
and seek.
First is playing with her and his
known friends so that she get
comfortable.
Second is conducting such activities
where student connect and
communicate with each other
individually.
List the non-verbal
actions that YOU used to
acknowledge responsible
behavior
By smiling in front of him.
By talking in very careful manner.
By developing positive humor of
laughing
By always laughing while playing
with her.
By using low tone and pitch while
talking
By giving smiling facial expressions
How did YOU re-direct
inappropriate behavior or
defuse conflict situations
for Student A?
I talked with him and tries to
understand that what he wants. Then, I
fulfilled his needs and resolved
conflict.
In this I started playing with her and
gave chocolate. In this way I
engaged her and defuse conflict.
7

Describe the outcome of
your implemented
strategies?
The results attained were that it
changed his behavior to some extent.
he started playing with others and did
not disturbed anyone.
here, outcome attained was that she
felt comfortable by playing with her
friends. She took part in many
activities.
Question 3
Student Overview
Identified disability: Hearing Impairment
Age/Year Level: One
Gender: Female
Your responses
a. Identify potential impacts/barriers of the
disability on student’s learning
She was not able to understand what other are
saying. Thus, she responded late to socialize
with other children. so, it led to impact on her
academic learning.
b. List two (2) professional networks you
would consult to further understand
student’s needs?
I will consult with her teacher and understand
that what are her needs. Through that, I will
get to know her behavior.
Another is I will take help of expert or my
other teacher to determine her needs. It will
provide me insight of needs of similar
students who is suffering from same disability
8

c. State specific curriculum goals (learning
outcomes) for this student.
Refer student’s educational plan
The goal is to provide academic development
and learn basic and standard things.
d. List resources, including current assistive
technology used in supporting this student.
The resources used are pictures, images,
virtual video games, etc. will support her in
learning.
e. Describe what reasonable adjustments to
curriculum are in place to assist in the
inclusion of the student.
In curriculum the activities or games such as
reading, role play, use of technology, etc.
Your responses
f. Describe what opportunities are regularly
provided to extend the student’s skills.
The student is allowed to use technology to
teach them learnings.
She is allowed to use signs and symbols to
communicate with others in classroom
activities.
g. What steps are taken to ensure that
disability equipment, used by the
student ,is maintained in accordance with
workplace health and safety regulation?
For this a specific locker will be provided
where equipment is kept. Also, they will be
cleaned and checked regularly.
h. What data has the teacher asked you to
gather and record during the session?
The teacher asked me to gather data of session
timing, number of student participated, goals
attained by student, etc.
i. How will outcomes be monitored and
recorded? What method should be used?
Example - work samples, and/or day book.
The outcomes are recorded by maintaining a
log book. In that session, activity and student
learnings are recorded for each day.
9

Record of support session
Date of support session: Feb. 06,2020
Time/length of support session: 30 minutes
Activity description: What task was the student
required to participate in?
They participated in learning through presentation
and use of visuals along with captions.
Observations and data reported to teacher:
a. Student progress in regard to goals (learning
outcomes):
The student is able to understand and learn visual
with captions.
b. Any difficulties as encountered: The difficulty is they have understood visual
caption but not at high level. They have gained
some learning.
c. State what strategies and modifications
were made during the activity This can
include planned modifications and any other
that were needed.
Here, along with caption images and signs were
also in used in activity to make their understanding
easier. Moreover, another modification done was
use of picture and art.
d. Write a summary of what you observed of the
student’s progress and behavior during the
session
it is summarized that student made huge efforts to
try and understand caption and visuals. At first,
they were nervous but then after observing other
behavior and teacher support, they started showing
interest in activity. Moreover, during activity they
asked question as well which reflected positive
behavior. This was carried out in entire activity.
Teacher feedback:
e. Outline the feedback given to you by the
teacher during your discussions.
This could include comment on: your
the teacher gave feedback that my performance was
average as I gave presentation for first time. So
initially I was not able to understand the behavior
of children. However, teacher said that I changed
10

performance, any adjustments to be made to
the support of the student as a result of your
observations and data – such as strategies and
resources
my way of teaching, I applied strategy of using
hand signs. It was easy for me to teach them.
Question 4
PART 1 Complete the student profile with known information given by the teacher only. Note: This may
be a student whom you have already observed.
IMPORTANT: Arrange with your Workplace Supervisor regarding which student
Student Profile John Smith
Age 5
Family Characteristics ( birth
order, family structure)
Birth order – first
Family structure- father and mother
Education background ( year
level, continuity of schooling,
strengths, areas needing support)
Year level 1, currently studying in pre school and the areas of support
is cognitive skill development.
Identified Issues:
 Health
 Social and emotional
wellbeing
 Developmental concerns
The issue is emotional well being that is child is suffering from
depression.
Current behavior support Here, behavior support given is to encourage child to engage with
others and communicate. Also, to understand child needs and share
his views and opinions.
11

PART 2: Data Collection: Select two (2) observation tools. Note: Previously recorded observations may
be used in this assessment.
i. Complete two (2) types of observation tools (e.g. checklist, anecdotal, event sample. ABC)
ii. NOTE: See template options at the end of this document or those used by your school
iii. Conduct your observations in different contexts/ situations and at different times. You may repeat
each observation three (3) times if required.
iv. Write a summary of the data collected from each observation tool in the summary boxes below
v. DO NOT submit your observations, due to confidently and privacy laws
Write a summary of observation 1:
It is summarized that in log book it was identified that behavior of child was
Write a summary of observation 2:
PART 3: Recording data: From your observations, complete the table below
IMPORTANT: Arrange with your Workplace Supervisor which behaviors you are working on with this
student
12

PART 3: Recording data: From your observations, complete the table below
IMPORTANT: Arrange with your Workplace Supervisor which behaviors you are working on with this
student
List three (3) inappropriate
behaviors observed
List any identified needs or
triggers
Describe the specific appropriate
behaviors required
Calling out when in classroom Attention seeking Hand raised and waiting quietly
when working in classroom
Fighting with other during class
learning
Attentions seeker Learning properly and quietly
during learning sessions.
Disturbing others and crying To behave properly Sitting silently with others
Shouting on others To respect them Talking with respect and with
low tone.
13

PART 4: Select one (1) of the specific appropriate behaviors, as listed above.
Describe two (2) strategies that you will implement to encourage the student to display the
identified appropriate behavior. Justify your choices.
IMPORTANT: Arrange with your Workplace Supervisor which behaviors you are working on
with this student.
Strategy 1:
By forming rules and clearing explaining to
children so that they follow it.
Reason:
This will allow them to behave properly with
others and do not fight during learning
Strategy 2:
By giving chocolate to those who do not fight
and disturb others.
Reason:
It will allow them to sit quietly during learning
sessions.
PART 5: Implement Strategy 1 and 2, and monitor their effectiveness. Ensure you use the
strategies consistently and over time. Progressively monitor the impact of the strategies. Then
answer the questions below:
a) Were the strategies successful and why/ why not?
The strategies applied were successful as it allowed student to follow rule and behave properly.
They did not fight with others during sessions. Alongside, the forming of rule created a sense of
fear among them. Moreover, by giving chocolate enabled them not to disturb or fight with
others. They highly got attracted towards eating chocolate. Furthermore, they started sitting
quietly in classroom. Hence, there was change in their behavior. So, the strategy applied was
successful.
b) How did your strategies support the student to identify their own behavior?
It can be analyzed that the strategy applied enabled student to identify their own behavior. They
identified that following of rules resulted in making them discipline. They talked with others
with respect and did not fight. In addition to it, by taking chocolate they identified that good
14

behavior leads to benefit and gifts.
c) What other strategies or choices would you implement in the future and why?
In future there are several strategies that can be implemented. First is conducting games where
children are allowed to interact with one another in classroom. Through that, it will allow them
to work and communicate individually. Furthermore, they will improve behavior.
Another strategy that can be applied is providing them breaks and teaching them behavior
lessons. With that it will be easy for them to identify how to behave with others. Furthermore,
by playing or engaging with them in various activities will be useful in improving their
behavior. So, the strategy will emphasis on social and cognitive development of children.
Providing them their favorite food or snacks on basis of their behavior. It will result in changing
their behavior. However, children will behave moderately with others.
d) How did you collaborate with your school team? What support networks are available?
I collaborated with school team by engaging with them to develop plan. In that teachers and
professors were included in making plan. Moreover, I suggested some ideas and strategies that
how student behavior can be improved. Furthermore, I communicated with parents as well for
getting support from them. It allowed me to identify student needs and implement my strategies.
However, I interacted with teacher and team to decide that what they have to do. The support
network that is available is family, friends, colleagues, etc. they will provide info about how in
future strategies can be applied.
e) What other impacts on behavior and learning did you observe that you believe to be a
direct result of the strategies implemented? e.g. student’s learning improved by.., peer
behavior changes by…
There are many things that I observed in strategies. Here, I realized that children behavior is
impacted by others students as well. this is because children learn what they see. Similarly, their
behavior is affected when they observe how other are behaving. Besides that, teacher behavior
also affect on student learning in direct way. The teacher enhances their behavior by engaging
and playing games. They show way of how to behave with others. Likewise, student inherit
teacher behavior. Thus, it impacts on it in positive way and result in bringing changes.
15

16

REFERENCES
Books and journals
Adamson, L.B., 2018. Communication development during infancy. Routledge.
Frick, P.J. and Marsee, M.A., 2018. Psychopathy and developmental pathways to antisocial
behavior in youth.
Kirchner, R.M., Martens, M.A. and Andridge, R.R., 2016. Adaptive behavior and development
of infants and toddlers with Williams syndrome. Frontiers in psychology, 7, p.598.
Lübke, D. and van Lessen, T., 2016. Modeling test cases in BPMN for behavior-driven
development. IEEE software, 33(5), pp.15-21.
Patterson, G.R., DeBaryshe, B.D. and Ramsey, E., 2017. A developmental perspective on
antisocial behavior. In Developmental and life-course criminological theories (pp. 29-
35). Routledge.
Stilwell, R.A., Pasmore, W.A. and Shon, D., 2016. Change leader behavior inventory:
Development and validation of an assessment instrument. The Journal of Applied
Behavioral Science, 52(4), pp.373-395.
Vondracek, F.W., Lerner, R.M. and Schulenberg, J.E., 2019. Career development: A life-span
developmental approach. Routledge.
Winkens, L.H., van Strien, T. and Visser, M., 2018. The Mindful Eating Behavior Scale:
Development and psychometric properties in a sample of Dutch adults aged 55 years and
older. Journal of the Academy of Nutrition and Dietetics, 118(7), pp.1277-1290.
17