Addressing Behavioural Issues in Children

The assignment content discusses environmental factors that can trigger Oppositional Defiant Disorder (ODD) in children. It also highlights the importance of communication, both verbal and non-verbal, in expressing feelings and requirements. The behavior of concern or challenging behavior can limit access to community facilities and affect an individual's physical safety. Furthermore, it emphasizes the need for organizational behavior management policies that focus on consistency, process, and counseling rather than punishment. Finally, it suggests seeking professional help when symptoms such as failing discipline strategies, interfering behavior, social impact, or misaligned developmental stage are observed.

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A 4 year old child becomes able to say the name along with 250-500 additional words (WebMD,
2018). The child also becomes able to answer simple questions and can frame complete sentences
with five to six words. The 4-year-old child can speak with clarity and tell stories also.
In case of 6 year old child, the speech should be comprehensible by the strangers. The child also
becomes able to use the grammatical markers (Speech And Language Kids, 2018). The child also
develops the pragmatic skills such as asking meaning of the word, using requests and threats and
making purchases.
At the age of 12, the children start abstract thinking, reasoning and applying logic (Scholastic.com,
2018). At the age of 12, the children enter the stage of formal operations. The children also starts to
show their language and literacy skills in the school.
References:
Scholastic.com. (2018). Language Development in 11-13 Year Olds. Retrieved from
https://www.scholastic.com/parents/family-life/social-emotional-learning/development-
milestones/language-development-11-13-year-olds.html
Speech And Language Kids. (2018). 6 Year Old Speech and Language Skills - Speech And Language
Kids. Retrieved from https://www.speechandlanguagekids.com/what-speech-and-language-skills-
should-my-6-year-old-have/
WebMD. (2018). 3- to 4-Year-Old Developmental Milestones: Cognitive, Language, and Motor Skills.
Retrieved from https://www.webmd.com/parenting/3-to-4-year-old-milestones#1
Managing noise is important in a supportive environment. Lower noise level helps the children to
concentrate on their activities and also keep the environment comfortable for them. The noise level can
be managed in several ways. Using the carpet on floor can absorb additional noises. Similarly, use of
absorbent tile on the ceiling is also effective to reduce the noise level. The reading center is an area
where the noise should be managed effectively to enable the children to pay close attention to their
activities. Sometimes, the children can make noises while executing some tasks. Such tasks can be done
outdoors if possible to develop the supportive environment.
The daylight plays an important role to enhance the comfort level and productivity of the occupants. The
daylight also ensures the mental and visual stimulation for controlling the circadian symptoms
(Earlychildhoodnews.com, 2018). The color plays an important role to control the light in a room. The
color and decolorations in a childcare facility should be used to stimulate energy. As per the purpose of
an area, the color in the childcare facility should be used. Use of soft pastels and light colors increase the
concentration of children. So, the idea of using dark colors is not effective.
Reference:
Earlychildhoodnews.com. (2018). Earlychildhood NEWS - Article Reading Center. Retrieved from
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=294

The environment for the children can be stimulated in several ways. The environment in the care setting
should enhance the social, emotional, cognitive and physical skills. The learning in a childcare facility can
be stimulated in the following ways—
 Development of places for physical activities: The environment in a childcare setting
should provide the children with the scope to get involved into the physical activities
(Earlychildhoodnews.com, 2018). Participating into the physical activities fosters overall
growth of the children.
 Flexible for continuous changes: The children prefer continuous changes
(Earlychildhoodnews.com, 2018). Therefore, the stimuli present around them in a
childcare facility needs to be changed on a continuous basis. Therefore, the childcare
facility should have the flexibility for changing the sceneries, colors and the textures.
Reference:
Earlychildhoodnews.com. (2018). Earlychildhood NEWS - Article Reading Center. Retrieved from
http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=294
The characteristics of expected behavior include–
 The individual should be able to respect own strengths and weaknesses. In case of childcare
facility, the professionals need to be able to show respect to the strengths and weaknesses of the
students (TeacherVision, 2018).
 The individuals need to realize that the social and emotional growth of a person is a continuous
process
 The professionals should have the ability to express his/her expectations from the children, the
goals and rules
 The professionals should be able to respond to a particular behavior in a predictable and
consistent manner
 The professional needs to have the ability to discriminate between the issues associated with
problem ownership and responsibility
 The professionals require showing higher degree of self-efficacy and empathy
Reference:
TeacherVision. (2018). Characteristics of Effective Behavior Managers. Retrieved from
https://www.teachervision.com/characteristics-effective-behavior-managers
Please let others finish their words first and then share your views.
Please make sure others are not getting hurt due to your activities.
Please run outside the room.
You should ask before taking someone else’s property.
Please share your toys with others.
Washing a car can be an interesting activity to the children to learn the self-help skills and develop the
confidence. However, in order to make the child able to wash the car properly under adult supervision,

demonstrating clear instructions is necessary. The current section deals with providing the instructions to
a child to make able for washing the car.
1. Make sure the car the parked outside
2. Figure out all the things you need to wash the car such as cleaner, water, bucket, wash mitt,
brush and towel and keep them in an easily accessible place
3. At first wash the car with hose
4. Check whether the dirt has got softened and loosened
5. Clean the wheels first with soapy water and a brush
6. Once the wheels are cleaned, start washing the car body part by part. Apply cleaner and water
and scrub the body if necessary.
7. Once soapy water is applied all over the car, start washing with clean water carefully. Make sure
no trace of soap and dirt is left on the car.
8. When the car is clean, make it dry with a towel.
While instructing a child, being specific is necessary. The children can do a task more effectively when
the specific instructions are given. In case of my instructions, I missed specifying the details such as the
type of brush to be used or direction of the water to be applied to wash the car properly. My instructions
would be more effective if I added more specifications to it. Simple instructions are easily comprehensible
to the child. Next time, I will need to make the instructions clearer and simpler so that the children can
easily understand them. The complex instructions can be broken up into smaller parts so that they focus
on one single task at a time.
The non-verbal communication focuses on using the behavioral and speech elements to transmit
meaning. The components of non-verbal communication include the items like, speed, pitch, and tone
facial expression, gesture, and stance, proximity to the audience, eye contact and appearance (Burgoon
et al., 2016). In case of non-verbal communication, the encoding and decoding process can be executed
consciously and unconsciously. In non-verbal communication, the encoding of messages is done using
the universal information. The non-verbal communication is influenced by several factors such as the
cultural background of an individual and the socio-economic influence.
Reference:
Burgoon, J. K., Guerrero, L. K., & Floyd, K. (2016). Nonverbal communication. Routledge.
Direct eye contact, pitch and tone of voice are important to share the non-verbal messages (Burgoon et
al., 2016). While providing instruction to a young person, I should use clear voice and direct eye-contact
for non-verbal communication.
Reference:

Burgoon, J. K., Guerrero, L. K., & Floyd, K. (2016). Nonverbal communication. Routledge.
In case of an unexpected behavior, at first getting attention of the child is needed (Gabor et al., 2016). So,
in this case, I should use clear voice to address the child and get the attention.
The positive reinforcement allows the children to repeat the expected behavior. The examples of positive
reinforcement may include—
 Allowing the children to take part in their favorite activities for good behavior
 Praising the children for conducting some tasks in the right way
 Providing the children with an item they prefer for their good behavior
Reference:
Gabor, A. M., Fritz, J. N., Roath, C. T., Rothe, B. R., & Gourley, D. A. (2016). Caregiver preference for
reinforcement‐based interventions for problem behavior maintained by positive reinforcement. Journal of
applied behavior analysis, 49(2), 215-227.
Ripping pages of the book is an unexpected behaviour from the child. The inappropriate behaviors from
the children need to be managed with patience and care (Meppelder et al., 2016). In this case, the child
should be informed that ripping the pages is an inappropriate behaviour and it is not expected from
him/her. The child should also be informed that due to the act, the book is being destroyed which is not at
all acceptable. Giving the child an idea of the consequences of the activity can be effective to stop the
behaviour.
Reference:
Meppelder, M., Hodes, M., Kef, S., & Schuengel, C. (2015). Parenting stress and child behaviour
problems among parents with intellectual disabilities: the buffering role of resources. Journal of
Intellectual Disability Research, 59(7), 664-677.
The young person in this case has failed to understand the importance of practicing. The young person
also failed to understand that his work is causing disturbance for others which is not acceptable. So, the
young person should be made aware of how his activities are affecting others. The person also needs to
understand why his act is not socially acceptable.
The children often face difficulties to accept that every situation may not be favorable for them. When the
situations go wrong, young people can lose control over their emotions and react. In the current case, the
young person has failed to accept the failure and it led to loss of temper. So, the person needs to be
taught how to stay calm when he loses the game. The person also needs to be taught about the fact that
win and defeat are part of the game. So, it is necessary to improve own skills for avoiding loss.

The child should be made understand the reasons due to which he cannot play with the particular toy.
The child can be informed that hitting others will not help him to get the toy. Instead, he can face
undesirable circumstances because of attacking others. The positive behavior of children can be
reinforced by the rewards (Villodas et al., 2018). In this case also, the child can be informed about the
rewards he can receive for behaving in appropriate manner.
Reference:
Villodas, M. T., Bagner, D. M., & Thompson, R. (2018). A step beyond maternal depression and child
behavior problems: the role of mother–child aggression. Journal of Clinical Child & Adolescent
Psychology, 47(4), 634-641.
Every child possesses unique set of psychological and emotional traits. Understanding the specific traits
of a child is necessary to get an idea on the education and development needs (Jones et al., 2014). The
behavioral traits of a child are reflected when he/ she is learning something or playing or interacting with
others. Observing the child in these activities helps the professional to identify the personality and deal
with him accordingly. The early education programs focus on reinforcing the strengths of children and
mitigating the weakness. Observation helps the professionals to understand the strengths and
weaknesses of every child. On basis of the specific need of a child, the professionals can make
adjustments in the care facility and foster optimum learning.
Reference:
Jones, L., Hastings, R. P., Totsika, V., Keane, L., & Rhule, N. (2014). Child behavior problems and
parental well-being in families of children with autism: The mediating role of mindfulness and acceptance.
American journal on intellectual and developmental disabilities, 119(2), 171-185.
The duration of behaviour indicates the period during which the child shows a specific behavior. The
duration measurement of a behavior enables the professionals to make efficient decisions (Lunkenheimer
et al., 2017). The duration of behaviour provides the professionals with a realistic idea on how frequently
a child shows a particular behaviour. In case of the children who show unusual behaviour, measuring the
duration is especially effective to get an accurate insight on the extent of the problem. If the child is
undergoing any treatment related to behavioral modification, the duration measurement helps in effective
decision making on whether the treatment should be continued or it needs to be terminated.
Reference:
Lunkenheimer, E., Ram, N., Skowron, E. A., & Yin, P. (2017). Harsh parenting, child behavior problems,
and the dynamic coupling of parents’ and children’s positive behaviors. Journal of Family
Psychology, 31(6), 689.

The goals in childcare provide the professionals with a plan to move forward. The goal setting process
provides the individuals with a clear direction towards the future. The goal-setting process also enables
the professionals to develop aims of a particular program effectively (Cela.org.au, 2018). The goals in
childcare need to be related to the educational programs. In addition, the childcare professionals may
also develop the service related and corporate governance related goals. On basis of the duration, the
childcare goals can be categorized as short term, long term and visionary. The short term goals need to
be achieved in several days or months. The long term goals need to be achieved in several months to
several weeks. The duration of visionary goals depends on the service philosophy. The goal setting
process can include a number of stakeholders such as the educators, the children, families, management
and the local community to ensure holistic growth of the child (Cela.org.au, 2018).
Reference:
Cela.org.au. (2018). Goal Setting. Retrieved from
https://www.cela.org.au/wp-content/uploads/Resources/goal-setting.pdf
The children can get jealous by the rewards received by others. In such situations, the children might
show inappropriate behaviour such as harming others anyway. In this case also, the child is destroying
creation of others out of jealousy. Counselling is an effective way to influence the thinking and
behaviour of a child in the right way (Heath et al., 2015). In this case, the child is not aware of his ability
to create craftworks and getting rewards like his peers. In a counselling session, the professional may
focus on developing the confidence in the child so that he becomes interested to put more effort for
receiving the rewards, instead of harming others. In this case, the positive changes in the behavior of the
child can be reinforced by rewards.
Reference:
Heath, C. L., Curtis, D. F., Fan, W., & McPherson, R. (2015). The association between parenting stress,
parenting self-efficacy, and the clinical significance of child ADHD symptom change following behavior
therapy. Child Psychiatry & Human Development, 46(1), 118-129.
The special educators enable the children with learning and other disabilities to meet their unique needs
and cope with the conventional education system. A special educator focuses on monitoring the specific
needs of the children with difficulties; identify the requirement of special teaching procedures, materials
and equipments (Meltzer, 2018). In other words, the special educators help the children with special
needs to achieve the higher level of self-sufficiency and get succeed in the school. In the current case,
the child due to autism might face difficulties to adjust in typical school environment. So, the child can
be assisted by a special educator so that the unique needs can be met and the child become able to get
success in the school.
Reference:
Meltzer, L. (Ed.). (2018). Executive function in education: From theory to practice. Guilford Publications.

The behaviour management plan focuses on achieving overall behavioural improvement of the children.
The children often come with varied needs. So, while developing the behavioural management plan, the
following concerns can arise—
 Developing strong relationship with the students who need special emotional care (Villodas et
al., 2018)
 Developing resilience and problem solving abilities among the student
 Dealing with anxious students
Reference:
Villodas, M. T., Bagner, D. M., & Thompson, R. (2018). A step beyond maternal depression and child
behavior problems: the role of mother–child aggression. Journal of Clinical Child & Adolescent
Psychology, 47(4), 634-641.
Children hit others or show other signs of aggression at the time of emotional emergency. The
aggression is often resulted due to the anxiety or fear which needs to be controlled for bringing positive
behavioral changes (van Aar et al., 2017). In the current case, the child firstly showed aggression by
yelling at the staffs. The behavioral management strategies are reducing the tendency of yelling
although he has developed new habit of hitting others. It indicates that the behavioral management
strategies are failing to mitigate the key reasons of aggression fully. So, the childcare professional can
focus on observing the child to find out the factors resulting in aggression and develop the behaviour
management strategies for mitigating those.
Reference:
van Aar, J., Leijten, P., de Castro, B. O., & Overbeek, G. (2017). Sustained, fade-out or sleeper effects? A
systematic review and meta-analysis of parenting interventions for disruptive child behavior. Clinical
psychology review, 51, 153-163.
The personalized behaviour support plans are effective for bringing positive changes in the child
(Education.vic.gov.au, 2018). The personalized behaviour support plans can be developed in the
following steps –
1. Collecting the necessary information regarding the child. The personality traits of the child can
be identified through observation at the time of social interaction and playing.
2. Collecting information regarding the child from his parents. The parents can provide in-depth
insight on the behavior patterns. So, involving the parents to the support plan development
process can be effective to improve its efficiency.
3. The third step deals with conducting meeting with the childcare facility staffs. The t staffs at the
childcare center get the opportunity to interact with the child and so, they also can share
valuable information on the behavioral pattern of the child.
4. The fourth stage deals with developing draft DSP.

5. In the fifth stage, feedback is obtained from the staff on the draft support plan.
6. In this step, the plan is refined on basis of the feedback offered by the staff.
7. The plan is signed and the staff is provided with a copy.
8. The plan is implemented.
9. Outcomes of support plan are monitored and evaluated to identify the future modification
needs.
10. Support plan is updated as per the evaluation.
Reference:
Education.vic.gov.au. (2018). Behaviour Support Plans. Retrieved from
https://www.education.vic.gov.au/about/programs/bullystoppers/Pages/teachplans.aspx
The positive behaviour support (PBS) model indicates the most effective way to deal with the individuals
who have behavioral problems (Ideaswa.net, 2018). The PBS also focuses on meeting the needs of
support staffs while serving the children. Additionally, the PBS facilitates the staffs to use strategies for
managing the crisis. The PBS focuses on bringing change among the children in three ways. Firstly, it
gives importance on reinforcing the specific behaviour among the children. The PBS also emphasizes on
identifying the factors that upset the children and put stress on avoiding those factors to control
negative behaviour. Finally, PBS focuses on enhancing engagement of the child with others which foster
positive changes.
Reference:
Ideaswa.net. (2018). A Simple Model of Positive Behaviour Support. Retrieved from
http://www.ideaswa.net/upload/editor/files/downloads/positive_behaviour_support_model.doc
1. Is the child still showing problem behavior?
2. Is there any factor that triggers the specific behaviour?
3. How long the episode does continue?
4. How frequently the problematic episodes occur?
5. Is there any other problem in the child?
Reviewing the behaviour support plan is necessary to measure the improvements in the child (Jones et
al., 2014). While reviewing the support plan, it is necessary to get a holistic idea on the changes in child
behaviour. The questions on duration and frequency of the behavior are effective to measure the extent
of changes. The question on triggering factors is effective to identify what are the key reasons behind
the problem behavior. Finally, the review process also informs the professional whether there is any
other additional problem which needs to be addressed.
Reference:

Jones, L., Hastings, R. P., Totsika, V., Keane, L., & Rhule, N. (2014). Child behavior problems and parental
well-being in families of children with autism: The mediating role of mindfulness and
acceptance. American journal on intellectual and developmental disabilities, 119(2), 171-185.
The children with problematic behaviour need to be monitored continuously to identify how they are
transitioning from the episodes of normal behaviour to the problematic phases. Monitoring these
children at play and other activities helps the professionals to understand the behavior pattern and
psychological traits which is effective for better planning. Each child possesses unique traits which shape
their behaviour (Lunkenheimer et al., 2017). So, for making changes in the behaviour , it is necessary to
identify the traits and make plans accordingly. In the current case, the information collected by the staff
who monitors and record activities of the child all the time are more valuable to develop the support
plan as it reveals the overall behavioral and problem pattern.
Reference:
Lunkenheimer, E., Ram, N., Skowron, E. A., & Yin, P. (2017). Harsh parenting, child behavior problems,
and the dynamic coupling of parents’ and children’s positive behaviors. Journal of Family Psychology,
31(6), 689.
The level of support indicates the extent of assistance is needed by a child for development. Every child
has specific needs on basis of which they need support of particular level (Gavanas & Williams, 2016). A
child can have learning difficulties, behavioural problems and issues in social interaction. In such cases,
identifying the complex need of child becomes difficult for the parents. The support in childcare helps
the parents to assess the requirements for their children and take actions accordingly.
Reference:
Gavanas, A., & Williams, F. (2016). The intersection of childcare regimes and migration regimes: A three-
country study. In Migration and domestic work (pp. 25-40). Routledge.
The frequent and intense episodes of violent activities indicate that the child in this case is having
behavioural problems. The behavioural problems can be fixed with help of long-term plans (Lemay et al.,
2016). In this case also, the child needs behavioral support to get rid of the problems. The behavioural
assessment can be effective to identify factors influencing violent acts. The collaboration between the
parents and childcare professional is also necessary to provide the best support to the child. A behaviour
support plan is effective for making positive changes in the child behaviour. In this case also, the support
plan can be developed to control the violent activities.
Reference:
Lemay, L., Bigras, N., & Bouchard, C. (2016). Respecting but not sustaining play: early childhood
educators’ and home childcare providers’ practices that support children’s play. Early Years, 36(4), 383-
398.

While developing the behavior support plan, the professionals might encounter the following four
needs of the children –
1. Physical needs such as the issues associated with muscular dystrophy, chronic asthma, multiple
sclerosis etc (Graham, 2018).
2. The behavioural plan might need addressing the special requirements related to developmental
issues such as autism, down syndrome, processing disorders and dyslexia
3. The children can have behavioral or emotional needs because of bi-polar disorder, ADD,
oppositional defiance etc.
4. The children with sensory impairment such as blindness or limited hearing need special
assistance which should be addressed in the support plan.
Reference:
Graham, M. (2018). Special Needs Children - Know the Types and Know Your Rights - PBWS Law.
Retrieved from https://pbwslaw.com/special_needs_children_rights/
Understanding the normal behaviour and emotional cues of the child is necessary to get an idea on the
development needs. Observing the behaviour help professionals to understand the strengths and
weaknesses of the child and take actions accordingly (Brady,2018). Observing the behaviour also helps
the professionals to identify unusual behaviour patterns shown by the child at an early stage. If the child
suddenly starts facing an issue, it can be detected earlier using the knowledge on the normal behaviour
pattern.
Reference:
Brady, M. (2018). The Role of Informal Childcare in Mothers’ Experiences of Care and Employment: A
Qualitative Lifecourse Analysis. In Lone Parenthood in the Life Course(pp. 237-255). Springer, Cham.
1. ADHD symptoms:
ADHD or attention deficit hyperactivity disorder can be described as a medical condition which affects
the brain activity and development. The individuals with ADHD face difficulties to be attentive, show
self-control and sit still at one place (von Gontard & Equit, 2015). The ADHD can prevent a child from
carrying out the activities smoothly at home, school and also at the time of social interaction. The
symptoms of ADHD include –
 Inattentive: The kids with ADH face trouble in concentrating and sticking to a task. The
children might miss directions or fail to follow instructions. The children with ADHD can
have the tendency of being forgetful.
 Hyperactive: Hyperactivity is another symptom of ADHD. The hyperactive children show
restlessness and they easily get bored. Because of ADHD, the children can make careless
mistakes.

 Impulsive: The impulsive kids act quickly without thinking. The impulsive kids also tend
to show risky behaviour.
2. The ADHD children have high level of energy (Maric et al., 2018). Therefore, the room environment in
the care facility should be play oriented so that the children find it engaging and become interested to
use their energy in controlled and productive way.
3. The children with ADHD have special education needs (Maric et al., 2018). In the early years of
education an IEP (Individual Education Plan) can be developed to meet the unique education needs of
the children.
4. Catching attention of the children with ADHD is difficult (von Gontard & Equit, 2015). Therefore, while
giving instruction to such children, the professionals should focus on catching the attention. The
instructions should be in written format so that the children can easily focus on those.
5. For the ADHD children, the non-verbal communication also plays a key role in transfer and
comprehension of the message. Making direct eye-contact is an effective way to get attention of the
ADHD children. The professional can also use a different tones and pitches to keep the children
attentive.
6. The behaviour support plan helps the children with ADHD to bring positive changes (Klein et al.,
2015). The behaviour support plan is developed in collaboration with the parents and the childcare
staffs. Collaboration between the parent and staffs is effective to obtain in-depth knowledge on the
behavioral issues faced by the child. The behavioral plan also facilitates the professionals to develop
long-term strategies for managing the issues faced by children.
7. The children with ADHD primarily face three key problems including the lack of attention,
hyperactivity and impulsive responses (Klein et al., 2015). The issues can be mitigated by the following
strategies—
 Utilizing the higher energy level of the child in productive way -- The child can be engaged to
games or any creative work that demands higher level of energy. It can control the hyper activity
of the child.
 Providing the child specific instructions—grabbing the attention of ADHD children becomes
easier when they are provided with specific instructions. The instructions can be provided in
written format so that the children do not lose focus.
 Reinforcing the positive behaviour with rewards and eliminating the negative behaviour with
time-out-- Rewarding the children encourages them to repeat the positive behaviour whereas
providing them a time-out is effective to pacify the emotions.
8. The children with ADHD can have difficulties to learn in the conventional educational set-up because
of their lack of attention. A special educator can assess the special assistance needs of the child and
make strategies accordingly. In this case also, a special educator can help the children with ADHD to
learn effectively.

9. Name of the Child: XX
The 3 years old Child who is going to be supported through the plan , have ADHD. He usually shows the
following symptoms –
 Lower attention span – usually the child cannot be attentive to a task for more than 5-7 minutes.
It is hampering his learning and education significantly and so, the support plan focuses on
improving the attention span.
 Being involved into several things at a time and frequent switching of focus -- The child cannot
focus on one task at a time. Rather he gets involved to several activities simultaneously and
constantly switches up the activities. For instance, he is never satisfied with one to at a time.
Instead, he demands for several toys and keep changing the demands after a very short span.
However, the child shows special preference in painting and the tendency of being distracted
reduces when he is painting.
 Impulsive Anger -- The child has a tendency of getting angry suddenly and throwing things. The
child especially shows the anger when his demands are not met.
The following strategies need to be incorporated for the child –
 Making the learning sessions attractive and engaging with help of props -- The staffs can use
colorful cards to provide the child instructions. Use of colorful props can be effective to
retain attention of the child.
 Encouraging appropriate behavior through rewards -- The child should be praised whenever
he follows the instructions and finishes the tasks on time. The child can also be provided
with the scope of doing painting when he shows appropriate behaviour.
 Controlling behaviour through time-out -- The child should be provided with a time-out
whenever he shows anger. It will help him to control the emotions.
References:
Klein, B., Damiani Taraba, G., Koster, A., Campbell, J., & Scholz, C. (2015). Diagnosing attention deficit‐ ‐
hyperactivity disorder (ADHD) in children involved with child protection services: are current diagnostic
guidelines acceptable for vulnerable populations?. Child: care, health and development, 41(2), 178-185.
Maric, M., van Steensel, F. J., & Bögels, S. M. (2018). Parental involvement in CBT for anxiety-disordered
youth revisited: family CBT outperforms child CBT in the long term for children with comorbid ADHD
symptoms. Journal of attention disorders, 22(5), 506-514.
von Gontard, A., & Equit, M. (2015). Comorbidity of ADHD and incontinence in children. European child
& adolescent psychiatry, 24(2), 127-140.
Summative assessment 1
The 10 characteristics of a supportive room environment include—

1. Area for conducting the group activities as taking part in the group activities helps them to
develop social skills
2. Presence of area to support solitary play-- similar to the group activities, getting involved into
solitary play is also necessary also building confidence among them.
3. The environment should not be overwhelming for the senses (Vivanti et al., 2014). The room
should be suitable for eliminating the loud sound and intense light.
4. Opportunity for independence and autonomy-- The room environment should be safe for
exploring independently. Self-exploration helps the children to increase confidence.
5. Flexibility-- The requirement of children changes as they grow up (Brebner et al., 2015). So, the
environment of the room should be flexible enough so that the interior can be modified as per
the changing demand of children.
6. The room environment needs to be able to promote diversity. The room environment should
include all the aspects of environment for making the children feel valued and respected.
7. The child care centers should be able to promote the creativity among the children. The rooms
should have area for conducting the open art works.
8. Presence of signs with images should be present in the rooms. The signs with images can be
used for providing the children with easy-to-understand instructions.
9. Considering height of the children-- keeping things at the eye-sight of children is an effective
strategy to make the room environment supportive for them.
10. Reducing the runways—for toddlers, presence of long narrow spaces surrounding the room can
encourage running which can affect safety of the children. In childcare centers, such spaces
should be eliminated.
References:
Brebner, C., Hammond, L., Schaumloffel, N., & Lind, C. (2015). Using relationships as a tool: early
childhood educators’ perspectives of the child–caregiver relationship in a childcare setting. Early
Child Development and Care, 185(5), 709-726.
Vivanti, G., Paynter, J., Duncan, E., Fothergill, H., Dissanayake, C., Rogers, S. J., & Victorian ASELCC
Team. (2014). Effectiveness and feasibility of the Early Start Denver Model implemented in a group-
based community childcare setting. Journal of autism and developmental disorders, 44(12), 3140-
3153.
The pre-operational period of the children starts at the age of 2 years and it lasts till 7 years. The
children at this age show some special characteristics including—
1. Centration or the tendency to focus on one aspect of the situation at a time.
2. Egocentrism—the children start thinking and communicating in an egocentric manner
3. Parallel playing – at this stage, the children can be engaged in parallel playing (Bornstein &
Bradley, 2014). In a room with others, the children might show interest to play next to them.

4. Increased symbolic representation – At the pre-operational age, the children can increase
use of symbolic function significantly. Development of the language skills is one of the
notable features of children at this age.
5. Pretend or symbolic play-- The toddlers can pretend to act as people which are different
from them. The children can also invent an imaginary friend (Moore, 2017).
6. Animism is one of the key characteristics that the children possess at the pre-operational
stage. At this stage, the children often consider that the toys have feelings like human
beings.
7. Artifcialism-- The children start believing that some objects in the environment are created
by human beings (Kim & Choi, 2014).
8. Irreversibility—the children at the stage are unable to reverse the series of events once they
are started.
9. Having an approach of perception-bound -- The child at the pre-operational stage are often
driven by the changes in materials surrounding them.
10. The thinking of children becomes more focused at the pre-operational stage.
References:
Bornstein, M. H., & Bradley, R. H. (2014). Socioeconomic status, parenting, and child development.
Routledge.
Kim, U., & Choi, S. H. (2014). Individualism, collectivism, and child development. Cross-cultural roots of
minority child development, 227-258.
Moore, R. C. (2017). Childhood's domain: Play and place in child development. Routledge.
The symptoms of ODD are –
 Tendency to do verbal abuse
 Physically aggressive nature (Melegari et al., 2015)
 Outburst of anger
 Annoying nature
 Tendency to get involved into arguments
 Tendency to defy rules and regulations
The ODD is triggered by a number of factors, including—
 Genetics— The genetics play a key role to trigger ODD. Every child has different neurobiological
differences and so, the response to anger and other emotions also vary (O’Kearney et al., 2017).
 Environmental factors-- ODD is often triggered by several environmental factors. The
environmental factors such as parenting problems, family issues and inconsistent discipline can
also cause ODD.

References:
Melegari, M. G., Nanni, V., Lucidi, F., Russo, P. M., Donfrancesco, R., & Cloninger, C. R. (2015).
Temperamental and character profiles of preschool children with ODD, ADHD, and anxiety disorders.
Comprehensive psychiatry, 58, 94-101.
O’Kearney, R., Salmon, K., Liwag, M., Fortune, C. A., & Dawel, A. (2017). Emotional abilities in children
with oppositional defiant disorder (ODD): Impairments in perspective-taking and understanding mixed
emotions are associated with high callous–unemotional traits. Child Psychiatry & Human
Development, 48(2), 346-357.
The individuals use extensively facial expressions, touch, gestures and body language. The
communication includes the verbal and non-verbal components. Approximately 45% of the
communication contains verbal component and rest 55% of the communication contains non-verbal
components (Piotrowska et al., 2015). The non-verbal communication gives clues regarding the feelings
of an individual and the way using which they want to communicate it. The behaviour is an expression of
feelings and requirements. The communication also enables the individuals to express the feelings.
From this perspective, behaviour can be considered as a form of communication. The behaviours also
indicate the mental issues associated with an individual.
Reference:
Piotrowska, P. J., Stride, C. B., Croft, S. E., & Rowe, R. (2015). Socioeconomic status and antisocial
behaviour among children and adolescents: A systematic review and meta-analysis. Clinical psychology
review, 35, 47-55.
The behaviour of concern or the challenging behaviour can be considered as the activities which are
culturally unacceptable (McStay et al., 2014). The behaviour of concern can be of high intensity. Such
behaviour can take place at high frequency and longer duration so that the physical safety of the person
can be affected. The behaviour of concern can limit the access to community facilities to an individual.
The challenging behaviour include the self-injurious behaviour, aggressive behaviour, stereotyped
behavior and behaviour dictated at property such as throwing object.
Reference:
McStay, R. L., Dissanayake, C., Scheeren, A., Koot, H. M., & Begeer, S. (2014). Parenting stress and
autism: The role of age, autism severity, quality of life and problem behaviour of children and
adolescents with autism. Autism, 18(5), 502-510.
The characteristics of organizational behaviour management policy are –
Consistency: All the staffs need to incorporate the policy and focus on implementing those in a similar
way they are written (Salmon et al., 2018). The staffs need to follow the procedures so that the issues
associated with equity and fairness can be eliminated.

Process: The policy needs to be able to teach children with a framework using which the children can
work. The policy should also be able to inform the children regarding about the consequences of logical
behavior and the children can experience a progression in it.
Counsel: The children should not be punished for their improper behaviour in the center. However, the
behavior management policy should focus on counseling the students for behavioural changes.
Reference:
Salmon, J., Koorts, H., & Timperio, A. (2018). Specific Interventions Targeting Sedentary Behaviour in
Children and Adolescents. In Sedentary Behaviour Epidemiology (pp. 431-443). Springer, Cham.
The professional help for behavioral issues in a child need to be sought when the following symptoms
are observed –
 Existing discipline strategies are failing to control behaviour of the child.
 The problematic behaviour is interfering activities of the child in school or the care centers.
 The behaviour of child is impacting the social life.
 The behaviour of child does not align with the developmental stage.
The behavioral issues among children can be occurred due to genetic or environmental factor (Liu et al.,
2016). The experts can easily identify the key reasons behind the issues and take necessary steps to
eliminate the problem.
Reference:
Liu, M., Wu, L., & Yao, S. (2016). Dose–response association of screen time-based sedentary behaviour
in children and adolescents and depression: a meta-analysis of observational studies. Br J Sports
Med, 50(20), 1252-1258.