Developing and Implementing a Child Support and Behavior Plan

This assignment presents a comprehensive child behavior plan developed by a student, addressing the needs of a child diagnosed with Oppositional Defiant Disorder (ODD). The plan begins with background information about the child, including observed behaviors such as temper tantrums, refusal to obey rules, and low self-esteem. It outlines the impact of these behaviors on the child's participation in the service's program, including social withdrawal and interpersonal conflicts. The plan incorporates policies, procedures, and strategies to promote inclusion, such as establishing non-negotiable rules, using calm communication, and celebrating small successes. It also details changes to the environment, including a structured setting and regular exercise. Furthermore, the plan emphasizes the importance of engaging colleagues and families, documenting discussions, and seeking their support. The assignment includes observation records, an ABC analysis of the child's behavior, and a documented analysis covering antecedent, behavior, and consequence. It also includes a child consent form and a review of the plan's implementation, highlighting barriers, benefits, and necessary adjustments. The student reflects on the effectiveness of the plan, noting improvements in the child's behavior and identifying areas for further development. The plan adheres to standards, policies, and procedures, emphasizing the importance of parental involvement and appropriate interventions. This document is contributed by a student to be published on the website Desklib, which provides all the necessary AI based study tools for students.

Running head: NURSING
Nursing
Name of the Student
Name of the University
Author Note

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Assessment 1
Tasks to be submitted:
 A completed individual support plan covering all criteria (3 a – g), signed off by your
room leader/workplace supervisor
Background of the child Name: Ethan Age: 3 years old
Date: 17/2/2019 Gender: Male
Ethan lives with his parents. His father works
fulltime and has week off on weekends.
Overview of Ethan’s Barrier Ethan is suffering from oppositional deficient
disorder (ODD). Some of the typical behavior that
is demonstrated by Ethan includes:
 Frequent temper tantrums
 Easily angered, annoyed as well as
irritated
 Refused to obey rules
 Low frustration threshold as well as self
esteem
The above mentioned issues are affecting Ethan’s
ability to participate in the service’s program in the
following ways:
 Social withdrawal or isolation

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 Enhanced conflict within interpersonal
relationships
 Academic failure
 Expulsion from school
Policies and procedures  The educator does not possess the
permission to physically assault the
child in any situation.
 Active participation of the parents is
expected if required.
 The organization always encourages
parent-child interaction therapy
 Individual and family therapy is also
provided in order to enhance the
condition of the child.
 The child will also be given cognitive
problem solving training.
Strategies to promote inclusion  A few non-negotiable rule can be
enforced. The rules should be simple.
For instance, the educator can set a rule
like” We all will talk in polite way and
not raise voice.” The consequences of
breaking the rule should also be
discussed with Ethan.
 The educator must use a calm voice

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while dealing with Ethan. The educator
should explain the issue in a few words
possible and stop discussing about the
issue. To ensure this, Ethan will be
taught simple words too use when he
feels frustrated.
 Small success of Ethan needs to be
celebrated. The child should be made
aware of how his extra effort for
cooperation is appreciated.
Changes to the environment  A structured environment needs to be
created in order to help Ethan with hi
behavioral issue. It is no secret that
when children are well—rested,
physically first and obtain sufficient
nutrition, they develop better ability to
regulate their emotions.
 Regular exercise will be incorporated in
his daily regime.
Materials and resources  The educator needs to maintain a
periodic report in order to assess the
changes in the behavior of the child.
 Period report after parent teacher

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meeting should also be maintained
Engaging colleagues  While planning activities for Ethan, he
educator will need the support from the
colleagues.
 Support from the colleagues will also be
needed while creating an effective
environment for Ethan.
Links to the EYLF Outcome 1: Children have a strong sense of identity
Children learn to interact in relation to others with
care, empathy and respect
Support children’s secure attachment through
consistent and warm nurturing relationships
Principle: 1-Secure, Respectful and Reciprocal
Relationships
 Documented discussions with colleagues and family regarding the plan
Colleagues Majority of the colleagues agrees to take part in
the activities designed for Ethan. Not only this,
majority of them also agrees to help the educator to
create a ODD friendly environment. In case of any
kind of offensive behavior by the Ethan, colleagues
have been requested to handle such situation in an
appropriate way. However, according to some of
the colleagues, it will get difficult to cooperate if

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Ethan develops abusive behavior and physically
assaulting other educators. However in such cases,
a good number of colleagues have agreed to deal
with Ethan in an effective way and help the
educator who is currently supervising Ethan.
Family Considering the fact that Ethan has only his parents
in his family, the support plan has been discussed
with them. Parents agreed with each of three
activities that has been plan for supporting Ethan.
However, Ethan’s father informs that he will not be
able to observe Ethan due to her daily schedule.
He was informed that he needs to spend at least 1
hour per day with Ethan to develop an effective
bondage with the child. Not only has this, activities
that has been incorporated also needed to be
implemented in the home as well. Both the parents
agreed to follow the instructions given by the
educator. They also agreed to submit a periodic
report to the educator so that the later can access
the change in the behavior of the child effectively
 A review of the implementation of your plan covering all criteria (8 a – e).
Analysis The support plan has resulted in improvement in
the behavior of Ethan. Initially, Ethan used t o
disobey his educator. However, with effort from

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both parents and educator along with the child
effort, slow recovery from the ODD can be
evidenced. Along with the parents, effective
support was also gained from the colleagues. The
peers in the workplace has helped the educator to
maintain a peaceful environment and manage Ethan
when he used t behave aggressively.
Barriers  One of the chief barriers that were
faced by the educator while
implementing the support plan was the
reluctance of Ethan to follow the
instruction Initially, Ethan used to run
away from the play room. He used to
talk rudely with his classmates and
displayed abusive behavior. It was
highly difficult for the educator to
communicate effectively with Ethan
 The second issue faced during the
implementation of the support plan was
the lack o cooperative behavior of few
of the colleagues. For instance, one of
the colleagues got immensely
aggressive when he was insulted by
Ethan. As a result o this, Ethan stopped

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coming to the centre for 2 das and the
educator had to pursue is parent that no
ouch incident will take place in future
to bring back Ethan in the Centre.
 In the initial days lack of cooperation
from Ethan’s parents was evident. All
the activities were not implemented at
home. As a result of this, no major
changes in the behavior off the child
was evidenced initially.
Benefits  The major benefit of implementing the
plan includes positive change in the
behavior of Ethan after 4 months of
implantation of the plan.
 Ethan has started to be more
cooperative while playing with his
classmates.
 Not only this, his anger has also got
diminished to a significant level.
Adjustments  In order to ensure that Ethan’s parents
are implementing the activities at home,
the reports need to be collected on a
weekly basis.

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 The music strategy can be implemented
in order to ensure a rapid recovery from
ODD.
Standards, policies and procedures  The educator does not possess the
permission to physically assault the child in
any situation.
 Active participation of the parents is
expected if required.
 The organization always encourages
parent-child interaction therapy
 Individual and family therapy is also
provided in order to enhance the condition
of the child.
 The child will also be given cognitive
problem solving training.
Room Leader Signature:

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Assessment 2
Completed Child Consent form
Title of the program: Behavioral analysis of a Child
Background:
Dear Sir,
My name is Mr. X and I am currently appointed as the educator of your son Max, in the XYZ
organization. Lately, we have observed that Max is suffering from some behavioral issues which
can impose adverse impact on his physiological growth in near future. As an educator, I want to
observe the behavior of Max more minutely and analyze the specific issues he is suffering from.
Therefore, I would like to request an approval from your side for the period of 3 months.
Motives:
The chief purpose of our organization is to ensure that all the children are experiencing a blissful
childhood that is devoid of any kinds of physiological and physical disorder. In case of Max, we
will first analyze his behavior. The second step will be to note down the observations for
analyzing. After analyzing the behavior, effective interventions to deal with the identified issue
will be taken.
How this will work?
In order to complete the whole process in an effective way, we strongly need your participation
in the program. For instance, we need to conduct periodic interviews in order to assess any kinds
of change in behavior of the child.

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Declaration:
Being the legal guardian of the child, you possess the right to withdraw you child from the
program whenever in case of any kind of inconvenience. However, a written documentation of
the inconvenience faced by you, needs to be submitted.
Signature of any one of the parents
 Three (3) observation records as outlined in the instructions
Date Place Records
12/1/19 Outdoor play Max was playing with Anna in a
sandpit. Max was digging a hole
with a spade in the sand and
Anna was collecting the sand in
the bucket. Suddenly, Max
grabbed the bucket and said
“Give it to me. I want it. Anna
refused to give the bucket to Max
and pull the bucket closer to her.
Max, push back Anna and Anna
fell down on the Sand and the
bucket fell from her hand. . She
was hurt and as a result of this
she started crying. Max took the
bucket in his hand and told Anna
“I told you that I want it.”

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20/1/19 Lunch Period Max was sitting on his desk. He
noticed that Tom has brought
Chocolate truffles in his Tiffin.
Max looked at the educator and
said “I want the chocolate
truffles.” Before the educator get
a chance to say something, Max
walk to Tom, push him away and
grabbed his Tiffin box. Tom fell
down from his chair and stated
crying. Max grabbed the Tiffin
box and started eating Tom’s
lunch. Max did not even look at
tom and continued eating Tom’s
Tiffin with a smile in his face.
15/2/19 Free play Max was playing cooking game.
Lena went to Max and asked
Max with a friendly gesture
“What are you doing?”. Max
replied in a rude way “I am
cooking. Go away.” Lena sat at a
distance from Max and started
playing the cooking game by her
own. Max saw Lena using a toy