You are now going to take a few minutes to think about how your values and beliefs affect your reaction to different behaviors. Please take out a piece of paper and make three headings for different types of behaviors:
Those you find intolerable (these are behaviors that really push your buttons and you cannot live with under any circumstances). These are often violent, aggressive, or destructive behaviors that must be addressed and cannot be ignored for safety reasons.
You don’t like, but don’t wish to punish (these are behaviors that bug you, but you can learn to ignore or overlook).
Those you like and want to see more of.
Thinking about the behaviors you have observed in the child you will be working with during this class, please try to write three examples for number 1, and five examples for numbers 2 and 3. If you cannot think of three examples for number one or five examples for number 2, that is fine; just write down what you can.
Next to each example, please write why you put it in each column. Think about how your reasons are affected by your own experiences growing up, and perhaps the values and beliefs of your parents or caregivers.
part 2: observation
Added on 30.04.2016 18:27
Please revisit the behaviors you listed in the first assignment, focusing on the ones that you put in the intolerable section.
What we will do for a few weeks is use observation as a tool for determining when and why these behaviors occur. Remember that all behavior is communication; the child is trying to tell you something about his or her needs through that behavior. The trick to eliminating an undesirable behavior is to figure out what the child is saying, and teach him or her a more appropriate replacement behavior that will help the child \”say\” the same thing. For example, if a child uses biting to tell you he or she is hungry, then (once you have figured out that is the reason the child is biting) you would want to teach him or her to use language (spoken or symbol) to convey that need instead of the biting. In your reading, Jane Nelsen discusses Dreikurs\” four mistaken goals of behavior, which is a useful tool for determining why a child is behaving a certain way.
Please pick one or two of the behaviors from your intolerable list, and spend some time observing the child you have picked, looking for when these behaviors occur. I want you to spend at least 2 hours total, broken down into short 15 to 20 minute segments. We will also do this again in the next lesson so that you have some good observations to use when we try to determine the reasons for the behavior. In this lesson, you will just report preliminary findings.
Some guidelines for the observations:
Be sure to observe the child when he or she is both alone and with others, in a variety of settings (indoors and outdoors, at home and away), in a variety of environments, and at different times of the day.
Try to avoid being noticed by the child. When a child knows you are watching, it is likely that his or her behavior will change.
It is best to start out by just jotting down what you see the child doing and hear him or her saying.
Focus on where he or she is,
whether other children or adults are around, and
what they may be saying or doing to the child.
If the behavior occurs in an interaction the child is having with you,
concentrate also on what you say or do,
how stressed you felt at the moment, and
what you facial expression or body language may have been.
While documenting the child\”s behavior, concentrate on the following factors:
frequency (how often the behavior occurs – depending on the behavior it could be frequency per hour, day or week),
intensity (how strongly the behavior interferes with the child\”s activity),
duration (how long the behavior lasts – particularly if it is a temper tantrum or other behavior that occurs over time),
consistency (is there a pattern to the behavior or some event that seems to trigger it? Does it appear to occur just certain times of the day or only in certain environments? Does the child only use this behavior with other children? adults? or both?), and
purpose (why the behavior is happening).
I also want you to focus on the antecedents (or triggers) to the behavior (what others say or do, or what happens to the child just before the behavior occurs – this could be someone taking a toy away, or telling a child he has to clean up a toy he is playing with), the consequences / rewards (what adults or other children do to the child immediately after the behavior – this might include punishments, being talked to, being removed from a situation, or getting what the child wanted).
By the due date, please post your initial observation findings. Please be specific about situations observed (what was happening, who was there). What did you discover so far with regard to the frequency, intensity, duration, consistency, antecedents, and consequences / rewards of the behavior(s) on which you are focusing. Do not worry if you have only completed one or two observations, as you will also have the next lesson to finish this assignment. You do, however, need to post at least some preliminary findings.
What ideas stood out most for you in the text What about the online lesson?
How can you apply that information now and in the future?
After posting your submission, please browse other classmates\” submissions and provide a comment (minimum 50 words) to at least one other classmate.
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