Child Guidance In Preschool - Kindergarten Behavior Analysis Final

Behavior analysis Template (50 points) Name: Ecological Analysis – Briefly describe the following items before you write your inference/analysis of the anecdotal observation you have chosen to analyze (10 points) 1. Surrounding environment Wonder Room, Winter time. Small group. 2. Activity occurring when behavior occurred Most students were present but also were unfocused. I believe there was a new student teacher in the room that may have led to testiness with kids that like to push buttons. 3. People present (adults and children) 2 student teachers, 1 lead teacher, most kids present (15+ students out of 18). 4. Strengths students/children possess Listening to directions when given them. Focused on tasks when there is something physical, he can do with that task. 5. Areas of frustration for student/child if any Sitting still or more likely not having a task to complete. Choose any one of the behavior you observed in your anecdotal observations. Copy your observation in the box below and write a brief inference or analysis based on the behavior you observed. DO NOT use the last name of child/children Anecdotal Observation: (5 points) “Sat during small group activity. Switched from butt to knees. Fidgeted. Feet moved around. Laid down on back. Bent over, head on ground. Answered question for teacher, stood up to waited in line. Hand were over mouth, elbow on table. Hands were on head. Walked over to art table. Laid upper body across the table. Was still standing, entered paper bins. Grabbed paper. Picked up pencil. Walked back and forth between paper bins and table. Grabbed scissors, walked back to table. Took a seat." Inference/Analysis (10 points) U is usually good at sitting and listening during large group activities, but the day I observed he seemed to have trouble focusing on the task at hand. He was fidgeting more than I have ever seen him fidget and was generally just unable to stay in one place for more than a few seconds. After given individual tasks to complete, U would very happily get up and move his body around to complete the task. When asked a question, U was able to give an answer, which means that even while he was very distracting to other students, he was listening to what the student teacher had to say. U probably needed more time in the morning to do individual play, but what really could’ve benefitted him was the ability to let some energy out outside. Unfortunately, due to it being so cold and snowy outside, that wasn’t an option at the time. Hence, a very energetic U. ABC Analysis – Write a brief report that discusses the following items (10 points) What pattern of behavior did you observe? How often did the behavior occur? What triggers were there to cause the behavior? What responses followed the behavior? What was the behavioral function of what you observed? In the timed interval observation, I reviewed the behavior of a girl named M who resides in the Why room. I am not very familiar with the Why room, but, after conferring with people that were more experienced with the 3-4-year-olds, I chose to observe during snack time to see if M was able to lift food and water to mouth without spilling or dropping. In the 10 second intervals that I was observing using the partial interval method, I was able to see that M was adept at lifting the snack into her mouth without spilling anything, but she did have trouble focusing long enough on snack, as she was more interested in talking to her friends that were also at her table. Based on that, M was able to successfully lift food and drink to her mouth about 2-3 times every minute. It seemed to me that every time one of her friends would eat, she would remember to eat as well. Or, she would be reminded by a teacher to focus on snack time which would remind her to face forward. When the lead teacher would give her an instruction, it seemed that if she didn’t feel like being cooperative, she would ignore the teacher to talk to her friends or do what she wanted to do/finish doing. I observed to see how well M has developed her fine motor skills that help with independence. The behavioral function of her ignoring the lead teacher could be because the child needs more time to socially interact with her peers, especially when it’s not possible to go outside and let out energy. Date and Time 4/15/19 @ 10:21 4/15/19 @ 10:31 Antecedent (5 points) Behavior (5 points) Consequence (5 points) M, along with the rest of the class, was told that it was time for snack. She took at least the first minute of snack time to decide on where to sit. The lead teacher told the class that everyone needed to finish eating as M talked with her friends for most of snack time which caused her to not be focused on her own food. All of her friends were done eating before she was finished, leaving her sad and alone at the snack table. M had not finished eating, so she ignored her teacher and M was upset when the teacher told her there was no more time to eat, snack time was over. continued to eat. and M stomped over to put her dishes away.