1. I would recommend persons working with Jay give him a great deal of encouragement. He needs to be rewarded, praised immediately after good behavior. Several suggestions would include: A. Remain calm. State the infraction to the rules and don't argue with children who have ADHD. B. Have pre-established consequences for misbehavior that are well known to the individual. C. Enforce rules in the classroom on a consistent basis. D. Provide encouragement by rewarding more than punishing to build self-esteem. E. Praise immediately after any and all good behavior and performance. F. Change rewards if not effective in motivating behavioral change. G. Find as many ways possible to encourage the child. H. Teach the child to self-reward and to have …show more content…
Show this individual how recognition can be gained in acceptable ways. E. Try not to get defensive with this child. Try to develop a positive attitude. F. When this youngman blows up, give a cooling off time before trying to resume disciplinary procedures or communication in the family. 3. I would recommend persons working with Jay help his to manage stress by having healthy, productive self-control. Several suggestions would include: A. Help them to respond conservatively to negative events. B. Help them to control strong feelings such as anger and fear. Reward them when this takes place. C. Reward them for calming down quickly after upsetting events. 4. I would recommend this student have help in developing a more posi¬tive self-image. Several suggestions would include: A. Identify his positive qualities and abilities and encourage utilization of these qualities in daily activities. B. Give responsibilities that show trust from others. C. Encourage his in accepting positive comments from others and in making positive comments about herself. D. Call it to his attention when he begins to criticize herself. Do not allow self-criticism to continue. Point out positive characteristics such as appearance, dress, smiles,
Goal: Braydon often refuses to follow or comply with requests and rules, even when reasonable. He will clearly lessen the frequency of passive-aggressive behaviors as evidenced by conveying anger and frustration through controlled, respectful, and direct statements and no more than three disciplinary referrals during the Second Nine Weeks. Intervention: MHP taught Braydon how to identify negative, hostile, and defiant behaviors, and develop new ways to reframe these behaviors in more pro-social terms. MHP taught his grandmother how to change her predictable response to reestablish control in positive, but creative ways.
1. Respond immediately, simply and authentically When a child uses inappropriate language or gives wrong opinions that displays prejudice, it is important to immediately respond to the child behaviour telling him that it is not a nice way to talk and tell him that it might hurt others. It is also important to use simple language that the child can understand. Make sure that whatever we relay to them are correct 2. Support and encourage children
Assignment 301 - Task B a) As a trainer, appropriate behaviour needs to be controlled initially by the setting of boundaries, although not all boundaries will resolve behaviour. This is essential to help ensure all rules are understood and followed all the time, and will then prevent trainees taking advantage of the others in the group. Rules need to be respected, and trust from the learner to progress.
Additionally his mother manipulates his mind by demanding him to sit in a “prisoner of war” position, rejecting any praise from school teachers, and treating him as a
If William receives more input and positive feedback he will have more positive outputs i.e. better grades, improved interactions with peers. William seems to be headed towards entropy since he is doing worse in school and his interactions with his peers are shaky. I would provide William and his family with financial and emotional resources and I would see if William is interested in being involved with the community or if his family is religious so William can feel more growth and development and does not feel as stuck in his
Describe in specific and observable terms. Prioritize 2-3, if more than one. Jason becomes disruptive with teachers and misbehaves (i.e. screams, throws items, kicks, and hits) when he does not want to do daily assigned classwork. At times, he becomes very aggressive when it is time to transition from one task to another. In addition, he acts out aggressively towards his peers when he feels frustrated or has a disagreement with one of them.
My names Nasir Holiday growing up I faced many obstacles being brought up in a tough neighborhood filled with guns, drugs, and violence. I was born in Newark and raised in Irvington. Without having a solid bond with my family and the guidance they bestowed upon me, I could have ended up on a path to destruction. I see Devon as someone I could have been if I did not have plenty of mentors. I see this as an excellent opportunity to save a youth in desperate need.
Competency Standard III To support social and emotional development and to provide positive guidance Functional Area 8: Self I provide an emotionally and physically safe and secure environment where the children can thrive and develop their sense of self. I greet each child by name, smiling and giving them one-on-one attention. I show the children that I respect them by acknowledging their feeling and helping them express those feelings appropriately. We follow a routine, and I discuss and explain when there will be a change or disruption to that schedule.
However, it is just as important to recognise and reward positive behaviour by those children who always behave well. By emphasising positive behaviour in the classroom and explaining why, e.g. “look at child X, who is listening well, as they always do”, we are encouraging this behaviour, as we recognise and praise the child for behaving well. This can then improve the behaviour of other children as it is promoting a positive role
It is important that the actions a practitioner does is seen as fair and making the children understand why something which seems unfair is in fact fair is a vital part of the child’s development. Example, In my class, we ensure that the children are aware of the golden rules and the rewards available, ranging from stickers to golden stars awarded by the teacher. We are also clear about what happens if the rules are broken which range from moving them down from the reward and if more serious consequences like sending them to the teachers. To be fair the practitioner needs to listen to what the child has to say before jumping into the conclusions or allotting the
At this individual’s young age, he should be placed in individual therapy in order to receive the one on one attention that is required in order for him to
At this tender age, children are very emotional and when these situations occur handle it tactfully. When a child is upset you should take him/her out of class and listen to him/her very carefully. Body language is very important, so while listening to the child, lower yourself to their level of height. You should always listen to them before giving advice on what to do. Giving time individually will help the child gain importance.
While this method would be developmentally inappropriate for a young child, it worked well with her oldest who is, according to Erikson’s psychosocial development, already individuating. With her younger children, Rebecca assigns chores and tasks that are slightly above their level, to teach them that it is okay to not be perfect at something yet. Rebecca is not afraid to
You can offer positive reinforcement by giving a child extra privileges or rewards. For example, if your child cleans their room without being asked, take him to the playground or for some ice-cream as a reward. Then, they’ll be motivated to clean their room again. Use positive
For my Community Service Learning placement, I am volunteering for PAAL, which is a program for children and youth with physical and intellectual impairments. Their vision is to offer these individuals the opportunity to participate in a wide variety of physical activities. My placement is on Saturday mornings with a 13 year old girl whom we will call Emily. Emily who also has a twin sister in the program was born with cerebral palsy which predominately effects the right side of her body. My role through the PAAL program is to assist Emily while participating in various activities such as helping her get changed to go swimming or to adapt the activities so that she would be able to participate.