functional behavior

1. FUNCTIONAL BEHAVIORAL
ASSESSMENT: POSITIVE BEHAVIOR
SUPPORTS
Shalanda Leonard
SOE 115 Psychology of Teaching and Learning
Kendall College

2. OVERVIEW OF POSITIVE
BEHAVIORS
Why do children engage in changing behaviors? It’s important to understand that children
often use challenging behaviors when they lack appropriate language or social skills to
achieve a purpose. Teachers need to understand the child’s unique needs and personality
before getting frustrated, redirecting and intentional ignoring. Finding time to teach individual
children new skills can be challenging given the busyness of day-to-day classroom routines.
Therefore, in addition to teaching children new skills, it is also important to consider strategies
that prevent challenging behavior.

3. POSITIVE REINFORCEMENT #1
Positive reinforces are used to recognize children who follow classroom rules and to
reinforce desired behavior. Helping children learn how to control their own behavior by
delivering stickers, praise, and exploring a topic of interest. Teacher should always talk to the
child about their modifying behavior. Educators must talk to the children in a nice tone. For
example; “You are doing such a good job tying your shoes!” Also, it is the educators
responsibility to teacher the children appropriate behavior by setting the rules and a
providing a consistent schedule.

4. ASSESSMENT AND
IMPLEMENTATION #2
To prevent challenging behaviors educators should have an environment to strengthen
their teaching strategies. There is 10% of children that exhibit challenging behaviors in
the schools. Positive behavior Supports children’s behavior by evaluating to meet the
needs of all children. Providing a a safe and predictable environment with a focus on
building positive relationship with children. Providing programs that involve small-
group activities using commercially.

5. CLASSROOM CHALLENGING
BEHAVIORS #3
Teachers should take the time out to observe the classroom. Work with
children hands-on with manipulative objects. Being able to connect with the
children in the classroom and talk about their day,. Teachers must stay in
engaged with the children when planning activities. Having small learning
centers will avoid fighting or accidents with the children. Teachers can
rearrange the furniture to help children meet behavioral experctions.

6. ANALYSIS OF
INFORMATION
Working with children with fictional behavioral Assessments may be challenging. Teachers
should have routines, rules, and structure to keep the classroom managed. Teachers should
keep the parents involved with children when there are activities and parties.

7. CONCLUSION
Children learn best from people they like in
environments designed to teach expectations and
promote engagement and positive interactions. Being
able to creating a learning environment in which every
children feels good about being there. Also, designing a
learning environment that promotes children’s
engagement.

8. COMMUNICATION WITH FAMILIES
Having positive relationships with families increases the likelihood that families will be
involved in their children’s learning and development. Teachers should communicate daily
with the families about the child’s day and ask questions about their progress at home.
Also, share observations with the families about their child in the classroom. Families
should be invited to the classroom celebrations and activities. Learn more about the
families culture and present it to the class.

9. REFERENCES
Source #1: Sigler, E. A., & Aamidor, S. (2005). From Positive Reinforcement to
Positive Behaviors: An Everyday Guide for the Practitioner. Early Childhood
Education Journal, 32(4), 249-253.
Source #2 Torpev, T. F., Kurfi, R. A., & Ozohu, A. A. (2015). ASSESSMENT OF
IMPLEMENTATION OF EARLY CHILDHOOD EDUCATION IN PUBLIC PRIMARY
SCHOOLS IN KATSINA STATE, NIGERIA. Journal Of Educational Review, 8(3), 291-
301.
Source #3 Salcedo, M. (2016). Classrooms as the Root of Challenging
Behaviors. Exchange (19460406), (231), 24-28.