Steps for managing bad behavior
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The document outlines a 3-step process for addressing unacceptable behavior in children at a SACC program: 1) A warning is given to stop the behavior, 2) If it continues, a 5-10 minute timeout is issued where the child must isolate and reflect, 3) For persistent issues, a write-up is filed to notify parents of the misconduct and consequences. Examples of bad conduct include inappropriate language, horseplay, not playing fair or following instructions.
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Observation WorksheetGuidelines for Each Observation.docx
Observation Worksheet
Guidelines for Each Observation:
· Observe for two, 10- to 15-minute time periods
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· Tune into details, i.e., children’s behaviors, postures, facial expressions.
· Recognize your own feelings and, as much as possible, set those feelings aside so they don’t get in the way.
· Position yourself where you can see and hear clearly but will not distract the children.
· Remember that you are observing at a particular moment in time without the benefit of knowing what has come before. Your goal is to be objective and take in information based on what you see and hear.
· Be sure to change the names of any children you identify in your summaries to protect their privacy.
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Note: You may bring a laptop to the observation or make handwritten notes and record your observations on this sheet at a later time. Submit this Observation Worksheet as part of your Application this week.
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Objective Observations
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Subjective Observations
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I smiled at their excitement.
Observation #1
Setting:
Date/day:
Objective Description
What you see and hear (e.g., actions, words)
Any information you would like to know about the children, their behaviors, or questions you would like to ask adults who know the children that would deepen your understanding:
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Setting:
Date/day:
Objective Description
What you see and hear (e.g., actions, words)
Any information you would like to know about the children, their behaviors, or questions you would like to ask adults who know the children that would deepen your understanding:
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How to handle problem behavior
Pat exhibits disruptive behaviors like tantrums, hitting and screaming during discrete trial training sessions. There are three potential reasons for these behaviors: the tasks may be too difficult, the tutor does not provide strong enough reinforcers, or the tutor provides attention after disruptive behaviors. To address this, the tutor should make tasks easier, use stronger reinforcers like playing, and limit attention after disruptive behaviors. Playing is especially important as a reinforcer for children with functional skills.
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- 1. • When A child displays bad behavior in the SACC program, certain steps must be taken to put an end to the behavior and keep it from happening again. •Examples of unacceptable behavior may include: Using inappropriate language. Repeated horseplay/running inside. Not playing fair with other children. Not following instructions from SACC employees.
- 2. STEP 1: Warning A warning should be issued to a child at the moment when they first display a bad behavior. A warning should be a request for the child to stop the behavior they are displaying, and an explanation of why that behavior is unacceptable.
- 3. STEP 2: “Time-Out” If a child continues to display bad behavior after a warning has been given, a “time-out” should then be issued. During a “time-out” the child is placed in an isolated area for 5-10 minutes and asked to think about why their behavior is unacceptable.
- 4. STEP 3: Write-Up If a child continues to display bad behavior even after a time-out, they should be given a Write Up. A Write Up is a written report given to the parent or guardian explaining the child’s misconduct and what action was taken.
- 5. Example of a Write Up