Assessment

drawal expressional Assessment
By, Kaia Mohoney
ECE 201 Introduction to Early Childhood Behavior Management
Instructor: Ann Zucker
February 13, 2012

In my paper I will be talking about how t individuallyers collect data in stray to determine the functions
Of mien. Next, I will analyze the immenseness of hive away and reviewing data before imple-
menting specific interventions to address intriguing behaviour. Lastly, I will discuss three
common behavior a teacher may see in young children and target for qualifying or replace-
ment. And I will propose possible functions for each of the three common targeted behavior.
When teachers collect data to determine the functions of behavior they demand to observe why the
childs behavior is the way it is over a period of time. The ABC compendium is a great tool that helps
teachers gather data to build out where the student is functioning on the chart. All teachers need
to remember is A= Antecedent, and it refers to the picture of what happens before the behavior
occurs. B= Behavior, which is a clear specific picture of the behavior. C= Consequence, which
refers to what happens aft(prenominal) the behavior. Another way to determine data is to use the Function
Matrix, which the teacher ask herself whether the child is trying to access or avoid something.



Is
It attention, tangibles, activities, or sensory. Make sure to have a plan and implement the plan.
Next, I will analyze the importance of collecting and reviewing data before implementing
Specific interventions to address challenging behavior. It is very important to review the data
Collected because the teacher needs to understand the childs background and find shipway to help
Determine the underlying functions of a students occupation behaviors as described.
Before a functional behavioral estimation can be implemented, it helps to pinpoint the behavior
Causing learning or discipline problems, and to define that behavior in concrete basis that are
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