Positive Support Plan SEI 513 Spring 2014 Kara St.

Hilaire University of Maine

Observer: Kara St.Hilaire Childs name: Carter* Location: Busy Bees Classroom- Childrens Center Augusta Dates of observation: March 25-March 28 * Childs name changed to protect identity

Observation notes Throughout the course of the observations, I observed Carter to be a young boy who is very social, outgoing, empathetic, and animated. On many occasions I observed him consoling or coaching his peers through difficult moments; even helping them problem solve. However, on other occasions I observed Carter to be very explosive and short with his peers, almost unable to tolerate any interactions without becoming angry. At one point, a peer asked: you makin a dinosaur? [out of play dough] Carter immediately yelled NO and slammed his fist on the table. His peer stated back: Ya, you makin a dinosaur at which point Carter abruptly stood up from his chair, and proceeded to make a gun with his hand, and point it at his peers face, again yelling, NO, NO, ITS NOT A DINOSAUR. Carters explosive reactions appeared to be fairly similar when reacting to the teachers in the classroom; throughout my four days of observations I noted him growing, screaming, refusing to follow directions, talking about killing kids, killing teachers, killing babies, and raising up fists, or toys as if he was going to hit the teacher. From my perceptions, the teachers did a very nice job adapting their teaching strategies to suit Carters emotional needs. For example, the morning of March 25,

Carter came into school refusing to follow the classroom routine, stating he only wanted to play cars. Knowing that is a very motivating, and therapeutic for him, his teacher bargained, saying he could keep a car in his pocket as long as he was following the classroom rules and routines. While these preventative strategies worked for some situations, there were many other points throughout his day when the methods being used by staff members did not seem to shape his behavior; methods which to me seemed impulsive, leading me to question if there was a specific behavior plan in place, and if there was, was it being followed. For example, on March 27 Carter was removed from the group and sent to the table six times for the following reasons: Refusing to stop screaming during circle time, asked three times by teacher to stop. Using his fingers as a gun and pretending to shoot another peer when angry. Growing and slamming bathroom door when asked to line up to wash his hands. Raising a block above teachers head as if he was going to hit her, after teacher asked Carter to clean up. Saying no and sticking tongue out repeatedly when asked to join his peers at stations. Continuing to touch peer with mud on his hands, after teacher and peer asked him to stop. After each time Carter was removed from the group and sent to the table, he engaged in almost identical behaviors. Before even sitting down he began to cry,

scream, and say, Im ready! Im ready! or, I want someone to talk to me! while kicking, and trying to climb on the table. The times that it took Carter to regulate his body and re-join the group ranged from fifteen minutes to forty minutes. Each time he was questioned for why he was removed from the group, he was able to accurately answer. During my week of observations a common occurrence was how volatile Carter appeared to be. At times he was extremely happy, almost manic, jumping up and down uncontrollably, complementing his teachers and peers, or telling everyone in the room I love you! but then the next minute be angry at tripping over a toy, and lashing out on whoever is near by, using phrases such as I hate you, or talking about killing. Below is a list of positive supports I have come up with based on my weeklong observations:

Positive Support Plan Preventative strategies: Throughout my week of observing, I found using preventative strategies to be most effective in managing Carters behaviors. Since he has excellent receptive and expressive communication, finding times when he is regulated to discuss expected behavior throughout the course of the day is important. Reading books and social stories on feelings and how to handle emotions such as anger, fear, sadness, and frustration when he is in a regulated state is also a positive preventative method. Showing him visuals at the beginning of the session of choices he can make when he starts to feel angry i.e. squeeze stress ball, take a walk, read a book, etc. is another

preventative tool that may not only fizzle in-the-moment problems, but help him gain coping strategies for the future. Another strategy to use when he is in a genuinely happy state of mind is to identify and point out what it is that is making him happy: Carter, you were smiling a lot while you were dancing today! Dancing must make you feel happy. Using Carters interests as a preventative strategy will also help to keep him regulated throughout his day. Cars, painting, music, and any gross motor movement activities are all motivating activities. Finding ways to incorporate them into his day, or having him work for them using a visual reward chart would be beneficial. Overall, providers should constantly be working on building a positive relationship with Carter through back and forth interactions, following his lead, and the use of affect to make him feel safe and accepted in his school environment. Strategies for addressing explosive/volatile behaviors: Carter has great ability to expressively communicate his feelings, but not always appropriately. Because of this, teachers should practice talking Carter through angry episodes before sending him away from the group, causing an immediate overreaction. Modeling effective problem solving techniques with him will help alleviate the outbursts he tends to have on his peers. When he does effectively problem solve, it should be positively noted. Any opportunity that Carter does, or does not problem solve a visual of what occurred may help him to see what the problem was, and work it out. It may look like this: Teacher: First, I asked you to line up behind Joey (draw kids in line) then,

you slammed the bathroom door (draw door.) What could you have done instead? By seeing the visual of the situation laid out in front of him, it may help him process what occurred, and what he could have done alternatively. Since Carter is motivated by music, singing a song to get him through onestep directions, transitions, or confrontations with peers may also help.

Effectiveness March 31, during a classroom meeting I introduced the positive support plan to the staff members. The week of April 1-4 I observed Carter, along with the Busy Bees staff to see if the positive support plan was being implemented, and how effective it was for Carter and his emotional well being. I noticed a lot of preventative strategies being used throughout the week. I noticed the providers testing the waters to see how his mood was upon arrival at school. The mornings that it was evident he was stressed or on edge, providers anticipated moments in his day that may be challenging. On April 2, Carter came in speaking very negatively about his family members, and refused to eat breakfast with the group. After breakfast, instead of encouraging Carter to join the group for morning circle, his provider asked him if he would like to sit at the table and watch circle, while squeezing some play dough. This worked out wonderfully for him, and after that he was ready and willing to join his friends for stations and outside play. While staff members noticeably did a great job using preventative strategies with Carter, there was also some change in how providers addressed his more abrupt reactions. During the four days I observed, Carter only needed to be removed from the group

for a break once a day, a total of five times during the week, a huge difference from the week before. What still needs improvement is how providers react to his over reactions; although he went to the table less, I noted providers ignoring his behaviors more, rather than addressing them in a positive manner. Understandably, it is more difficult to address these types of behavior, especially when they occur randomly, as well as frequently throughout the course of the day. Not only does it take more mental thought to always alert and knowing what to say to help him problem solve and work through his present challenge, it can also be emotionally exhausting.

Carter is a child that has had to face a lot of difficulties in his five years on earth. There are many positive supports that his teachers and caregivers can use to assist him with daily struggles he faces each day. If we as a team can see Carter through his strengths, and see his behavior as purposeful, these positive supports in the early intervention setting will carry him through his young life.