Observation Of Talin

It was fascinating working with four (4) year old children, during this stage of Initiative vs. Guilt, they involve mostly in interacting with other children at school. This stage provides them with the opportunity to explore their interpersonal skills through initiating activities.

Katy, like most children, loves to play. I was told by her mother that she plays alone if there is no one

It could have been predicted that the pathways of physical, cognitive, and social development would progress to where they are now undoubtedly. In terms of physical development, Mia has shown interest in the sport of softball since the young age of six years old. By the age of thirteen she joined the school team and went on to play on the varsity team (Manis, 2006). Mia has played up until this point and she seems to enjoy the sport and being physically active in all that she does. In terms of cognitive development, Mia has shown strength academically since the age of eight. In Mia's psychologist report it is noted that her scores for math concepts were in the gifted range, as well as results with Information (15), Vocabulary (17), Similarities (16), Comprehension (16) mostly being two standard deviations above the mean scores for other children her age. These scores showed that she was gifted in those categories as well. Mia proved this to be true as she has never received a grade lower than an A in all of her academic career (Manis, 2006). Finally, in terms of social development, Mia has shown positive trends since the fifth grade. It is noted in her report card that she was a pleasure to have in class and that she worked cooperatively in group settings (Manis, 2006). As Mia got older, her ability to function socially improved as well, she has made a group of friends that she enjoys spending time with, and she seems to have minimal conflicts with others when she meets someone new. Mia has had her ups and downs along the way, but overall Mia has definitely shown that she is capable of being sociable in a way that others enjoy her company (Manis,

Discussion with the child’s mother gave me insight into his favorite activity at home, which was incorporated into his social story. Additional discussions with the extended care staff were essential to support the methods designed replace unwanted behavior with positive behavior. The afternoon staff used visual prompts to help the child recognize when he was exhibiting unwanted behavior. This extended collaboration ensured he expected to exhibit this behavior throughout his day.

MT picked CT up from school where he was outside playing with his peers. MT observed CT laughing and being playful and as he was leaving with MT, his friends came up to him and gave him a hug goodbye along with his teacher. In the car drive to get the other client CT was asked MT what activity they was going to do during the session. MT expressed since all of the CTs had a good week with behaviors they was going to go bowling. CT showed eagerness and sang along to the music in the car. When MT picked up a CT to go bowling, both CTs showed excitement to go bowling together. While driving to the bowling alley, both CTs talked about random topics. At the bowling alley, MT had both CTs use one bowling ball to help them work on taking turns and

This would have help Rebecca plan many activities ahead of time to make a smoother transition for Bob. Although the limited information was given to Rebecca, she did a good job gathering her information. The knowledge on Bob’s home environment will truly help Rebecca make a behavior intervention plan that will help Bob succeed academically.

Oakley will develop his peer group entry skills play by assuming what role is available to him in the peer group, over the 6 months. This will benefit him because he declined to play “Tug o’ war”. The benefits are that Oakley will participate more in active peer groups; he will not just stand their and look at the children playing; and Oakley will be more engaged in the peer group. Also, the benefits will help Oakley be more energetic when he is playing or engaging with a group of children.

To develop a reinforcer menu for Brandon, I observed him during free choice time, asked his mother for input, and I asked him directly. I explained to his mother how I was going to conduct the reinforcer assessment and then told her what things he was currently enjoying in school. She then added to my list and even sent some extra food supplies to school the next day.

Social: (Description) From 9:45 am to 10:15 am, Anna was inside with her individual group of six girls and two boys and their teacher for story time, sharing, weather report, and selection of books. Anna listened to the teacher read, "Duck in the truck". The teacher keeps Anna's attention by pointing out different things on the pages. Then the teacher holds up cards with something wrong in each picture. Anna and a friend on either side of her are enjoying figuring out what is wrong with each picture. Anna is friendly and is not aggressive. She relates well to the teacher and answers questions. Earlier, when Anna was outside in the sandbox, she gave scoops to two other girls to play with while she played with the

Physical wellness: Mr. and Mrs. Smith expressed interest in Josh getting involve in physical activity - Sports, swimming.

Next, two experimenters for this study (E1 and E2) assigned us to an experimental or a control condition. My parent was asked to sit in the corner of the room and to remain uninvolved, meaning no encouragement or praise for my helping efforts. A total of 18 trials were conducted and we were assigned to an experimental condition (explicit scaffolding) or a control condition (no scaffolding). Children in the control condition received no encouragement or praise for helping. With the experimental condition, I received praise and encouragement during the first nine trials. Prior to each trial, E2 played with me and a standard set of toys on the floor. We sat right in front of the table where E1 was seated. E2 would continue to play with me until E1 dropped an object on the floor. Then, E2 would constantly encourage us to help. E2 would say phrases such as “Look, E1 dropped something!” or “Do you want to help her?”. If I handed the object back to E1, I was praised by E1 and E2. However, for the last nine trials, I did not receive any praise or encouragement for helping. If I handed the object to E1, E1 just looked at the object, smiled, and resumed her activity. If I handed it to E2, E2 would only respond briefly. If I decided not to help, E2 would remove the dropped object from the floor and place it in a dark container behind

A behavioral therapist would seek to build a rapport with LaTonya and her son with the intention of replacing the child’s maladaptive behavior with behavior that is more socially acceptable. After the initial background and fact-finding ventures have taken place, the therapist would look to create a proposal that will hopefully alter the child’s behavior for the better. A proposal might include techniques such as, proper positive reinforcement, social skills training, and activities to promote focus with and in

“There are voices in my head telling me what to do!” a boy exclaimed. He is an interesting second grader whom I have been working with at Prairie Elementary School for one year. He has attention deficit hyperactivity disorder and has a complicated family; mother and father are divorced, his father resides in another state, and his mother’s boyfriend is in prison for gang-related activities. His mother often yelled and cursed at him, telling him he will inevitably fail in life because he always misbehave and rarely pay attention in class. After meticulous research, observations, and interviews with this student, I designed a course to help improve the quality of his school life which directly increases his motivation and perform in class.

The morning of September ninth observation started out with the First Annual Pancake Slam offered by Justin Youth Sports Association at the baseball fields at Justin Community Park. It consisted of all you can eat pancakes, home run derby for all age groups (4U-14U), and prizes to be given out for each age group. Along with baseball games at Justin home field scheduled from as early as 9:30am to 2:00pm, consisting of six and under T-Ball to 14 and under baseball. From the time I arrived at the ballpark at 8:00am to watch them set up, until the last game ended of 4:00pm I observed interaction between children, parents, and coaches.

As the kids began to warm up, I felt a tiny hand tug on mine. I looked down to see Amelle pulling me towards the ball carts, expectantly waiting for me to warm up with her. After grabbing a volleyball, she turned to me and asked, “Can we set?” I nodded yes, and a grin filled her face. She tossed the ball up in the air, extended her arms with her hands forming a triangle, and pushed the ball perfectly to me. As we set back and forth to each other, I smiled to myself as I thought to just 3 weeks prior, when I had been entrusted with the job of teaching her and the other 4-year-olds how to set.