Contents

Before you begin iv

Topic 1 Contributing to a safe and supportive environment 1

1A Using appropriate practices 3
1B Recognising individual issues 13
1C Identifying environmental factors 20
Summary 23
Learning checkpoint 1: Contributing to a safe and supportive environment 24

Topic 2 Using positive support techniques 27

2A Establishing expectations 29
2B Providing instructions 34
2C Acknowledging responsible behaviour 36
2D Guiding and redirecting behaviour 41
Summary 46
Learning checkpoint 2: Using positive support techniques 47

Topic 3 Collecting data to develop strategies 51

3A Observing and collecting data about behaviour 53
Summary 59
Learning checkpoint 3: Collecting data to develop strategies 60

Topic 4 Implementing strategies to support children 61

4A Implementing support strategies 63
4B Identifying areas of concern 71
4C Contributing to behaviour support plans 75
Summary 79
Learning checkpoint 4: Implementing strategies to support children 80

Topic 5 Monitoring and reviewing strategies 83

5A Monitoring new strategies and adapting levels of support 85
5B Providing feedback 92
Summary 95
Learning checkpoint 5: Monitoring and reviewing strategies 96

iii
 Topic 1 Contributing to a safe and supportive environment

Out-of-character behaviour
Out-of-character behaviour is usually short term;
it subsides once the situation is resolved. There
are many situations that occur in a child’s daily
life that can cause this type of behaviour. For
example, the child might be:
XX unwell
XX tired

XX stressed

XX afraid

XX frustrated

XX angry.

Disruptive behaviour
Disruptive behaviour is when a child is uncooperative and prevents themselves and/
or others from focusing on what they are doing. A disruptive child might also grab the
educator’s attention, distracting them from the other children and the task at hand.
It is normal for children to exhibit disruptive behaviour as they struggle to learn self-
control. Not all disruptive behaviour is of concern, but it should be addressed as part
of your regular support to help children develop their social and emotional skills.
Disruptive behaviour could take the form of:
XX not following instructions
XX talking loudly or making inappropriate noises

XX leaving the area or wandering around

XX throwing objects

XX crying; tantrums

XX isolation from peers.

Behaviours of concern
Behaviours of concern, previously called ‘challenging behaviour’, are when a child
does something that hurts themselves and/or other people.
These types of behaviours can prevent children from participating in activities. They
can harm others and are stressful and upsetting for all involved.
Note the following:
XX It is the behaviour that is the problem, not the person.
XX These behaviours are not uncommon. Many children behave this way at times.

XX Behaviours are only considered ‘of concern’ when they cause a problem to the
child or those around them.

9
 CHCECE006 SUPPORT BEHAVIOUR OF CHILDREN AND YOUNG PEOPLE

Emotional Many behaviours of concern are linked with mental health in

and social some way. Emotional and social problems can be the cause or the
problems outcome of a mental health condition.
The feelings that children express must be taken seriously. Like all
of us, children have good and bad days; sometimes they will need
extra support to deal with problems and enjoy their learning and
play.
Mental health issues can affect a child’s capacity to:
XX form friendships
XX resolve conflict
XX make decisions
XX learn about other people
XX develop life skills
XX separate from parents and/or educators
XX play freely
XX develop confidence
XX deal with anger
XX accept behaviour guidance.

To read more about mental health issues in childhood, go to the

KidsMatter website at:
http://aspirelr.link/kids-matter-early-childhood

Trauma The word ‘trauma’ describes a deeply distressing or disturbing

event and the emotional shock that follows it. Trauma can
seriously affect a child’s mental health and behaviour. The
severity of trauma is defined by the effect it has on an individual.
Trauma may relate to various events, such as grief, loss, war or
being held in custody.
A child who has experienced trauma may show behaviours such
as:
XX difficulty sleeping or disrupted sleep patterns
XX loss of appetite or refusal to eat
XX regression in development
XX anxious responses to separations or unfamiliar events,
situations or people
XX social withdrawal or restricted play
XX re-enacting an event in play, sometimes repeatedly
XX aggressive behaviour with others
XX fantasising about an event
XX expressing intense emotions inappropriately
XX flashbacks
XX hyperarousal – the child is continually alert and looking for
danger or threats.

18 © ONE WORLD FOR CHILDREN PTY LTD

 CHCECE006 SUPPORT BEHAVIOUR OF CHILDREN AND YOUNG PEOPLE

Seeking advice
If you identify behaviour of concern, or feel that you need advice in guiding behaviour,
there are plenty of people that can help you. Making decisions about a behavioural
situation is not your responsibility alone. You can seek the support of your supervisor,
colleagues and service management, as well as professional organisations. Consult
with these people, particularly if the behavioural issue is concerning.
If you need to seek advice from outside your service, it is recommended that you
contact the Inclusion Support Programme (ISP). This program is available to all
government-approved suppliers, including long day care, occasional care, family day
care, in-home care, school-age care and vacation care. Remember that before you
involve an outside body you must gain parental permission. You should make it clear
that you are not only seeking support or assessment for the child. Your main objective
is to obtain support and advice so that you can meet the child’s needs.

Consulting other sources

Consultation is another way to gather information about a child. Good sources include
parents, educators, specialists that have been involved with the child, and even other
children at the service. If you decide to use this strategy, make sure you have parental
permission before you start.

Who What they can tell you about How to gather

this information
Parents or XX Home life, including values, cultural XX Discussions
guardians practices, expectations and beliefs XX Meetings
XX How the child behaves in various XX Surveys
environments
XX Forms
XX Who the child responds to
XX Triggers
XX What strategies they use
XX What strategies work and don’t work
XX What strategies they would not like you to
use

Other XX Their observations XX Observation

educators XX Their experiences with the family and child records
XX Out-of-character behaviour, expected XX Portfolios
behaviour and behaviour of concern XX Notes from past
XX Triggers information-
gathering
XX What strategies they have used –
successfully or unsuccessfully XX Behaviour plans

XX Their specialist training or experience XX Discussions

Specialists XX Diagnosis XX Discussions

XX Triggers XX Assessments
XX Key features XX Reports
XX Links to other developmental areas XX Meetings
XX Situations to avoid

32 © ONE WORLD FOR CHILDREN PTY LTD

 Topic 2 Using positive support techniques

Developmental considerations
If you want your instructions to be understood, you must also keep in mind the
children’s age and stage of development. Try to consider the guidelines in the following
table.

Age/stage Guidelines

Children Give simple one-step instructions. For example:

under three
XX ‘Put your bag away.’
XX ‘Wash your hands.’
XX ‘Take your socks off.’

Preschool Give simple two-step instructions. For example:

children
XX ‘Put your bag away and then come to the mat.’
XX ‘Wash your hands and then sit at the table.’

School-age Give multi-step instructions. For example:

children
XX ‘Clear up the bench, then set the table for lunch. After that, go
outside and see what Joe has for us from the garden.’
XX ‘First set out your design, then glue it. Once that is done, paint
the surface and let it dry.’

Practice task 5
1. What is an instruction you might give to children during a mealtime? Ensure your
instructions are clear, easy to follow and positive. Include one instruction for each
of the following age groups:
a. Two years old

b. Five years old

c. 12 years old

2. If the room is noisy, how would you change the way you communicate these
instructions?

35
 Topic 2 Using positive support techniques

Encouragement
Encouragement shows children that you value them and their efforts, and is a great
way to acknowledge responsible behaviour. Encouragement:
XX motivates the child to do things for intrinsic reasons
XX focuses on the child’s efforts in or process of doing something, not the results

XX helps the child feel good about what they have done, which
develops their self-esteem.
You should encourage each child’s efforts, whether they succeed
or fail. Make sure you are honest and consistent, and that what you
say is sensitive to each child’s needs and matches their level of
understanding.

v 0042
Watch this video about encouraging and engaging with children.

Using encouragement to respond to a child

Example

Kiara, two years old, is trying to help pack up by carrying a big basket of soft toys.
Every few steps a toy falls out of the basket. She stops, puts the basket down, puts the
toy back in the basket and sets off again. She does this four times. The fifth time a toy
falls out, she stops, looks at it, then carries the basket to the shelf where it belongs.
She then goes back to the toy on the floor, picks it up and takes it to the basket.
The educators says to Kiara, ‘Kiara, I can see you are trying very hard. Thank you for
your help.’
This type of encouragement acknowledges Kiara’s efforts, but does not require her to
follow a particular process as long as the job gets done.

Positive language
If you want a child to demonstrate positive behaviour, use positive language. Consider
the following two examples. One uses positive language and one does not.

Situation What the educator says

An educator sees a child running in ‘Sean, no running in the room. You

from outside. know that’s not allowed!’

An educator sees a child running in the ‘Hello, Daisy! You seem in a hurry,
hall at the end of the day. remember to walk safely in the hall.’

Positive language shows your belief in the child’s abilities and intentions. You
acknowledge that they are capable of doing the right thing, which encourages the child
to develop more awareness and self-control.
Use your words, tone of voice, facial expressions and body language to communicate
calmness and respect. Try not to make judgments. Keep the focus on the positive
behaviour you want to see, rather than highlighting any negative or inappropriate
behaviour that may be noticeable at the time.

37
 Topic 2 Using positive support techniques

2D Guiding and redirecting

behaviour
Guiding and redirecting the behaviour of children
is an approach you will use countless times
each day. Unlike punishment, guidance provides
children with an appropriate model for behaviour
and the necessary information to behave
appropriately the next time.
This approach is particularly effective with young
children who, lacking words, often communicate
through their behaviour. Positive support
strategies can be used to guide and redirect this
type of behaviour and defuse a situation before it
gets out of control.

The communicative function of behaviour

Children often communicate through their behaviour. These may be positive
messages, but often they take the form of challenging behaviours. When children use
challenging behaviours to communicate, they often do not start off with the purpose
of communicating negatively. Their behaviour is usually a reaction, with the child using
the method they might think of at the time to communicate their needs. This is a
perfect example of how children make mistakes as they learn.
To identify the message that a child is trying to send, you need to look for the reason
behind their behaviour – that is, its ‘communicative function’.
Communicative functions are commonly divided into two categories. These are
outlined in the following table, which includes examples focused on challenging
behaviours you might notice.

Category Description Example

Regulation Actions used to XX A child pushes another child

gain, refuse or avoid away.
something. The result of XX A child throws a cup of milk when
the behavior is that the they want water.
environment changes.
XX A child screams when they are
The child is saying: overwhelmed by too many people
‘I don’t want that.’ in their space.

Interaction Actions used to interact XX A child pinches another child

with another person. when they ignore them.
The result is that the XX A child bites when they don’t
other person takes know how to enter the play.
notice. XX A child tells another child to pack
up, then pushes the child’s block
The child is saying:
tower over to communicate that it
‘I want you to listen to or
is pack-up time.
notice me.’

41
 Topic 2 Using positive support techniques

Controlled Description
strategy

Making a direct This helps a hesitant child to make a choice. Some

suggestion children find it difficult to make decisions. Others have little
experience in making decisions. These children might feel
overwhelmed by being expected to choose for themselves.
You can work through the options with them, give them
some ideas to think about, and in some cases, even suggest
the option you feel is best at the time.

Limiting choice This helps young children make selections. Young children
(especially toddlers) are unable to make big decisions. You
should provide them with simple options. For example, you
might offer a two-year-old a choice of two options, but a four-
year-old four or five options.

Making a direct suggestion

Example

Sam, four years, has just arrived for the day. His mother has left and Dean, the
educator, asks him what he would like to do today. Sam seems unsure and is looking
around the room, without making a decision. Dean makes a direct suggestion by
saying, ‘Sam, I know you like building in the block corner, and you like painting too
– would you like to do one of those?’ Sam nods and, after a moment’s thought, he
moves off to the block area and settles down to play.

Consequences
Consequences are one of the most effective strategies for helping children to respond
appropriately and to change inappropriate behaviour. Consequences help children
to identify and understand the result of their actions. They also give children an
opportunity to make a better decision or choice the next time.
There are two types of consequences that are commonly used: natural consequences
and logical consequences.

Type of Description Example

consequence

Natural A natural consequence is when an Athalia, four years, says that

consequence action happens and the natural she does not need to put her
outcome is what guides the child. coat on to go outside. When
For example: she does go out, she becomes
cold and asks to get her coat.
XX If a child is left to throw sand, it
may hurt other children. Getting cold is the natural
XX If a child continues to hurt consequence of Athalia’s
other children, there may be decision. By allowing her to
injuries and complaints. decide on her clothing needs,
she has learnt that sometimes
XX If a child doesn’t wear a hat
she will need her coat.
outside, they may be sunburnt.
Natural consequences are not
always safe, especially when other
children are involved. However,
if the natural consequences of
an action are safe, it can be an
excellent way for children to learn.

43
 Topic 2 Using positive support techniques

Learning checkpoint 2
Using positive support techniques
Part A
Access a copy of a behaviour guidance policy, behaviour management policy or
responsible behaviour policy.
1. List any specific behaviour guidance strategies identified as inappropriate or
unacceptable practice.

2. Choose one of the points in the policy that supports your positive guidance of
behaviour. What does this point say and how does it help you know how to guide
behaviour?

Part B
Read the case study, then answer the questions that follow.

Case study
Simon, five years old, is at the bathroom sink. He has been washing his hands for a few
minutes. He accidently drips some water on the floor. He then uses his cupped hands to
add more water and make a puddle, which he spreads across the floor with his foot.
The educator asks him to stop playing with the water inside. Simon says, ‘No!’ and
continues to pour water onto the floor.

1. Is the communicative function of Simon’s behaviour aimed at regulation or

interaction?

2. What is the desirable result?

47
 Topic 3 Collecting data to develop strategies

3A Observing and collecting data

about behaviour
The information you gather from observational
data will clarify concerns, help you gain a greater
understanding of the behavioural situation, and
identify any connected issues. The perspective of
other children is also valuable.

Providing evidence
When a child is identified as having behaviour of
concern, it means that you have observed their
behaviour over a period of time, and it has been
identified that you and the child need support.
Before any action can be taken, the behaviour
of concern must be assessed. Collect accurate and unbiased data about the child’s
behaviour that has been gathered over a period of time. This evidence ensures that an
appropriate decision can be made about the type of support required.

Collecting observational data

Observational data can be collected in a variety of ways. Some
methods you use may focus only on the observations that are
relevant to the situation. Other methods may be more suited to
capturing the overall contextual picture of a child’s performance and
development. The reason for the data being collected will influence
the collection method you use. For instance, if you are focusing on
the child’s communication and social skills, anecdotal recording may
be suitable; however, if you are looking for specific information for
monitoring a behaviour of concern, a tailored checklist may provide
more reliable data.
v 0043

Watch this video about collecting observational data.

The following table describes common methods used in education and care services.
Many workplaces encourage a combination of these methods to build a holistic view of
the child’s performance and development.

Method Description

Anecdotal records Anecdotal data is information not based on formal evidence.

Records based on anecdotal evidence are usually based
on observations. As an educator, you must ensure that
the observations you document are objective, factual and
accurate.

Diary entries Diary entries are regular records of activities and experiences.
They are useful for providing contextual information leading
up to an occurrence. As an educator, when looking at diarised
data, you may be able to isolate or identify recurring factors
that contribute to behaviour or an incident. Diaries, journals,
logs and communication books are commonly used to pass
on information between people.

53
 Topic 3 Collecting data to develop strategies

Practice task 8
Read the case study, then answer the questions that follow.

Case study
Child: Otto Recorded by: Harriet
Age: 5 years Event: Otto’s behaviour
Date: 26.1.18
Setting: Indoor play

Number Time Setting What is Who Intensity of Duration of

happening else is behaviour * behaviour
just before the involved
behaviour Low Med High

1 9.35 am Sandpit Building a No one 10 minutes

castle but
X
sand is not wet
enough

2 10.15 am Train All children Jim, 20 minutes

set want to play Celina
with Thomas and X
the Tank Gordon
Engine

3 11.13 am Collage Gordon takes Celina 15 minutes

the scissors and
that are near Gordon
X
Otto and Celina
takes the last
paste brush

* Low = no aggression to others, Med = aggressive with environment, High = aggressive with other children

1. Otto threw a handful of sand, then fell onto the sand. He cried and would not respond to any of the
educators who asked him if he needed help. Otto recovered when Gordon entered the sandpit and
began to work with the sand.
2. Otto bit Jim and threw train carriages at Celina, hitting her in the face. He then threw the train track into
the book corner at other children. Educators Margaret and Harriet tried to calm Otto, but he ran away
from them and spat on Margaret. Otto calmed down when Fiona, another educator, asked if he would
like a drink of water. He was red-faced and crying.
3. Otto grabbed the paste pot and tipped it upside down onto his work. The paste splattered onto the
table and chair, as well as his clothing. Otto reacted to this by jumping up and down and trying to wipe
the glue off his top. He then swept the chair away, knocking it over. Then he fell to the floor and cried.
Educators attempted to console him, but he would not respond. When Gordon approached the table
and started to paste, Otto stopped crying and watched what he was doing.

57
Topic 4 Implementing strategies
In this topic you will learn
about:
to support children
Children with additional needs, including those
4A Implementing support
who exhibit behaviours of concern, often require
strategies
support strategies. Developing these strategies
4B Identifying areas of requires reference to information and data that has
concern been collected by educators, and open and honest
consultation with parents, supervisors and other
4C Contributing to professionals.
behaviour support plans
A support plan is often developed to help all those
working with the child to use consistent responses,
techniques and methods.

61
 CHCECE006 SUPPORT BEHAVIOUR OF CHILDREN AND YOUNG PEOPLE

The following table maps this topic to the National Quality Standard and both national
learning frameworks.

National Quality Standard

Quality Area 1: Educational program and practice
Quality Area 2: Children’s health and safety
Quality Area 3: Physical environment
Quality Area 4: Staffing arrangements
 Quality Area 5: Relationships with children
Quality Area 6: Collaborative partnerships with families and communities
Quality Area 7: Governance and leadership
Early Years Learning Framework My Time, Our Place
Principles
 Secure, respectful and reciprocal relationships
 Partnerships
High expectations and equity
Respect for diversity
 Ongoing learning and reflective practice
Practice
 Holistic approaches Holistic approaches
 Responsiveness to children Collaboration with children
Learning through play Learning through play
Intentional teaching Intentionality
Learning environments Environments
Cultural competence Cultural competence
Continuity of learning and transitions Continuity and transitions
 Assessment for learning Evaluation for wellbeing and learning
Outcomes
Children have a strong sense of identity
Children are connected to and contribute to their world
 Children have a strong sense of wellbeing
Children are confident and involved learners
 Children are effective communicators

62 © ONE WORLD FOR CHILDREN PTY LTD

 Topic 4 Implementing strategies to support children

4B Identifying areas of concern

Even the best-laid plans can result in unexpected
outcomes. When unexpected issues are identified,
respond immediately and seek advice to resolve
the issue and reduce the risk to the child.
Issues of concern may include:
XX unexpected changes in the response of the
child or young person
XX signs of distress or illness

XX incidents not addressed by planned strategies

XX lack of progress.

Discuss these issues with your supervisor as soon as they are identified.

Unexpected changes of response

Children’s behaviour is generally predictable. For instance, if you smile at an infant,
they will usually smile back. If you clap loudly, a child will usually look in your direction.
However, you can never be sure how a child will respond to a new strategy as part of
their behaviour support plan. The child’s response may be positive or negative, or the
strategy may have no discernible effect.
The following are examples of positive and negative responses to change.

Positive change You are implementing a strategy for Wilbur, four years, who spits food
response out at mealtimes.
Your strategy is to provide him with a platter of foods that he usually
likes to eat. You will sit next to Wilbur and ask him which food he
would like to eat first. You guide him to think before choosing. You
expect this strategy to take at least a week to show results, but by the
second day Wilbur is selecting food items and eating them happily.
This positive change response means that you can provide Wilbur
with encouragement and positive reinforcement. You can also review
his behaviour support plan and introduce new strategies.

Negative You are implementing a strategy for Iman, three years, who has
change poor social and verbal communication skills. At the snack table, she
response pushes other children out of the way and climbs on the table to reach
food when she has an empty plate.
Your prescribed strategy is to sit next to Iman at snack time and
model how to ask other children to pass the fruit platter. When Iman’s
plate is empty, you ask another child if they could pass the platter to
Iman. Iman drops her head into her hands and starts to cry. Wailing
loudly, she falls to the floor.
This is a negative change response and you must support Iman
to express her feelings. It also means that you must gather more
information about Iman’s behaviour and try to understand what is
happening, and how you can implement a suitable strategy to support
her to interact at mealtimes.

71
 Topic 4 Implementing strategies to support children

Practice task 11
Read the case study, then answer the questions that follow.

Case study
Jake, three years, reacts with a tantrum when other children take toys from him. He bangs
his head on the floor, holds his breath and screams intermittently. Sometimes the tantrum
lasts for up to 30 minutes.

1. Choose one practice from the EYLF or MTOP that relates to this case. Explain why
you think it is important to consider when supporting Jake.

2. What training might you need to be able to manage this situation properly?

Summary
XX Developing a support strategy requires knowledge of the child, the conditions of
their care and the goals you are aiming to achieve by implementing the strategy.
XX The support strategy must be developed and implemented in consultation with
your supervisor, other educators, specialists (if required) and parents. It is usually
documented in a behaviour support plan.
XX A consistent approach offers security and predictability. It also allows children to
react in predictable ways.
XX Children with special needs often have the support and guidance of professionals
in child psychology, paediatrics, and access and equity.
XX Common strategies to guide behaviour include role-modelling, choices and
consequences. Other support strategies include tangible rewards, incentive charts
and time out.
XX When unexpected issues are identified, it is important to respond immediately and
seek advice to resolve the issue and reduce the risk to the child.
XX If you are asked to contribute to a behaviour support plan, it is important to meet
with your supervisor to ask questions and clarify your role. To achieve the goals of
any plan you must be provided with clear directions.
XX You may find that some support strategies require complex or specific skills or
knowledge. In this case it is appropriate for you to request training.
79
Topic 5 Monitoring and reviewing
In this topic you will learn
about:
strategies
The success of a behaviour support plan is affected by
5A Monitoring new
advice from specialists, unexpected responses from the
strategies and adapting
child, parent requests, and changes in external policies
levels of support
and guidelines. Monitor the plan for effectiveness,
5B Providing feedback reviewing areas that require adjustment and consulting
with your supervisor to establish new goals as
necessary.

83
 Topic 5 Monitoring and reviewing strategies

Recording responses

You can record children’s ideas (or allow them to record the ideas themselves)
using:
XX graffiti sheets, noticeboards or comments books
XX profile sheets
XX questionnaires
XX interviews
XX suggestion boxes
XX surveys
XX enrolment forms
XX videos
XX photos.

All of these methods provide children with the opportunity to give you valuable
information about their needs, and to comment about how they feel about their own
behaviour and the behaviour of those around them.
The success of these methods depends on what
you are trying to find out – whether the methods
appeal to children and how the methods are used.
All methods have advantages and disadvantages,
and individuals will prefer one over another.
From time to time, a behaviour support plan may
need to be adapted. Changes may be due to:
XX an unexpected response from the child
XX new influences in the play environment

XX new information provided by a parent,

specialist or supervisor
XX the child’s changing needs (due to normal development or outside factors such as
circumstances at home).
In any of these situations, you should consult with your supervisor to determine the
options available and what changes might need to be made to the existing support
plan.

Levels of support
Different support techniques are required at different times. A behaviour support plan
should allow for this flexibility throughout the observation period. Sometimes the most
difficult part of developing a plan is identifying:
XX which strategy to prescribe for which behaviour
XX what level of support is required.

The following table outlines some of the recommended techniques and strategies, and
when you might implement them. Each child with behaviours of concern requires an
individual approach. Therefore, these are just the basic guidelines.
Details about each of these strategies can be found in Topic 2.

87
 Topic 5 Monitoring and reviewing strategies

Strategy Level of support when When is it most suitable?

prescribed in a support plan

Redirection XX High level XX When a situation is not

and defusing XX When used in day-to-day productive.
interactions, redirection is a XX When control is an issue.
simple and general practice XX When you need to move from
(low level) one situation to another.
XX When used as a prescribed XX When discussion or other
technique, it often helps to strategies are not important.
avert dangerous situations, or
XX When you need to stop what
stop learned behaviour before it
is occurring and you still
is out of control
have enough control to divert
XX If the triggers of the child’s attention away from a negative
behaviour are known, behaviour.
redirection can defuse this if
used in a timely manner

Further to these strategies are some techniques for acknowledging responsible

behaviour. These should be included in all behaviour support plans as they show the
child when they are on the right track. The most successful techniques are:
XX positive reinforcement
XX encouragement

XX positive language

XX nonverbal strategies.

Check your behaviour support plan to make sure it includes techniques that suit the
child. If one technique is not successful, try another.

Needs of the child

You must understand and follow the guidelines contained in the regulations, policies
and procedures. You must also be aware of the changing needs of the child. As
discussed previously, these can vary enormously.
The following table outlines some of the areas of additional needs and provides a brief
description of how support might be adapted.

Area of need How support might be adapted

Learning XX Simple strategies might need to be used as the child

may not have the ability to understand problem-solving,
instructions or consequences.
XX Redirection and modelling may become basic low-level
strategies that are used to encourage the child to respond
positively.
XX Children with a high level of intelligence may wish to have
more control over what strategies are used. Other children
may have strategies that are well thought out, based on
how they will sabotage your plans.

89
 Topic 5 Monitoring and reviewing strategies

Consulting and collaboration

The process of gathering and exchanging information will involve a range of people,
such as other educators, others caring for the child, and staff from resource and
referral bodies.
Consultation is an essential part of the plan review. It is better to consult too many
people than too few.
Collaboration is also important. Collaboration describes the process in which two or
more people work together toward a common goal by sharing knowledge and learning.
To ensure your collaboration is successful, you must:
XX be non-judgmental
XX be open to different perspectives

XX build consensus through mutual respect

XX apply empathy

XX demonstrate active listening

XX check understanding

XX follow organisational standards, philosophies, policies and procedures.

Support plan issues

Sometimes, the support plan does not work, but the reason is not obvious. In this
case, you need to consider the possibilities outlined in the following table.

Possible reason Concerns/suggestions

You are intimidated by XX You may need extra help from a support service or specialist.
the child’s behaviour XX You may need to use strategies to help you become more
confident in dealing with the child’s behaviour.
XX There may be greater success if you delegate to another
educator who is not intimidated.
XX Try to implement some stress-relieving strategies prior to
dealing with the behaviour of concern; for example, taking a
few breaths or speaking quietly.

You are too patient XX You may be ignoring situations that are leading up to the
behaviour occurring.
XX You may feel that you need to repeat requests a number of
times before expecting the child to respond.
XX Assertiveness is an important skill for all educators to model.
XX Nagging (asking over and again) presents a negative model
to children; it teaches them that they don’t have to listen to
you or take you seriously.

You are worried that XX The child may already have other feelings toward you, such
the child will not like as frustration or anger.
you XX Children need to know their boundaries; children who know
that limits are enforced feel more secure.
XX Children usually understand that educators have concern for
them, care about them and want them to be safe.

93
 CHCECE006 SUPPORT BEHAVIOUR OF CHILDREN AND YOUNG PEOPLE

Learning checkpoint 5
Monitoring and reviewing strategies
Part A
Read the case study, then answer the questions that follow.

Case study
Libby, the educator, is caring for Carrie, who has been kicking other children if they do not
do what she asks them to. Carrie has been observed and consultation has taken place
with her mother and the Inclusion Support Programme (ISP).
Libby has identified that:
XX Carrie only ever kicks girls.
XX Kicking only occurs if the children do not respond immediately to Carrie’s request.
XX The aim of the kicking is to make the other children leave the play area.

Libby sets a goal for Carrie to share her ideas and listen to the ideas of others.
Libby sets the following objectives:
XX For an educator to move to any group Carrie enters and help her to communicate with
the other children.
XX For an educator to ask Carrie for one idea that can help solve the problem.
XX For an educator to remove Carrie to an individual activity if she kicks others by taking
her hand firmly and saying in a friendly way, ‘Let’s go to [an alternative activity]’. The
educator must stay with Carrie at the new activity and interact normally.

1. What would you monitor while the objectives are being put into place?

2. What method would you use to record your observations?

Part B
The following is an observation of Carrie’s behavior one week after the objectives were
put into place and followed through. Read this account, then answer the questions that
follow.

Case study
Observation
Carrie moves to the sandpit where three girls are playing. Carrie approaches and asks to
play. The girls say ‘yes’, but they tell Carrie that there are only three shovels. You hear her
saying, ‘That’s okay, I will use the bucket to dig’.

96 © ONE WORLD FOR CHILDREN PTY LTD