Camille Allyza S.

Venus
4 – BA Psychology

BEHAVIORAL ASSESSMENT PLAN

I. OVERVIEW OF THE BEHAVIOR MANAGEMENT PLAN

a. Intervention or prevention
The target behavior observed was that at Kinder level, the child still avoids
socializing with other children, especially in class. When called in class for recitation,
the child does not speak rather, respond with a cry. The behavior was observed to be
continuous during the half of the school year. At Kinder level, it is expected for a
child to learn how to socialize and adjusted in school environment. Because of this,
the target behavior needs intervention to develop and avoid communication delay.
b. Classwide, small group or individual
The assessment plan is applicable for an individual since the target behavior
does not occur very often in every class.
c. Philosophy /Approach of the School and its Environment
The school is a pre-primary center and has only two classrooms. Each class
handles 12 to 15 students.
d. Behavioral Support Team
During the first PTC, the teacher informed the parents about the child’s
behavior but no behavioral changes occurred. Interventions were also made like
lessening oral recitation to avoid disruptive behavior (crying).

II. SCREENING
a. IDENTIFY TARGET BEHAVIORS
- Negative: The child cries all of a sudden when called to recite (poor social
skills)
- Positive: follows teacher’s other instructions (such as falling in line,
grouping, sitting down)
b. SOURCES OF DATA
· Interview with the teacher
· Class observation
·
 c. RECORDING OF DATA
An ABC recording was done before the implementation of the assessment to
directly obseve the child and record the crying behavior during class.
Date Antecedent Behavior Consequence
Nov. 16 She was called in class She remained quiet and At first, she was comforted
during circle time to then burst out crying by the teacher by telling
answer the teacher’s for 15 minutes. her it’s okay but then she
question regarding body was sent out of class when
senses. the teacher have to pause
the lesson because the
child is crying.
Nov. 19 She was asked to name Stared blankly at the The teacher wiped the
the colors of the teacher with teary eyes tears and asked the child to
Philippine Flag. already. Her head is point the colors from a
bowed down and color wheel.
started sobbing.

On the 8th and 9th day of the implementation of the assessment, the differences of the
behavior of the child from the first day was recorded. The effectiveness of the intervention is
as follows:
Date Antecedent Behavior Consequence
Dec 1 The teacher called the The child raised a Social reinforcement was
student to answer if thumbs up. given (Very good!)
the water is color
blue.
Dec 2 The teacher asked the Showed her 4 fingers The class gave her an
student how many up. angel clap.
sides does a square
have.
III. IMPLEMENTATION OF STRATEGIES
a. INITIAL STAGE
Since the child is slow-to-warm up, more time was given for building rapport.
Blocks, puzzles and stuffed toys were used for the child to play with. At first, the
teacher helped me in communicating with the student since the child is more familiar
her teacher than with me. The child rarely answers ‘What’ or ‘Why’ questions. She
does not seem to recognize my presence. Based from her playtime, I observed that the
child likes puzzles. So, for me to build connection with the child, we both played and
completed a puzzle.

After that, I collected all the puzzle pieces of a new puzzle set. I instructed her
that for every correct answer, I will give her a puzzle piece. Despite the
reinforcement, she still does not answer reasoning and personal questions (name, age,
etc.) However, the child responded to questions answerable by yes or no through body
language (i.e. nods). Some of the questions asked were “Is yellow the color of a
banana?”, “Is the nose used for hearing?” However, even her body actions are limited.
So at first, instead of nodding, I tried to teach her to answer by showing a thumbs up
for a yes, and thumbs down for a no. Improving her body language may also enhance
her confidence to answer and talk with others despite her alarming poor social skills.
Social reinforcements such as “Good job” and “very good” was used. When she got
all the puzzle pieces, she finished playing with the puzzles. Next, I gave the child an
activity sheet which contains questions that were previously asked to her by her
teacher which she failed to answer because of her crying behavior. After a few
minutes of answering, I checked her paper and she got most of the items correct.

b. MIDDLE STAGE
To avoid her cries during recitation and class participation, the teacher and I
planned to have an interactive class learning. Since the child does not like answering
orally, a group work was done. During the lecture, groups of 5 was assigned. Since
their topic is about counting numbers, each group was given a number of blocks as
materials to help them count. The instruction for each group was to identify the
missing number that the teacher will ask. The answer must be written on each of the
student’s whiteboard. During the group work, the child does not talk too much with
her groupmates but is participative in terms of using blocks to answer the teacher’s
 question. When the child’s group was called to answer the teacher’s question,
surprisingly, the child did not cry. She and her group mates all raised their boards to
show off their answer to their teacher. The child’s reinforcement is the whiteboard
and marker which was given by the teacher at the start of the group activity. After the
activity, all of them were given stamps at the back of their palms.

c. THINNING OR PHASING OUT STAGE

After more than a week, I observed the child in class again. Interventions such
as improving her body language and writing her answers were applied by the teacher
consistently. The child often use the thumbs up or down when answering yes or no
questions even in class discussions. According to their teacher, stamps as reinforcers
are still implemented to the child. During their math class, the use of whiteboards
were lessened but then it was replaced with body actions such as counting by hands or
displaying the fingers in accordance with the number asked by the teacher. Although
the student does not talk often, the improvement of use of body language was present
and her crying behavior lessen.
BEHAVIOR REINFORCER SCHEDULE PERSON Expected
INVOLVED OUTCOME
Silent/Quiet in stamps Math time Teacher and me Participate in
class counting
numbers
Does not Was given Math time Teacher and me Cooperates with
answer verbally whiteboard and the group and
markers shows answer

IV. EVALUATION
a. METHOD OF EVALUATION
Teacher Grace observed that the crying behavior of the child was reduced. From an
average of twice a day of crying, the child’s behavior was minimized to thrice a week. Also,
the child displayed an increase in use of body language to answer the teacher’s questions.
However, questions not answerable by yes or no still needs improvement.
b. DURATION OF THE IMPLEMENTATION
The implementation took 9 school days for the child to adapt the intervention used to
prevent her crying behavior. From the first day, Teacher Grace reported that it was on the 7th
day when she started to lessen the reinforcements used (whiteboards and stamps). The child
was still able to answer her answers even without reinforecement.
c. EFFECTIVENESS OF THE INTERVENTION
The child’s weakness was used as a strength for the intervention. Since the child does
not want oral answers and although she does not talk often, working in groups enhanced her
participation in class. With the presence of the whiteboards and markers, the child was able to
answer the teacher’s questions together with her group. According to teacher Grace, she
slowly removed whiteboard markers in their group works and the child was still able to
participate although she is still quiet. However, the child now displays smiles with her
classmates which she considers as a sign of improvement.
d. RECOMMENDATION
Although the intervention does not mainly address the poor social skills of the child,
the intervention was still successful in keeping the disruptive behavior of the child to occur
again. It is recommended for the child to work in groups for this may expose the child to talk
and play with her classmates. More preschool songs with actions may also be implemented
for the child to practice speaking and to be more confident with her actions.
Camille Allyza S. Venus
4 – BA Psychology

REFLECTION PAPER

Making a behavior assessment plan is not easy at all. It requires agreat mount of
creativity and resourcefulness. I’m just glad that yhe target behavior is not new to me.
According to my mother, when I was also in pre-school, I was worse than my assessing
child. I too, was crying when asked to recite in class.My mother said that according to my
teacher, I was a very shy student. However, at the second half of the school year, I
displayed a completely different behavior. I suddenly became active in class, I became very
energetic, active and jolly to the point that I wanted to answer all the questions of my
teacher, and if I wasn’t called for recitation whenever I raise my hand, I cry. This assessment
help me understand my situation back when I was still in pre-school. I understood that the
child must still be in her adjusting period because even though she is already in Kinder, it is
as if she is still not used to the school environment.

Also, I realized that there are a lot of possibilities to address a behavior of a child, we
just have to look at the child’s profile first (wants, interests, behavior in school, etc).Knowing
the strengths and weaknesses of the child is very important in addressing one’s behavior. In
my student’s case, together with the teacher, we used her weakness as a way to be
participative in class. Even though she does not socialize often (weakness), we still tried and
exposed her to group activities for her to strengthen her participation and social skills.

Finally, the thought suddenly hit me that being a pre-school teacher requires a lot of
patience. As a teacher, you must be very careful because any action executed can make or
break the child. Children are very fragile and if it is not addressed properly, it will be hard to
address or correct the behavior of the child as one gets older. So, as much as possible it is
important to address any behavioral disruptions or problems as early as pre-school to help
children maximize their access in learning.