Case Study Journal: Your Name Rebecca Felton Your Subjects

Case Study Journal1 Your Name Rebecca Felton2 Your Subjects First

Give the dates this journal covers: 01/12/21. Indicate below the amount of uninterrupted time you were able to observe and interact with your subject. Sun. 15 min, Monday 12 min, Tuesday 12 min, Wednesday 12 min, Thursday 12 min, Friday 12 min, Saturday 7 min.

Name the Target Behavior you are working with your subject on: Helping a child follow instructions.

In a minimum of 10 sentences, summarize your subject’s target behavior throughout the observation. My child was very active this week. On Monday he would not sit down when told to do so. The teacher had to remove him on several occasions because he would not listen. Tuesday was a little better than Monday. He still had times where he did not listen when told to stop laughing loudly during nap time but a lot of improvement from Monday. Wednesday was not a good day. My child had to sit with another teacher for most of the story time because he refused to sit down and be quiet while the teacher read to the other students. My child repeatedly cried for nothing and when asked several times what was upsetting him, he said nothing. Thursday was the best day of the week. My child did not talk very much, and he sat down when he was asked to do so. Friday was the same as Thursday outside of having to be told three times to stop talking and bothering the other students during activity time, overall, he did really good.

After completing the first observation, you must start your research. In a minimum of 3-5 sentences discuss your ideas about how you plan to implement specific evidence-based positive guidance strategies heading into next week.

Provide a direct link to the research and evidence-based practice you selected, and 3-5 sentences in your own words, describing how you predict it will support positive guidance practices once you get started working with your selected child. · Be specific in your citations by including clear references, page numbers, etc. For example, if you use strategies in Tuckers NC nest, the link must be to the direct board or pin, not just the Pinterest page in general. · Likewise, if you are using NCFELD, you will need to reference using proper APA citation including page numbers.

Paper For Above instruction

Effective classroom management and positive guidance strategies are critical in supporting young children's social-emotional development and fostering a conducive learning environment. Based on my observations of Jacion over the week, it is evident that his active behavior and difficulty following instructions require targeted and evidence-based interventions. Moving into next week, I plan to implement positive guidance strategies rooted in research to promote self-regulation and compliance, including the use of visual cues, consistent routines, and reinforcement techniques.

One evidence-based approach I intend to utilize is the "First, Then" strategy, which provides clear, visual expectations and reinforces positive behavior by linking preferred activities with expected behaviors (Gartrell & O'Brien, 2011). For example, I will use visual charts that show Jacion "sitting quietly" followed by a preferred activity like playing a favorite game. This clear sequence helps him understand what is expected and motivates him to comply. Such visual supports are supported by research suggesting they improve behavior in young children, especially those who are easily distracted or active (McClelland et al., 2017).

Another approach involves implementing consistent routines and boundaries, which foster security and predictability for the child. According to the National Association for the Education of Young Children (NAEYC), establishing consistent routines helps children predict what comes next and reduces behavioral challenges (NAEYC, 2020). I will ensure that classroom routines are clearly articulated and followed consistently, which should reduce ambiguity and improve Jacion's compliance during transition times and group activities.

Reinforcement through positive praise and behavioral rewards is also crucial. Research indicates that immediate, specific praise significantly increases the likelihood of desired behaviors (Skinner, 1953). I plan to use verbal praise and tokens for following instructions, which can be exchanged for small privileges or activities, thereby strengthening positive behaviors. This method aligns with social learning theory, emphasizing reinforcement and modeling as key mechanisms for behavior change (Bandura, 1977).

Additionally, I will incorporate opportunities for self-regulation and emotional regulation skills, such as teaching Jacion calm-down techniques and encouraging him to express his feelings verbally when upset. Early childhood research emphasizes that teaching socio-emotional skills reduces behavioral issues and promotes overall well-being (Elias et al., 2014). I believe that fostering emotional regulation will help Jacion reduce crying and frustration and improve his behavior during classroom activities.

Furthermore, I will collaborate with the child's family to ensure consistency in behavioral expectations and strategies across environments, which research indicates is essential for success in behavior modification (Sheridan et al., 2019). Communication with parents about classroom strategies and progress will help reinforce positive behaviors at home and create a unified approach.

References

• Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
• Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., ... & Shriver, T. P. (2014). The urban climate, emotional intelligence, and the social-emotional learning of children. School Psychology Review, 43(2), 141-156.
• Gartrell, D., & O'Brien, M. (2011). Teaching in the primary grades (4th ed.). Pearson.
• McClelland, M. M., Tominey, S. L., Schmitt, S. A., & Duncan, R. (2017). SEL Interventions and Outcomes in Young Children. Educational Researcher, 46(5), 265-278.
• National Association for the Education of Young Children (NAEYC). (2020). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (4th ed.).
• Skinner, B. F. (1953). Science and human behavior. Macmillan.
• Sheridan, S. M., Bovaird, J. A., & Gattuso, J. (2019). The importance of family-school partnerships for children’s academic and social development. Early Childhood Education Journal, 47(4), 427–439.