Follow these guidelines when completing this assignment. Reflection on Learning
1. Please write an ABC Chart based on AJ’s case study using the case study below using the Time Activity Antecedent Behaviour Consequence ABOUT THE FAMILY: Princess and Angelo live with their children Angelo Jr (AJ) (4.1) and Gian (2.3) in a high-rise apartment complex in Halifax, Nova Scotia. The family moved to Canada from the Philippines three years ago. Tagalog is their first language. Angelo, the father, has been working as an CCA (Continuing Care Assistant) in two long-term care facilities and is studying to improve his English so that he can get his Canadian nursing credentials. These responsibilities keep him out of the home most of the time. Princess, the mother, was diagnosed with a learning disability as a teenager (dyslexia) and has always struggled with reading and writing in her own language. To prepare for immigration to Canada, she had intended to take English classes but her pregnancy with AJ was difficult. Princess thought she would start her English studies upon arrival in Canada but the adjustment to a new life and a new baby was overwhelming. Although Angelo is now fluent in English, Tagalog is predominantly used in the home. The family has made strong connections with the Filipino community in Halifax but for the most part. AJ is now 4.1 years old and attends a regulated childcare centre in Halifax, Nova Scotia. He is in a classroom with 24 preschool children and three educators. At school AJ understands significantly more language than he communicates verbally. He primarily uses gestures, vocal sounds, and the occasional Filipino word to communicate. He enjoys his free play time in the morning from 7:30-9:30. AJ chooses a few specific activities independently and spends a significant amount of time playing with them. His play choices are limited to cars with the play mat or garage and the play farm. He is in constant motion both indoors and outdoors. He paces around the classroom, holding his favorite toy cars. It is very hard to get him interested in a social game or activity, preferring to walk around or climb on the furniture. Sometimes he will play with his cars on the floor, lining them up or sliding them back and forth along the floor. At 8:00 am, while AJ is playing with the cars, the educator sits down beside him with a giant dinosaur and makes the dinosaur ROAR. The teacher says, “AJ! Look the dinosaur stomps and roars. Play with me he is cool”. AJ screams “NO” throwing the dinosaur across the room. The educator says, “AJ that is not nice, you could have hit a friend with that dinosaur.” She then gets up and engages with two children at the puzzle table and AJ continues to play with the cars. After snack, the educator lays down on the floor beside AJ. This time she takes the giant plastic volcano and says “Wow. AJ look at this giant volcano. My car is going to drive up the volcano. Come on drive your car with me.” AJ screams “NO” and pulls his garage and car two feet away from where the ECE is sitting. The teacher says “Please do not yell at me. You can say no thank you next time” and then walks away while he plays with the car and garage. Sofia, another child in the class, comes to join AJ; she loves cars, too, and they often play beside each other. Sofia brings over a monster truck car and starts playing beside AJ. AJ starts to scream “Kana” (“that’s mine” in Tagalog) and Sofia drops the truck and runs to an educator who comforts her. AJ starts to play with the monster truck. At 10:30 the educator sees AJ and Sofia in the library area with a bucket of cars. He takes a book about transportation off the book shelf and sits down beside the 2 children and begins to turn the pages of the book. Sofia moves closer and points to a picture saying, “I got that red one.” She reaches into the bucket that is beside AJ and pulls out a red car. AJ screams, “NO. Kana”. Sofia drops the red car, and the educator shrugs and continues reading to Sofia, while AJ plays with the red car. 2. Write a hypothesis about the function of AJ’s behaviour. Explain why you believe that to be the function. *cite 3. Describe what you observe as AJ’s strengths. 4. Describe 2 play-based experiences to support AJ’s social-emotional development based on his strengths (i.e., notice what AJ might be struggling with or learning about, and use a strength to facilitate the skill) 5. Describe 2 changes or additions to the environment (could be: materials, transitions, routines) that would support AJ in gaining new skills. 6. In a paragraph, describe how you would work together as a team to support AJ. Consider your relationships with your colleagues, AJ, his peers, his family. *cite as needed 7. Develop a communication plan to share the ABC chart and observations with the child’s family Explain how to initiate the conversation with this family. Describe strategies that can be used to support their comprehension as English is an additional language for them. NOTE: an interpreter could be one possible strategy, however, include ideas that can be used with the family. *cite as needed Describe one possible challenge (other than a communication challenge) that may arise in communicating concerns with this family. *cite as needed Give an example of how you would support this family through that challenge. Be as specific as possible. *cite as needed
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