This assignment is based on supportive environment facilitates and enhances the social, academic, physical and emotional development of students.
1. Why do noise levels have to be taken into account when designing a supportive environment?
2. A new care and education service is being designed. One of the designers thinks that the rooms should be quite dark so that children feel safe, as if they were in a cocoon. What would you say to the designer in relation to light and a supportive environment?
3. You have been asked to develop an environment/ space that engages and stimulates young people. Describe how you would approach this task and what you would include in the young person’s space?
4. Why is it necessary to observe children at play, learning and work and to record your observations?
5. Explain what is meant by the duration of a problem behaviour.
6. Summarise the goal setting process that should be followed when implementing strategies to support children/ young people.
7. A child destroys work created by other children. They are jealous of the praise the other children receive. What strategies would you implement to help change the child’s behaviour? (100 words)
8. You have been working with a young person whose behaviour has been affected due to the fact that they have autism spectrum disorder. The child is about to start year 3 at primary school. You are concerned that they might have difficulty in making the transition from the junior primary environment. What type of specialist might you work with in this situation? Explain.
9. Which behaviour support model do you think would be most effective when developing a personalised behaviour support plan? Why?
10. A child and young person has been identified as having extreme and lengthy tantrums on a regular basis that fall outside normal levels of this type of behaviour and a personalised behaviour support plan has been developed and is being implemented. What might happen if, when monitoring new strategies and recording the responses of the child, some staff are recording all instances of tantrums and other staff are only recording tantrums that last more than five minutes?
11. A young person is violent when left alone with other young people. They hurt others in the room, in the playground and are also violent with their siblings at home. The level of violence puts the safety of others at extreme risk. It was at first thought that intermittent support would be satisfactory; however, it was found that episodes of violence were so frequent and not always seen by staff that this level is not appropriate. What level of support might be needed in this situation? Explain.
12. Why is it necessary to learn to recognise the normal physical, behavioural, cognitive and emotional cues of children and young people?
Project 1600 words
-Choose one of these disabilities, learning difficulties, or disorders, and complete the activities:
-Oppositional Defiant Disorder (ODD)
-Autism Spectrum Disorder (ASD)
-Auditory Processing Disorder (APD)
-Visual Processing Disorder (VPD)
-Sensory integration dysfunction.
Answer these Below Questions
1. Provide a detailed description of the chosen disorder. Include details about the disorder’s symptoms and the impacts it might have on a child or young person’s behaviour.
2. Explain any adjustments that might be made to the room environment to support children and young people with the chosen disorder.
3. Outline safe, supportive and equitable practices appropriate to the needs of children and young people with the chosen disorder.
4. Explain how you can establish expectations for behaviour for individuals with the chosen disorder.
5. Explain how you can provide instructions in a manner that is appropriate for those with the chosen disorder (eg in writing, verbally).
6. Explain how positive reinforcement can be used to encourage appropriate behaviour in individuals with the chosen disorder.
7.Explain how non-verbal communication strategies can be used to encourage appropriate behaviour in children and young people with the chosen disorder.
8. Outline strategies that can be used to redirect behaviour and defuse situations when dealing with children and young people with the chosen disorder.
9. Outline strategies that can be used to teach them how to behave appropriately.
10. Identify any specialists who can contribute to the support them and explain what role they can play/ how they can be of assistance.
11. Create a personalised behaviour support plan that could be used for a child or young person with the chosen disorder.