Chcece006 support behaviour of children and young people

Student Name	Sandeep kaur chandok		Student Number	472641347
Unit Code and Name	Behaviour and Development CHCEDS003 Contribute to student education in all developmental domains
Assessment Type	Case Study Assignment Project Other (specify)
Assessment Name	Workplace tasks		Assessment Task No.	AT2
Assessment Due Date	08.10.2021		Date Submitted	06.10.2021
Assessor Name
Student Declaration: I declare that this assessment is my own work. Any ideas and comments made by other people have been acknowledged as references. I understand that if this statement is found to be false, it will be regarded as misconduct and will be subject to disciplinary action as outlined in the TAFE Queensland Student Rules. I understand that by emailing or submitting this assessment electronically, I agree to this Declaration in lieu of a written signature.
Student Signature		Sandeep kaur chandok		Date	06.10.2021

CHCEDS003 Contribute to student education in all developmental domains

Select TWO (2) students with differing types of developmental needs and document the support you provided. Choose the students in consultation with the teacher. The students will be known as STUDENT A and B for confidentiality purposes.

Developmental area to be supported can be chosen from - physical, social, emotional, cognitive or language.

Student B
Task	Your Response
Developmental area to be supported: Example: Fine motor.	Fine motor skill
	Writing
	Prep
	Male
Describe support strategy/ies used to develop the skill.	By holding a writing talent competition for the entire class, students may practice grasping, taking up, releasing, imitating, and replicating patterns. These little muscles are in charge of movements like writing or gripping a pencil. Children benefit from activities that help them develop fine motor skills, such as using their hands and fingers.
Describe resource/s used in the implementation of the strategy.	Pencils, fountain pens, and enough paper, both lined and unlined for the child's age level, should be accessible for free-form writing play and projects. Brightly coloured note cards and stationery make writing letters and messages to friends and family a pleasurable (and consistent) writing habit.

	He is independent to write an essay, poems, etc. Limited, but will accept.

Question 2

In consultation with the classroom teacher, identify TWO (2) students who have been exhibiting inappropriate behaviour (off-task) in the classroom on a regular basis. Ensure the students show different behaviours. You will need to discuss triggers for the behaviour, positive support techniques (refer Essential Skills), and resources with your teacher throughout this task.

OBSERVATION RECORD – Student C
Year Level	Prep		Age	6		Gender		Male
Describe any environmental factors which could trigger the behaviour e.g. Aggression				When other students start bullying and abusing on the playing field.
Session Describe what activity was being conducted by the teacher:					2 = occasional 3 = often		3 = major 4 = severe
Session 1 Morning session		Not following the direction.			Frequently		Moderate		Half to one hours.
		Refusing to completely reading the rules.			frequently		major		a few hours

In consultation with your teacher, design positive support techniques for the students observed in Q1 a. As a result of your observations what will be your revised behaviour support plans?

Complete the table below:

Questions and Tasks	Student C	Student D
	1. Teachers must use proper speaking levels both inside and outside the classroom.	1. At the start of the national anthem all must kindly keep silent.
		2. Here, I will short talk, discuss in the morning assembly where students give their ideas keeping their environment neat and clean.
	1.Keep clean classroom	1. Keep the playfield free from litter and dirt.
	2.Class room furniture set up properly.	2.Make sure they are stay calm always time.
List the non-verbal actions that YOU used to acknowledge responsible behaviour	1.Thumbs-up 2. Smile 3. podd	1.Thumbs-up 2. Smile
	I will encourage her, show her his favourite toy, and show her podd.	I will encourage him to play his favourite game and show him how to play it using podd books.
	In this process she has understand the importance of health benefits and how to learn new things with the help of podd books.	This student gave me positive feedback in showing concern about the playfield to make it dirt-free.

In consultation with the teacher, select ONE (1) student with a disability (see disabilities listed below). You are to provide support under the direction of the teacher. The student will be referred to as STUDENT for confidentiality purposes.

Autism Spectrum Disorder
Vision Impairment.

You are to document one (1) support session


Tasks	Your responses
Identified disability.	1.Autism 2.Intellectual Disability 3.Speech-language
Age/Year Level.	prep
Gender.	Female
	The impact of the speech and language barrier is that the student will be unable to explain what he wishes to say, resulting in a misunderstanding between the teachers and the student.
List TWO (2) professional networks you could consult to further understand student’s needs.	1. Specific speech producing device
	2. Apps on an electrical gadget, like facial expression.
State specific curriculum goals (learning outcomes) for this student.	This student gave me positive feedback in showing interest in how to speak about their aims and interest.
	Podd
	BY making them include tasks such as learning how to pronounce anything, writing, and drawing the picture they saw.
	One on one work
	Not disability equipment
If relevant, what data has the teacher asked you to gather and record during the session?	Note I will make
How will outcomes be monitored/recorded?	Work book

CHCEDS032 Support learning and implementation of responsible learning

In consultation with the teacher, select ONE (1) student with behaviour management difficulties. You are to provide support under the direction of the teacher. The student will be referred to as STUDENT for confidentiality purposes.

PART 2: Data Collection: Note: Previously recorded observations may be used in this assessment.
Complete TWO (2) observations (e.g. checklist, anecdotal.)
Write a summary of observation 1: In observation 1, the student's basic details are documented, including his age, the fact that he is the first child in his family, difficulties of intellectual disability, and the requirement for personal space for self-regulation.
Write a summary of observation 2: In observation 2, comprehensive data is gathered, such as a checklist and anecdotal evidence. And the evaluation procedure is finished.

Strategy 1:
Offer out side to help him calm down.

Reason: Calm out side

Strategy 2:

Give water play

Reason: Use waterplay as a motivator to return to the classroom after transitions .

Davis, J. (2014). Threading, Fine Motor and Measurement. Learning 4 Kids. Retrieved 3 December 2021, from https://www.learning4kids.net/2014/05/13/threading-fine-motor-and-measurement/.

Education Queensland (2013) Policy and Procedure Register. Retrieved from http://ppr.det.qld.gov.au/

http://education.qld.gov.au/behaviour/responsible-behaviour.html

Student disabilities as listed on Education Queensland’s website: http://education.qld.gov.au/students/disabilities/adjustment/

Student Name

Student Number

Unit Code and Name

CHCEDS003 Contribute to student education in all developmental domains