Reference no: EM133674971

Question: Students will create an Intervention Plan based on a scenario where a child is showing learning, behavioural and/or emotional difficulties. Students will be required to complete a checklist to determine which strategies they might use to support the child. Students will use literature to support the strategies they suggest.

Scenario One:
At an early childhood service, a child named Alex, who is diagnosed with autism spectrum disorder (ASD), is enrolled in a preschool. Alex is five years old and displays characteristics of ASD, including difficulty with social interactions, communication challenges, and repetitive behaviours. The educators in the classroom have received training in supporting children with diverse needs and are committed to creating an inclusive environment where all children can thrive.

One morning, during circle time, Alex becomes overwhelmed by the noise and activity in the classroom. Sensory overload triggers him to cover his ears and retreat to a corner of the room. Recognizing Alex's distress, one of the educators, Ms. Sarah, approaches him calmly and kneels to his level. She speaks softly and offers him a comforting sensory toy, which Alex often finds soothing during moments of stress. Ms. Sarah gently invites Alex to join her in a quiet area of the room, away from the commotion, where he can take a break and regulate his emotions.

Meanwhile, another educator, Mr. James, engages the rest of the children in a calming activity, such as a guided breathing exercise or a quiet storytelling session. This helps create a peaceful atmosphere in the classroom, reducing sensory stimulation and supporting Alex's need for a calm and predictable environment.

After a few minutes, Alex begins to relax and shows interest in joining the group again. Ms. Sarah encourages him to participate at his own pace, offering him choices and providing reassurance as needed. She acknowledges his efforts and celebrates his small victories, building his confidence and sense of belonging in the classroom.

Throughout the day, the educators continue to support Alex's individual needs and preferences, incorporating sensory-friendly materials, visual supports, and structured routines into his daily activities. They collaborate with Alex's family and other professionals to develop personalized strategies and interventions that promote his social, emotional, and cognitive development.

Alex may dislike environments with overwhelming sensory stimuli, such as loud noises, bright lights, or crowded spaces. These sensory experiences can lead to feelings of discomfort or distress, prompting him to seek out quieter environments.Alex may have difficulty coping with unpredictable or chaotic environments where routines are disrupted, and expectations are unclear. He may feel anxious or overwhelmed in situations that lack structure and predictability, preferring environments with clear routines and expectations. He may also struggle with social interactions and may find prolonged socialising with peers to be overwhelming or exhausting. He may prefer solitary activities or interactions with a small group of familiar individuals, where he feels more comfortable and secure.

Despite his challenges associated with autism spectrum disorder (ASD), possesses several strengths that contribute to his learning and development. Alex demonstrates a keen attention to detail, noticing nuances and patterns that others may overlook. This strength can be harnessed in activities that require careful observation, such as puzzles, matching games, and sensory exploration. He also has a rich imagination and creative thinking skills. He enjoys engaging in imaginative play scenarios, storytelling, and artistic activities where he can express himself freely and explore his imagination.

Scenario Two:

In an early childhood service, there is a preschool where a child named Emily is enrolled. Emily, who is five years old, has been diagnosed with attention-deficit/hyperactivity disorder (ADHD). She displays characteristics of ADHD, including difficulty with impulse control, hyperactivity, and inattention. The educators in the classroom have received training in supporting children with diverse needs and are committed to creating an inclusive environment where all children can succeed.

During a group activity, Emily struggles to sit still and focus on the task at hand. She frequently gets up from her seat, fidgets with objects, and calls out impulsively. Recognising Emily's need for movement and sensory input, one of the educators, Ms. Jessica, approaches her gently and offers her a sensory tool, such as a stress ball or fidget spinner, to help her regulate her energy and attention. Ms. Jessica also provides Emily with clear and concise instructions, breaking down the task into smaller, manageable steps to facilitate her understanding and engagement.

Meanwhile, another educator, Mr. David, leads the rest of the children in a movement break activity, such as a short dance session or a gross motor game. This allows Emily to release excess energy and refocus her attention in a constructive way, promoting self-regulation and reducing disruptive behaviours.

Emily may dislike activities or situations that require her to sit still for long periods without opportunities for movement or physical activity. She may find prolonged periods of inactivity uncomfortable or challenging, as her ADHD symptoms may manifest as restlessness or a need for constant movement.Emily may have difficulty processing complex or lengthy instructions, particularly if they are delivered verbally without visual supports or breaks. She may become frustrated or overwhelmed when presented with tasks that require sustained attention or multiple steps to complete.Emily may resist situations where she feels constrained or controlled, as she values autonomy and independence. She may become defiant or oppositional in response to overly restrictive rules or expectations, preferring environments that allow her to express herself freely and make choices.

Despite facing challenges associated with attention-deficit/hyperactivity disorder (ADHD), possesses several strengths that contribute to her unique talents and abilities. Emily demonstrates a natural creativity and spontaneity in her thinking and problem-solving. She may excel in generating novel ideas, thinking outside the box, and approaching tasks with a fresh perspective.

*Scenario Three:

In an early childhood service, there is a preschool where a child named Liam is enrolled. Liam, who is four years old, has cerebral palsy, a condition that affects his muscle control and movement. As a result, Liam cannot walk independently and relies on a wheelchair for mobility.
During playtime, the children in the service are engaged in a collaborative building activity using blocks and construction materials. Liam expresses interest in joining the activity but hesitates due to his physical limitations. One of the educators, Ms. Emily, approaches Liam with a smile and reassures him that there are many ways he can participate in the activity, even from his wheelchair. She encourages Liam to explore the materials, offering him blocks and other manipulatives that he can easily reach and manipulate from his seated position.

Meanwhile, another educator, Mr. Alex, facilitates a discussion with the rest of the children about inclusion and diversity, emphasising the importance of respecting and including everyone, regardless of their abilities. The children enthusiastically embrace the idea and eagerly welcome Liam's participation in the activity.

As the children continue to build and create, Ms. Emily and Mr. Alex provide additional support and encouragement to Liam, helping as needed and praising his contributions to the group.

Liam may dislike being treated with pity or condescension by others who perceive him as less capable or competent due to his disability. He may prefer to be treated with respect and dignity, as an individual with unique strengths and abilities, rather than defined solely by his physical limitations.He may also dislike experiencing physical discomfort or pain associated with his cerebral palsy, such as muscle stiffness, spasms, or fatigue. He may find it challenging to cope with these symptoms, particularly when they interfere with his ability to participate in activities or engage with others.

Despite facing challenges associated with cerebral palsy and mobility limitations, Liam possesses several strengths that contribute to his unique talents and abilities. Liam shows empathy and compassion towards others, demonstrating a keen understanding of emotions and a willingness to support and encourage his peers. He may excel in maintaining positive relationships.Liam communicates effectively with others, using a variety of means to express his thoughts, needs, and desires. Whether through verbal communication, gestures, or assistive technology, he demonstrates clarity and confidence in expressing himself and interacting with others.Liam maintains a positive attitude and a sense of humour, bringing joy and laughter to those around him. He may use humour as a coping mechanism, finding light-hearted ways to navigate difficult situations and brighten the mood.

Note: Need to work on Scenario Three only