7B.3

One of our PreK teachers observed that a child's behavior had begun to escalate during transitions and group activities. The student exhibited frequent outbursts, noncompliance, and difficulty with emotional regulation. Concerned about the pattern and frequency of these behaviors, the teacher consulted with the school administration.

With guidance, the teacher began documenting the child’s behavior using an ABC (Antecedent-Behavior-Consequence) chart and anecdotal notes to better understand the triggers and context of the behaviors. This documentation provided a clear, consistent record of concerns over time.

A parent-teacher meeting was then held, during which the teacher and administrator:

• Shared the documented behavior patterns and explained the concern, using concrete examples from classroom observations.�
• Suggested next steps, including strategies to support the child at school and the importance of a formal evaluation to better understand the child’s needs.�
• Provided the family with information about local resources, including a referral to a licensed occupational therapist and contact information for early intervention and child development specialists.�

Following the meeting, the family decided to move forward with seeking support from a behavior therapist. The school continued to collaborate with the family, adjusting classroom strategies to support the child while respecting confidentiality and inclusion.

​

7B.3