Running head: SIGNATURE ASSIGNMENT 1

Signature Assignment Prosocial Behavior

Kathleen Lucchesi

Fresno Pacific University

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Signature Assignment Prosocial Behavior

Part 1: Child Observation Summary and Analysis

To gain a constructive, clear view of his development, Samuel B. was observed over the

course of 5 weeks of observations, using different methods to collect data. Samuel B. is a bright,

sweet tempered three-year-old with Autism Spectrum Disorder. Samuel has many strengths and

some weaknesses, all of which were differently displayed using different observational

techniques. When assessed by the child skills checklist, Samuel shined in many aspects of

development and might lend the reader to believe he is mostly high functioning. Samuels results

during anecdotal records and other observational notes, however, make it clear that he requires

assistance in his prosocial development which can and should be addressed by his family and his

educators.

Samuel struggles with expressive communication and speaks mostly in short commands

such as hungry or water. Samuel does not have an easy time relating to other children. His

interest in their activities comes and goes. On more than one occasion, Samuel would watch

other children play while smiling, but was unwilling to join. Other times during the same session,

Samuel was off in a world of his own and was not interested in what was happening with the

group. Samuel looked up when another child started crying but then resumed play. Samuel had a

hard time remaining engaged in the group activities when he did decide to join, and on more than

one occasion ran away with the object the group was focusing on, which included a book in the

teachers hand and a set of plastic dinosaurs. Samuel spends much of his time laying on the floor

during play.

Samuels educators could mostly greatly benefit him with a significant emphasis on his

prosocial skills. While his Autism diagnoses does imply that he will always struggle with his
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ability to relate to his peers, that load could be lightened for him with the right coping skills and

training.

Part 2: Learning Prescription

LEARNING PRESCRIPTION

Childs Name: Samuel B. Age: 3 Date: 12/16/2016

Areas of Strength and Confidence

1. Samuel is very patient and thorough. He enjoys and can complete puzzles, books, and tasks
that take persistence, such as shape sorters and stringing beads. He is not easily distracted and
often chooses to sit at an activity for as long as it takes to complete it, and then some.

2. Samuel is exceptional in some fine motor skills. He is very skilled with stacking blocks,
drinking from an open glass, pinching objects, and manipulating small toys and buttons.

3. Samuel is very athletic and comfortable maneuvering physically, so he jumps around

skillfully. He can run, walk, jump on two feet, walk up and down stairs with alternating legs
and stomp purposefully.

Areas Needing Strengthening

1. Samuel does not have the ability to share willingly. During play times, Samuel hides his
toys from other kids and fixates on his distress if something is taken from him.

2. Samuel does not notice the needs or wants of other children. When another child will cry or
protest his actions, Samuel does not respond or react appropriately.

3. Samuel has very little social play skills. He does not put any effort into making friendships
or building relationships with teachers or students. He does not take turns or resolve conflicts
positively.
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Activities to Help

1. Samuels family can help him work on his sharing skills at home by allowing him to help
with adult activities like vacuuming that he otherwise could not do by himself. Samuels
parents can help him understand the message that when he is willing to cooperate and take
turns, he is able to do more things he enjoys.

2. Samuels teacher can work on his empathy and concern for other students by engaging in a
labeling feelings activity. Samuel and his classmates can take turn describing how they would
feel in certain situations, such as being bullied, to help him make a personal correlation about
how he makes others feel.

3. Samuels social play skills can be improved at home and in the classroom by playing Face It
games where Samuel takes turns mirroring someone elses facial expressions for the purpose
of internalizing and relating to others emotions.
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Part 3: Curriculum File and Resources

Activity 1: Labeling Feelings

Resource:

Empathy Activities (n.d.). In EDC Learning Transforms Lives. Retrieved from

http://preventingbullying.promoteprevent.org/8-empathy-activities

Focus Area: Empathy

Behavioral Objective/s:

Students will experience empathy to others feelings.

Students will verbalize and relate to how their actions could make others feel and be

hurtful.

Group Size: 5-10 Students

Age(s): 3-5 years old

Materials:

Construction paper

Markers or Crayons

Procedure:

Overview:

o Talk to students about bullying or being mean to another child

o Ask children to draw their expression if they were being bullied, if they saw

someone being bullied, and if they were being mean to someone else.

Presentation

1. Present make-believe scenarios the students who are sitting on the floor in a circle.
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2. Ask students to draw how they would feel in three scenarios: if they were being

bullied, if they witnessed bullying, and if they were being the bully.

3. Talk to children about how no one likes when people are mean to them and draw

the connection between their choices and those feelings.

Discussion Questions/Follow-Up Activities

Ask students to discuss what different actions can cause others to feel the way their

drawn faces feel.

Discuss with students the importance of protecting others feelings by working together

to make sure no one ever has to feel like their sad face drawings.

Activity 2: Eyes on my Forehead

Resource:

12 activities to help your child with social skills (n.d.). In www.friendshipcircle.org. Retrieved

from http://www.friendshipcircle.org/blog/2011/03/28/12-activities-to-help-your-child-

with-social-skills/

Focus Area:

Joint Attention / Eye Contact

Behavioral Objective/s:

Students will practice looking at the appropriate location when people are speaking to

them.

Students will understand the importance of making eye contact with someone addressing

you out of respect for the speaker.

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Group Size: 10-15 Students

Age(s): 3-5 years old

Materials:

Stickers with eyeballs

Procedure:

Overview:

Talk to children about the importance of looking at people when they are

speaking to them.

Show the students the eye ball stickers and tell them they are going to take turns

being silly while talking to their classmates.

Presentation

Gather the children on a story time rug and pair them in small groups.

Give the students sticker eyes and tell them to place the eyes on their foreheads

and try not to laugh, even though it is silly. When they laugh anyway, have fun

with them!

Have the students take turns talking about a preferred activity, such as what

ingredients they would put on an ice cream sundae, and take turns listening.

While they are listening, instruct students to look at the students eye ball stickers

to practice their eye contact and listening skills.

Discussion Questions/Follow-Up Activities

Ask students these questions:

How did it feel to have your friends paying close attention to your eyes while you spoke?
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Do you think other people in your lives would appreciate being listened to?

How else can you show respect to your friends and family?

Annotated Bibliography

Books Relating to Prosocial Behavior.

1. Lionni, L. (1996). It's mine. N.p.: Reed Business Information Inc.

Its mine is the story of three frogs who act much like children. The three frogs Milton,

Rupert, and Lydia live on an island together. The frogs are all very selfish and spend their days

claiming certain parts of the island are theirs and refusing to share them with each other. One

day, a large toad appears and tells them he is from the other side of the island and complains

about having to listen to them yell. They do not understand his frustration and dismiss his

concern. Shortly after, a storm hits the island and the rising tide begins to consume everything

the frogs were fighting over. To protect themselves, the frogs huddle together and are comforted

by the fact that even though they are sharing one tiny rock, they are together. After the storm

passes, the frogs jump and play together and enjoy sharing all of the island they once fought over

ending the books with the realization that its ours.

This book addresses the area of prosocial behavior as it illustrates that bickering over

things leaves you lonely and sad. When the frogs learn to share, their joy is not divided, but

multiplied. This story helps children with social deficiencies learn that there is much more to be

gained from sharing than lost.

2. Lewis, P. (2013). I'll always love you. N.p.: Tiger Tales.

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Ill always love you is a story about a young bear named Alex who wants to do

something nice for his mother. Alex wakes up and decides to make her breakfast one morning.

While hes in the kitchen, Alex accidentally drops and breaks her favorite honey bowl into nine

pieces. Alex is so worried that his mother wont love him anymore, that he goes to find her. He

asks her multiple different questions, all posing scenarios where he did something that might be

upsetting to her, such as getting paint on his baby sibling. Mother Bears answers all tell him that

even though he will need to clean up what he breaks, she will still love him just the same. Alex

finally shows his mother the bowl that has been broken and is upset. To make her feel better,

Alex paints a plain bowl to give to her, which she informs him has now become her new favorite

bowl.

This story helps illustrate to students that their mothers love can and will be

unconditional. Even on days when the students are having a hard time or they make mistakes that

upsets their families, they will still have people in their lives who will love them no matter what.
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References

Empathy Activities (n.d.). In EDC Learning Transforms Lives. Retrieved from

http://preventingbullying.promoteprevent.org/8-empathy-activities

12 activities to help your child with social skills (n.d.). In www.friendshipcircle.org. Retrieved

from http://www.friendshipcircle.org/blog/2011/03/28/12-activities-to-help-your-child-

with-social-skills/

Beaty, Janice J. (2006). Observing Development of the Young Child (8th ed.). Columbus, Ohio:

Pearson Merrill Prentice Hall.