Taking the bite out of challenging behaviors alliance handouts

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This ppt was from Nov 1st workshop for The Allinace for Early Childhood Workshop in Kenilworth

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Taking the bite out of challenging behaviors alliance handouts

  1. 1. Taking the Bite Out of Difficult Behavior in Young Children: Intensive Interventions (Tier 3) on SEL Pyramid Developed by Angela Searcy, M.S. asearcya@aol.com 708-845-2343/866-660-3899
  2. 2. Angela Searcy asearcya@aol.com 708-845-2343 • Angela Searcy M.S., D.T. holds a B.A. degree in English and secondary education with teacher certification though the state of Illinois and a M.S. degree in early childhood development from Erikson Institute, with a specialization in Infant Studies and a credential in developmental therapy. Angela is a Diversifying in Higher Education in Illinois Fellow at Argosy University in the Doctor of Education Program • Angela is the owner and founder of Simple Solutions Educational Services, has over 20 years of experience in the field of education, is an approved professional development provider by the Illinois State Board of Education, and Texas ECI. She acted as an professional development provider for Center on the Social and Emotional Foundations for Early Learning (CSEFEL) at Vanderbilt University, the Multisensory Training Institute (MTI) in Needham, MA and the Angela currently is a professional developmentInstitute (MTI) in Needham, MA and the Angela currently is a professional development provider for Teaching Strategies, LLC, Lakeshore Learning, Carson CA and Erikson Instiute • Angela is also a professor at Rasmussen College, a Head Start CLASS Reviewer, a PDI coach with the Ounce of Prevention and the host of Angela Searcy’s Simple Solutions Internet Radio Show 11am CST on www.globalnewsforum.com • A former associate at the Neuropsychology Diagnostic Center in Orland Park, Illinois, Angela has specialized training in neuroscience and is a nationally recognized speaker. She has been featured on Chicago Public Radio’s Chicago Matters, Chicago Parent and Chicago Baby Magazines and is a regular speaker for the Learning and the Brain Conference Sponsored by Harvard, Yale and Stanford Universities. Simple Solutions Educational Services © 2006
  3. 3. Simple Solutions Educational Services on Facebook Simple Solutions Educational Services © 2006
  4. 4. Angela Searcy’s Simple Solutions Show! EVERY Sat at 11am CST @ Simple Solutions Educational Services © 2006 EVERY Sat at 11am CST @ www.globalnewsforum.com
  5. 5. What is CSEFEL? The Center on the Social and Emotional Foundations for Early Learning www.vanderbilt.edu/csefel A Federally Funded Center Focused on Improving the Social Emotional Partners: • Vanderbilt University • University of Illinois at Urbana-Champaign • University of Colorado at Denver • University of South Florida • ZERO to THREE • Georgetown Center for Child and Human Development A Federally Funded Center Focused on Improving the Social Emotional Outcomes of Children Birth to Age Five.
  6. 6. Wrong Way – Right Way Wrong Way • General intervention for all behavior challenges • Intervention is reactive Right Way • Intervention matched to purpose of the behavior • Intervention is proactive• Intervention is reactive • Focus on behavior reduction • Quick fix • Intervention is proactive • Focus on teaching new skills • Long-term interventions
  7. 7. Teaching is all about Learning • Intensive Intervention calls for intensive reflection • You only have the power to change yourself
  8. 8. All Strategies based on Function of Behavior Simple Solutions Educational Services © 2006
  9. 9. Not Sure About the Hypothesis? • What would make the challenging behavior stop? Is it something you would provide or allow the child to access? Or is there something to remove? Or can you allow the child to leave?remove? Or can you allow the child to leave? • If still unsure, collect more data in the same context. • Some challenging behavior may have the same form but serve multiple functions. • Some challenging behaviors may begin around one function (e.g., escape) and continue to serve another function (e.g., gain attention).
  10. 10. Behavior support Plans • This is a THREE tier approach to dealing with challenging behaviors
  11. 11. Next Step Change You! Simple Solutions Educational Services © 2006
  12. 12. • Students respond better to adults who take a personal interest in them. • Develop positive relationships with all studentsall students • Make sure the ratio between positive and negative experiences for students is about 5 positives for every negative. 14
  13. 13. Building Positive RelationshipsBuilding Positive RelationshipsBuilding Positive RelationshipsBuilding Positive Relationships with Studentswith Studentswith Studentswith Students • Paper Clip Test • Take 10 paper clips- Move a paper clip fromMove a paper clip from right pocket to left each time you make a negative comment ---if you don’t have any paper clips after a half hour add more positives!
  14. 14. Your Behavior Is Key • “ • Do As I Say, Not As I Do” does not work • Short phrases are key—two sentences or less—even things like “Stay on task” orless—even things like “Stay on task” or “Focus” • Brain reacts to positive statements • Lengthy arguments muddy the waters • Youth look to role models, and at-risk youth may not have many
  15. 15. • “That was a great mistake. It really helped us see what you don’t understand yet.” HelpfulHelpful • “Well, that didn’t work – what are some strategies you could try now? “ What next? What next? • “Well, that didn’t work – what are some strategies you could try now? “ What next? What next? • “Class, who would like to share an interesting mistake and tell us what they learned from it?” ShareShare
  16. 16. Video 3b.2: Observation Vignette #2
  17. 17. Video 1.2: Transitions to Centers
  18. 18. Simple Solutions Support!
  19. 19. Parent book:How I should Hang out my Coat
  20. 20. Designing Classroom Routines Routine Desired Behavior Signal Teach Routine Entering Class Walk in, sit down start bell ringer High five/greeting walking in the door Positive and Negative Examples first week of class/ongoing/who will get the sticker???sticker??? Obtaining class attention Students need to stop whatever they are doing and immediately look in my direction Teacher says “class” lights out singing bowl Positive and Negative Examples first week of class/ongoing/who’s the fastest??? FAST PASS Getting Help during seat work/group time Use 3 before me Visual on Wall as reminder/direction chart
  21. 21. RAH – at Adams City High School (Respect – Achievement – Honor) RAH Classroom Hallway/ Commons Cafeteria Bathrooms Respect Be on time; attend regularly; follow class rules Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass Put trash in cans, push in your chair, be courteous to all staff and students Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet Achievement Do your best on all assignments and assessments, take notes, ask questions Keep track of your belongings, monitor time to get to class Check space before you leave, keep track of personal belongings Be a good example to other students, leave the room better than you found it Honor Do your own work; tell the truth Be considerate of yours and others’ personal space Keep your own place in line, maintain personal boundaries Report any graffiti or vandalism
  22. 22. Simple Solutions Before Children come to school in Indiana
  23. 23. First Then First/Then Photo Schedule SnackWash hands
  24. 24. 3 Before Me3 Before Me3 Before Me3 Before Me 1. Think to myself 2. Check the direction chart.2. Check the direction chart. 3. Ask a Classmate If you still need help clip your name to the chart for teacher help.
  25. 25. Song Choices
  26. 26. Students love choices and challenges! Whenever possible, give students choices - whether it's a long-range project on a country they select, or coloring a map with crayon, marker, or colored pencil! I try to give as many "small" forced choices as possible, even if it"small" forced choices as possible, even if it seems insignificant. Linda Norman Ayer Middle School Ayer, MA Grade Levels: 6-8 Read more on TeacherVision: http://www.teachervision.fen.com/slideshow/classroom-management/52282.html#ixzz1LP9U9fhM
  27. 27. THINK-TAC-TOE Choose three! Draw a picture of the main character. Perform a play that shows the conclusion of a story. Write a song about one of the main events. Write a poem about two main events in the story. Make a poster that shows the order of events in the story. Dress up as your favorite character and perform aevents in the story. events in the story. and perform a speech telling who you are. Create a Venn diagram comparing and contrasting the introduction to the closing. Write two paragraphs about the main character. Write two paragraphs about the setting.
  28. 28. Entrée (Select One) •Draw a picture that shows what happens during photosynthesis. •Write two paragraphs about what happens during photosynthesis. •Create a rap that explains what happens during photosynthesis. Diner Menu – Photosynthesis Appetizer (Everyone Shares) •Write the chemical equation for photosynthesis. Side Dishes (Select at Least Two) 14 Side Dishes (Select at Least Two) •Define respiration, in writing. •Compare photosynthesis to respiration using a Venn Diagram. •Write a journal entry from the point of view of a green plant. •With a partner, create and perform a skit that shows the differences between photosynthesis and respiration. Dessert (Optional) •Create a test to assess the teacher’s knowledge of photosynthesis.
  29. 29. How WE Wait –Mom/ Dad/Ya Ya!
  30. 30. Child holds chart at circle time featuring HSCI Curriculum Modifications Module 36 circle time featuring reminders of expected behavior
  31. 31. Daddy, Papa, This is what I can do when I feel sad…
  32. 32. Logan Square
  33. 33. NAEYC says…Read Story While children Act it Out
  34. 34. Let children Discover new things at Center Time
  35. 35. By building this puzzle on a tray, this child is able to put the puzzle away intact, and continue working on it at a later HSCI Curriculum Modifications Module working on it at a later time.
  36. 36. HSCI Curriculum Modifications Module Here a child is not yet using a functional grasp, so a materials adaptation is created by using a table easel to help her keep her hand in the appropriate position.
  37. 37. Next Step Change You! Simple Solutions Educational Services © 2006
  38. 38. “If a child doesn’t know how to read, we teach. If a child doesn’t know how to swim, we teach. If a child doesn’t know how to multiply, we teach. If a child doesn’t know how to drive, we teach.If a child doesn’t know how to drive, we teach. If a child doesn’t know how to behave, we……..... …….teach? ……punish? Why can’t we finish the last sentence as automatically as we do the others?” Tom Herner (NASDE President ) Counterpoint 1998, p.2)Tom Herner (NASDE President ) Counterpoint 1998, p.2) 45
  39. 39. Identifying Teachable Moments 46
  40. 40. Change Child! Simple Solutions Educational Services © 2006
  41. 41. Turtle Technique RecognizeRecognize that youthat you feel angry.feel angry. “Think”“Think” Stop.Stop. Go into shell.Go into shell. Take 3 deepTake 3 deep breathes.breathes. And thinkAnd think calm, copingcalm, coping thoughts.thoughts. Come outCome out of shellof shell when calmwhen calm and think ofand think of a solution.a solution.
  42. 42. Centers! Turtle Box 19
  43. 43. On Monday When It Rained Book Nook Activity Example “I feel excited when I get to go to my friend Coby’s house to play.” “I feel upset when my mommy didn’t get me anything.”
  44. 44. On Monday When it Rained Glad Monster Sad Monster Hands Are Not for Hitting Book Nooks http://www.csefel.uiuc.edu/practical-ideas.html
  45. 45. The Solution Kit
  46. 46. Simple Solutions at Christopher House Logan Square!
  47. 47. Walk away • Would this help you calm down? • Is it safe to walk away now? • Did you ask permission • Do’s • Do tell others “I need to walk away now. We can talk later” • Did you ask permission to walk away from an adult? • How would everyone feel? • Would it make things worse? can talk later” • Don’t • Walk away while children are speaking to you Simple Solutions Educational Services© 2010 asearcya@aol.com 866- 660-3899
  48. 48. Problem Solving Steps Would it be safe? Would it be fair? How would everyone feel? Step 2
  49. 49. Video 1.5: Stop/Go Teaching Rules
  50. 50. Go and Stop Rules!
  51. 51. Teach Rules in the Context of Routines
  52. 52. Feeling Dice/Feeling Wheel
  53. 53. Simple Solutions Adaptation
  54. 54. Anger Scale Difficulties What Does it Look Like ? How Does it make you Feel? 5 Screaming, throwing, cursing Hot, see red 4 Walking away-but adult or student won’t let me Trying to calm myself, sweating, getting hotor student won’t let me sweating, getting hot 3 Yelling Getting mad, body tight 2 Arguing –but calm Getting frustrated 1 Try to ignore the problem-don’t respond Ok -cool
  55. 55. Lose a Game…Win a Friend! • Being a sore loser can then led to not only losing the game but a friend! • You can play and win• You can play and win another time • Everyone should get a chance to win • Win a friend by saying “good game” Simple Solutions Educational Services© 2010 asearcya@aol.com 866-
  56. 56. Change Child! Simple Solutions Educational Services © 2006
  57. 57. Change Consequences Simple Solutions Educational Services © 2006
  58. 58. Simple Solutions Adaptation at Ezzard Charles Montessori
  59. 59. Replacement Skills Cue Cards
  60. 60. Change Consequences Simple Solutions Educational Services © 2006

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