The document discusses a strategy called acknowledging children's positive behaviors. It describes a teacher, Kathy, who was frustrated with challenging behaviors in her classroom. With help from the director Hank, Kathy implemented a plan to acknowledge and reward positive behaviors instead of focusing on problem behaviors. The strategy involves recording behaviors, selecting one behavior to focus on, developing a list of positive responses, and gradually expanding the plan. The strategy is intended to increase desirable behaviors by providing positive attention and feedback.
Methods & techniques of child developmentsaima tareen
The document outlines five steps for using developmentally appropriate techniques to redirect disruptive child behavior:
1. Involve children in creating classroom rules to encourage pro-social behavior and a sense of community.
2. Use positive reinforcement like praise and encouragement to reinforce good behavior rather than focusing on disruptive behavior.
3. Employ natural and logical consequences of actions rather than punishment to help children learn self-control and responsibility.
4. Model clear communication using non-blaming "I messages" to address both good and bad behaviors.
5. Be consistent in enforcing rules and addressing behaviors to effectively help children adjust their conduct over time.
Different skills in managing he behaviour at homeSushma Rathee
This lecture related with the introduction to maladptive behaviour , how to manage the maladaptive behaviour, what are the different types of techniqes used in managing the behaviour.
Chapter 3 - Handle Discipline in the Elementary Classroom by William Allan Kr...William Kritsonis
This document discusses strategies for maintaining discipline in the elementary classroom. It recommends placing responsibility for behavior on students, praising positive behavior, and dealing with issues privately. It also stresses the importance of developing group pride, establishing clear disciplinary policies jointly with students, and preventing problems through open communication and showing interest in students' well-being. The overall message is that discipline works best when students feel supported and accountable for their own actions.
The document provides an overview of a parent training program on behavior management offered by Harbor Regional Center. The program aims to help parents develop skills to effectively manage their child's behaviors through various activities including a weekly classroom training, individual consultations with experts, parent support groups, and groups focused on specific behavior issues. The expected outcome is an increase in desirable behaviors and reduction in undesirable behaviors in children. For parents to succeed, they must be fully committed to consistently applying the skills learned over an extended period of time.
The document discusses the Collaborative Problem-Solving (CPS) approach for treating "explosive" children. CPS assumes these children have lagging skills that cause noncompliance, unlike traditional models that focus on parenting. CPS uses Plan B instead of imposing will (Plan A) or removing expectations (Plan C). Plan B involves the caregiver and child collaboratively solving problems to strengthen the child's skills. The therapist helps identify skills to train, facilitates CPS between family members, and ensures all concerns are addressed to change perceptions and establish therapeutic alliances for change.
The document discusses Collaborative Problem Solving (CPS) as an approach to helping children with behavioral challenges. It describes CPS as a process where adults and children work together to resolve problems and teach skills in a mutually agreeable way. The key aspects of CPS are identified as Plan A, where adults impose their will; Plan B, the collaborative problem solving approach; and Plan C, dropping all expectations. Plan B is recommended as a three-step approach involving empathy, defining the problem, and jointly inviting solutions. CPS aims to reduce challenging behaviors by solving problems, teaching skills, and building helping relationships between adults and children.
The document provides an overview of early childhood education including the roles and needs of young children, appropriate practices, and components of quality childcare programs. It discusses developmental indicators and milestones from infancy through preschool age. Strengths and weaknesses are identified through observations of infant/toddler and preschool classrooms as well as family childcare centers. Requirements for staffing ratios are also outlined.
Methods & techniques of child developmentsaima tareen
The document outlines five steps for using developmentally appropriate techniques to redirect disruptive child behavior:
1. Involve children in creating classroom rules to encourage pro-social behavior and a sense of community.
2. Use positive reinforcement like praise and encouragement to reinforce good behavior rather than focusing on disruptive behavior.
3. Employ natural and logical consequences of actions rather than punishment to help children learn self-control and responsibility.
4. Model clear communication using non-blaming "I messages" to address both good and bad behaviors.
5. Be consistent in enforcing rules and addressing behaviors to effectively help children adjust their conduct over time.
Different skills in managing he behaviour at homeSushma Rathee
This lecture related with the introduction to maladptive behaviour , how to manage the maladaptive behaviour, what are the different types of techniqes used in managing the behaviour.
Chapter 3 - Handle Discipline in the Elementary Classroom by William Allan Kr...William Kritsonis
This document discusses strategies for maintaining discipline in the elementary classroom. It recommends placing responsibility for behavior on students, praising positive behavior, and dealing with issues privately. It also stresses the importance of developing group pride, establishing clear disciplinary policies jointly with students, and preventing problems through open communication and showing interest in students' well-being. The overall message is that discipline works best when students feel supported and accountable for their own actions.
The document provides an overview of a parent training program on behavior management offered by Harbor Regional Center. The program aims to help parents develop skills to effectively manage their child's behaviors through various activities including a weekly classroom training, individual consultations with experts, parent support groups, and groups focused on specific behavior issues. The expected outcome is an increase in desirable behaviors and reduction in undesirable behaviors in children. For parents to succeed, they must be fully committed to consistently applying the skills learned over an extended period of time.
The document discusses the Collaborative Problem-Solving (CPS) approach for treating "explosive" children. CPS assumes these children have lagging skills that cause noncompliance, unlike traditional models that focus on parenting. CPS uses Plan B instead of imposing will (Plan A) or removing expectations (Plan C). Plan B involves the caregiver and child collaboratively solving problems to strengthen the child's skills. The therapist helps identify skills to train, facilitates CPS between family members, and ensures all concerns are addressed to change perceptions and establish therapeutic alliances for change.
The document discusses Collaborative Problem Solving (CPS) as an approach to helping children with behavioral challenges. It describes CPS as a process where adults and children work together to resolve problems and teach skills in a mutually agreeable way. The key aspects of CPS are identified as Plan A, where adults impose their will; Plan B, the collaborative problem solving approach; and Plan C, dropping all expectations. Plan B is recommended as a three-step approach involving empathy, defining the problem, and jointly inviting solutions. CPS aims to reduce challenging behaviors by solving problems, teaching skills, and building helping relationships between adults and children.
The document provides an overview of early childhood education including the roles and needs of young children, appropriate practices, and components of quality childcare programs. It discusses developmental indicators and milestones from infancy through preschool age. Strengths and weaknesses are identified through observations of infant/toddler and preschool classrooms as well as family childcare centers. Requirements for staffing ratios are also outlined.
Jonathan Diamond, a 13-year-old boy, frequently erupted in anger and aggression towards his parents and teachers. His parents sought help from therapists who recommended setting firmer boundaries through rewards and punishments, but Jonathan's outbursts continued. Psychologist Ross Greene believed Jonathan had difficulties with flexibility, problem-solving, and frustration that caused his explosions, not permissive parenting. Using collaborative problem-solving, Jonathan and his parents were able to understand the triggers for his behavior and develop strategies to prevent outbursts. This approach focused on understanding the root causes of issues rather than just consequences, and seemed to help Jonathan gain control over his anger.
This poster depicts the parenting book by Dr. Thomas Gordon, P. E. T. Parent Effectiveness Training. It gives a summary of the book, as well as provides recommendations to future parents.
This document provides guidance on managing challenging behavior in schools. It discusses:
- Analyzing the behavior to understand its causes and prevent recurrences. This includes identifying triggers, patterns, and consequences of the behavior.
- Responding to behaviors appropriately depending on their type, with consequences being consistent, fair and least disruptive. More serious behaviors warrant consequences that are clear, logical and immediate.
- Additional strategies like ignoring minor behaviors, using time outs, developing behavior plans, and properly handling aggressive or violent situations to de-escalate them. Physical restraint should only be used in special circumstances according to school policy.
Here are some key insights from the ideation quadrant:
- The Sensory Chair concept focuses on keeping children engaged and developing their senses through interactive play. It aims to provide stimulation in a safe, controlled way.
- By incorporating lights, sounds and textures, the chair provides multiple sensory inputs to hold a child's attention. This could help with focus, attention and cognitive development.
- The mobility and adjustability of the chair allows it to be used in different settings like home, daycare or therapy. This consistency across environments may support development.
- Interactive features keep children engaged in play rather than becoming overstimulated. Controls allow caretakers to regulate stimulation levels for each child.
- The chair is designed
Parent Management Training Guide - Improve Your Parenting SkillsLisa132Batts
An effective parent management training guide contains several important components to help parents improve their parenting skills and properly handle their children's behaviors. It teaches parents techniques like using effective communication through making eye contact, speaking clearly, and actively listening to children. It also stresses the importance of setting clear rules and expectations for children using contracts if needed. Additionally, it provides alternatives to corporal punishment like time outs and point systems to positively reinforce good behaviors instead of relying on spanking. The ideal guide contains self-evaluations, examples, and exercises to help parents apply these skills and properly discipline and guide their children.
A Child Study on Social Interaction: Observation, Documentation, and Assessme...Christina Sookdeo
Basically a child study my group member and I did during our Practicum experience in an early childhood care and education centre. It includes anecdotes of events that happened with the child in concern and also recommendations of what can be done to improve his social skills.
Ppt solving problems in the Encouraging ClassroomMay Martinez
This document discusses conflict management strategies for early childhood classrooms. It begins by defining conflict for young children and explaining why it is a natural occurrence. It then discusses techniques for mediating conflicts, including using peace props like talk-and-listen chairs. The document also explains a 5-step conflict mediation model called the "five-finger formula" which involves cooling down, discussing problems, brainstorming solutions, agreeing on a solution, and following up. Finally, it provides an example of how to use the five-finger formula to mediate a conflict between two boys arguing over Lego wheels.
This document discusses emotional intelligence and emotion coaching. It defines emotional intelligence as the ability to identify and understand one's own emotions, use emotions during social interactions, use emotional awareness to solve problems, deal with frustration, control how emotions are expressed, and keep distress from overwhelming thinking. Emotion coaching is described as a parenting technique where parents accept children's emotions, use emotional moments to teach life lessons, build trust, and help children develop strategies to handle ups and downs. The benefits of emotion coaching include helping children regulate emotions, problem solve, focus attention, and have healthier relationships.
The document discusses important elements of parent-child interaction identified in research from the 1970s-1990s, including the behavioral repertoire of both the parent and child and the reciprocity that develops between them. It then examines research on parent-child interaction when the child has special needs or developmental risks. Key findings include that negative interaction patterns are more common in high-risk families, interaction varies according to the individual characteristics of the parent and child, and intervention efforts aim to facilitate mutually satisfying relationships through assessment and support of the parent-child dynamic.
This document summarizes key aspects of Jean Piaget's theory of cognitive development. It outlines the four main stages - sensorimotor, preoperational, concrete operational, and formal operational - and describes some of their characteristics. An example activity is provided to demonstrate Piaget's concept of lack of conservation in the preoperational stage. The document also briefly discusses Howard Gardner's theory of multiple intelligences and how activities based on Piaget can incorporate different intelligences like linguistic, logical-mathematical, and bodily-kinesthetic. Finally, it provides references used in the summary.
The document discusses reward charts and reinforcement systems in education. It provides an overview of how reward charts can promote good behavior by allowing children to work towards rewards. It then describes examples of reward systems used successfully in classrooms for children with behavioral issues. The document also summarizes three credible sources that discuss the positive impact of reward systems, such as increasing student participation and desirable behaviors, when implemented properly.
This document summarizes a training session on positive behavior management strategies for teachers. The session discussed how childhood stress and trauma can impact brain development and behavior. Various models of behavior were presented, including behavioral, humanistic, ecological, biological, systemic, social, and cognitive models. Teachers were given examples of strategies under each model and an activity to reflect on personal experiences with strong emotions and behavior. As homework, teachers were asked to analyze factors influencing behavior in two specific students using the theories covered.
1) The document discusses children's transitions and significant life events. It focuses on the potential effects of transitions on children's emotional well-being and the role of early years practitioners in preparing for and supporting children through transitions.
2) Key points include that transitions can cause apprehension in children and negatively impact their learning if not addressed. Significant life events like parental death can also have traumatizing effects.
3) It is the practitioner's role to prepare children for planned transitions through visits and discussions, and to be sensitive to children's needs during unplanned life changes by identifying distress and supporting them through challenges to their emotional well-being.
Asperger's disorder is a type of pervasive developmental disorder characterized by difficulties with social skills and behavior. While similar to autism, individuals with Asperger's generally have normal intelligence and language development. They struggle with social interactions and may engage in repetitive behaviors. Currently, the most effective treatments involve psychotherapy, special education, behavior modification, and family support, and some children benefit from medication as well. Though social problems often persist, many individuals with Asperger's successfully finish high school and attend college with support.
The Explosive Child: Summary CPS by Dr. Ross GreeneKathy Gregory
This presentation is meant to summarize Dr. Ross Greene's book, "The Explosive Child". None of this work is original to me, all of this work is from the work of Dr Ross Greene.
The developmental behavioral approach - chapter 12blantoncd
The document discusses the developmental-behavioral approach to early childhood education. It outlines three core considerations of developmentally appropriate practice: knowledge of child development, individual appropriateness, and cultural importance. High-quality early learning environments should work for all children, including those with special needs, and use positive social-emotional guidance rather than punitive discipline. The developmental-behavioral approach focuses on arranging environments to support learning based on children's developmental levels and individual needs.
This document discusses several prominent developmental psychologists and their theories about how parents and teachers can help children develop. It summarizes Freud's view that parents should be supportive and knowledgeable about their child's behavior. It also discusses Erikson's theory that people can grow at any age with understanding of life experiences. Piaget's view is discussed that children construct their own understanding with guidance, while Kohlberg's theory focused on moral development stages. Vygotsky emphasized social interaction and the zone of proximal development. Bronfenbrenner's ecological systems theory examined a child's development within different environmental systems. The document then provides more detail about Vygotsky's sociocultural theory, including scaffolding, the zone of proximal development and the
The document provides guidance for teaching social and emotional competence to preschool children. It discusses strategies for helping children develop self-discipline, understanding feelings, social skills, and changing inappropriate behaviors. Specific strategies include positive guidance, modeling appropriate behavior, preventing problems, and addressing the developmental needs of infants, toddlers, and preschoolers.
Ramesh Palanisamy is an Indian national seeking a position in pre-commissioning and commissioning. He has over 20 years of experience in various roles including commissioning supervisor and field operator in industries such as oil and gas, petrochemicals, and fertilizers. His technical skills include experience starting up, operating, and shutting down various process equipment across multiple industry sectors.
This document provides information about Sheel, a company that has been making locks for four decades. It started leading the market due to superior quality and standards, and has since diversified its products and clientele while continuing to develop new products and innovative practices. The company's success comes from identifying security challenges beforehand and bringing the right innovations at the right time through its skilled craftsmen and attention to detail.
Jonathan Diamond, a 13-year-old boy, frequently erupted in anger and aggression towards his parents and teachers. His parents sought help from therapists who recommended setting firmer boundaries through rewards and punishments, but Jonathan's outbursts continued. Psychologist Ross Greene believed Jonathan had difficulties with flexibility, problem-solving, and frustration that caused his explosions, not permissive parenting. Using collaborative problem-solving, Jonathan and his parents were able to understand the triggers for his behavior and develop strategies to prevent outbursts. This approach focused on understanding the root causes of issues rather than just consequences, and seemed to help Jonathan gain control over his anger.
This poster depicts the parenting book by Dr. Thomas Gordon, P. E. T. Parent Effectiveness Training. It gives a summary of the book, as well as provides recommendations to future parents.
This document provides guidance on managing challenging behavior in schools. It discusses:
- Analyzing the behavior to understand its causes and prevent recurrences. This includes identifying triggers, patterns, and consequences of the behavior.
- Responding to behaviors appropriately depending on their type, with consequences being consistent, fair and least disruptive. More serious behaviors warrant consequences that are clear, logical and immediate.
- Additional strategies like ignoring minor behaviors, using time outs, developing behavior plans, and properly handling aggressive or violent situations to de-escalate them. Physical restraint should only be used in special circumstances according to school policy.
Here are some key insights from the ideation quadrant:
- The Sensory Chair concept focuses on keeping children engaged and developing their senses through interactive play. It aims to provide stimulation in a safe, controlled way.
- By incorporating lights, sounds and textures, the chair provides multiple sensory inputs to hold a child's attention. This could help with focus, attention and cognitive development.
- The mobility and adjustability of the chair allows it to be used in different settings like home, daycare or therapy. This consistency across environments may support development.
- Interactive features keep children engaged in play rather than becoming overstimulated. Controls allow caretakers to regulate stimulation levels for each child.
- The chair is designed
Parent Management Training Guide - Improve Your Parenting SkillsLisa132Batts
An effective parent management training guide contains several important components to help parents improve their parenting skills and properly handle their children's behaviors. It teaches parents techniques like using effective communication through making eye contact, speaking clearly, and actively listening to children. It also stresses the importance of setting clear rules and expectations for children using contracts if needed. Additionally, it provides alternatives to corporal punishment like time outs and point systems to positively reinforce good behaviors instead of relying on spanking. The ideal guide contains self-evaluations, examples, and exercises to help parents apply these skills and properly discipline and guide their children.
A Child Study on Social Interaction: Observation, Documentation, and Assessme...Christina Sookdeo
Basically a child study my group member and I did during our Practicum experience in an early childhood care and education centre. It includes anecdotes of events that happened with the child in concern and also recommendations of what can be done to improve his social skills.
Ppt solving problems in the Encouraging ClassroomMay Martinez
This document discusses conflict management strategies for early childhood classrooms. It begins by defining conflict for young children and explaining why it is a natural occurrence. It then discusses techniques for mediating conflicts, including using peace props like talk-and-listen chairs. The document also explains a 5-step conflict mediation model called the "five-finger formula" which involves cooling down, discussing problems, brainstorming solutions, agreeing on a solution, and following up. Finally, it provides an example of how to use the five-finger formula to mediate a conflict between two boys arguing over Lego wheels.
This document discusses emotional intelligence and emotion coaching. It defines emotional intelligence as the ability to identify and understand one's own emotions, use emotions during social interactions, use emotional awareness to solve problems, deal with frustration, control how emotions are expressed, and keep distress from overwhelming thinking. Emotion coaching is described as a parenting technique where parents accept children's emotions, use emotional moments to teach life lessons, build trust, and help children develop strategies to handle ups and downs. The benefits of emotion coaching include helping children regulate emotions, problem solve, focus attention, and have healthier relationships.
The document discusses important elements of parent-child interaction identified in research from the 1970s-1990s, including the behavioral repertoire of both the parent and child and the reciprocity that develops between them. It then examines research on parent-child interaction when the child has special needs or developmental risks. Key findings include that negative interaction patterns are more common in high-risk families, interaction varies according to the individual characteristics of the parent and child, and intervention efforts aim to facilitate mutually satisfying relationships through assessment and support of the parent-child dynamic.
This document summarizes key aspects of Jean Piaget's theory of cognitive development. It outlines the four main stages - sensorimotor, preoperational, concrete operational, and formal operational - and describes some of their characteristics. An example activity is provided to demonstrate Piaget's concept of lack of conservation in the preoperational stage. The document also briefly discusses Howard Gardner's theory of multiple intelligences and how activities based on Piaget can incorporate different intelligences like linguistic, logical-mathematical, and bodily-kinesthetic. Finally, it provides references used in the summary.
The document discusses reward charts and reinforcement systems in education. It provides an overview of how reward charts can promote good behavior by allowing children to work towards rewards. It then describes examples of reward systems used successfully in classrooms for children with behavioral issues. The document also summarizes three credible sources that discuss the positive impact of reward systems, such as increasing student participation and desirable behaviors, when implemented properly.
This document summarizes a training session on positive behavior management strategies for teachers. The session discussed how childhood stress and trauma can impact brain development and behavior. Various models of behavior were presented, including behavioral, humanistic, ecological, biological, systemic, social, and cognitive models. Teachers were given examples of strategies under each model and an activity to reflect on personal experiences with strong emotions and behavior. As homework, teachers were asked to analyze factors influencing behavior in two specific students using the theories covered.
1) The document discusses children's transitions and significant life events. It focuses on the potential effects of transitions on children's emotional well-being and the role of early years practitioners in preparing for and supporting children through transitions.
2) Key points include that transitions can cause apprehension in children and negatively impact their learning if not addressed. Significant life events like parental death can also have traumatizing effects.
3) It is the practitioner's role to prepare children for planned transitions through visits and discussions, and to be sensitive to children's needs during unplanned life changes by identifying distress and supporting them through challenges to their emotional well-being.
Asperger's disorder is a type of pervasive developmental disorder characterized by difficulties with social skills and behavior. While similar to autism, individuals with Asperger's generally have normal intelligence and language development. They struggle with social interactions and may engage in repetitive behaviors. Currently, the most effective treatments involve psychotherapy, special education, behavior modification, and family support, and some children benefit from medication as well. Though social problems often persist, many individuals with Asperger's successfully finish high school and attend college with support.
The Explosive Child: Summary CPS by Dr. Ross GreeneKathy Gregory
This presentation is meant to summarize Dr. Ross Greene's book, "The Explosive Child". None of this work is original to me, all of this work is from the work of Dr Ross Greene.
The developmental behavioral approach - chapter 12blantoncd
The document discusses the developmental-behavioral approach to early childhood education. It outlines three core considerations of developmentally appropriate practice: knowledge of child development, individual appropriateness, and cultural importance. High-quality early learning environments should work for all children, including those with special needs, and use positive social-emotional guidance rather than punitive discipline. The developmental-behavioral approach focuses on arranging environments to support learning based on children's developmental levels and individual needs.
This document discusses several prominent developmental psychologists and their theories about how parents and teachers can help children develop. It summarizes Freud's view that parents should be supportive and knowledgeable about their child's behavior. It also discusses Erikson's theory that people can grow at any age with understanding of life experiences. Piaget's view is discussed that children construct their own understanding with guidance, while Kohlberg's theory focused on moral development stages. Vygotsky emphasized social interaction and the zone of proximal development. Bronfenbrenner's ecological systems theory examined a child's development within different environmental systems. The document then provides more detail about Vygotsky's sociocultural theory, including scaffolding, the zone of proximal development and the
The document provides guidance for teaching social and emotional competence to preschool children. It discusses strategies for helping children develop self-discipline, understanding feelings, social skills, and changing inappropriate behaviors. Specific strategies include positive guidance, modeling appropriate behavior, preventing problems, and addressing the developmental needs of infants, toddlers, and preschoolers.
Ramesh Palanisamy is an Indian national seeking a position in pre-commissioning and commissioning. He has over 20 years of experience in various roles including commissioning supervisor and field operator in industries such as oil and gas, petrochemicals, and fertilizers. His technical skills include experience starting up, operating, and shutting down various process equipment across multiple industry sectors.
This document provides information about Sheel, a company that has been making locks for four decades. It started leading the market due to superior quality and standards, and has since diversified its products and clientele while continuing to develop new products and innovative practices. The company's success comes from identifying security challenges beforehand and bringing the right innovations at the right time through its skilled craftsmen and attention to detail.
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Pertemuan kedua membahas konsep-konsep ekonomi seperti kelangkaan, pilihan, dan biaya kesempatan. Dokumen ini juga menjelaskan definisi ilmu ekonomi, masalah fundamental ekonomi, jenis-jenis barang, permintaan dan penawaran, harga keseimbangan, serta intervensi pemerintah seperti kontrol harga dan pajak.
The group proposes creating a new nation with the following key elements:
- The nation would be located in Malacca, Malaysia and focus on becoming self-sustainable through natural resources like timber, agriculture and fisheries.
- The government would be a democracy with four representatives, one from each region, who meet annually to manage the nation.
- Education focuses on sustainability and students determine which region they contribute to based on their skills.
- Architecture uses local and sustainable materials. The central trading center employs passive design while suburbs adapt to context.
- The goal is for the nation to help others through its resources rather than rely on imports.
El hardware de una computadora incluye componentes físicos como la CPU, la placa base, memoria RAM, dispositivos de entrada como teclado y mouse, dispositivos de salida como monitores e impresoras, y dispositivos de entrada/salida como unidades de disco y USB. Conectores como USB, PS/2 y VGA permiten conectar estos dispositivos al sistema.
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Este documento presenta el proyecto de vida de Dennys Marlon Tierra Alvarado, un estudiante de 18 años de la Universidad Agraria del Ecuador que cursa la carrera de Ingeniería en Computación e Informática. El resumen incluye su agradecimiento a Dios y a sus padres por apoyarlo en sus estudios, así como su misión de obtener el título universitario para conseguir un buen trabajo. También describe brevemente su visión de trabajar en una gran empresa y llegar a ser rector de una institución educativa.
This document discusses contributing to open source projects using Git. It explains that contributing can help gain programming experience and build a resume while giving back to the community. The overview outlines that contributors commit code to their local Git repository and then send those commits to the project's maintainers and community through patches or pull requests. It provides checklists for testing, coding style and commit messages before sending code. Specifically, it details Linux's strict coding style and two main models - patches sent via email and pull requests on sites like GitHub, outlining their workflows and lifecycles for review and merging code changes.
The document provides an overview of a community health needs assessment conducted for the Lehigh Valley region. It summarizes key findings regarding the leading causes of death in the area, which include heart disease, stroke, cancer, and lung disease. It also outlines various social and environmental factors that influence community health, such as income, education, housing, transportation, health behaviors, and access to healthcare. The assessment was a collaborative effort between local healthcare organizations and governments to identify priorities and help improve health outcomes for residents.
El documento presenta resúmenes breves sobre importantes monumentos y lugares sagrados de la India como el Taj Mahal, Victoria Memorial, Museo del Príncipe de Gales, Museo Mahatma Gandhi, Gateway of India e Isla de Elefanta, y describe la importancia del río Ganges para el hinduismo.
Why so many organisation going for the catering mark?Simona Hardy
Three different types of organisations: an NHS Trust, a Local
Authority and an Academy Trust, all of which decided to adapt their food offering to meet their customers’ needs
as well as to receive the independent seal of approval. in this article you find out: What the Catering Mark means to
them? Is it just a tick box exercise? What are the true benefits? What challenges have they had to overcome
in meeting the criteria? And, what advice can they give to others looking to embark on achieving the standard?
This document discusses enterprise risk management and its importance for shareholder value creation. It makes three key points:
1) Risk-adjusted analyses are an important part of enterprise risk management, as they allow companies to assess returns adjusted for risk and compare returns to capital consumed. This provides a more accurate view of performance than traditional volume or profit-based metrics.
2) Setting a risk appetite statement is important to articulate a company's overall risk tolerance and constrain its business plan and activities. The risk appetite should be interlinked with strategic goals.
3) When setting capital targets, companies consider factors like minimum regulatory requirements, peer benchmarks, and internal stress testing to determine the appropriate level of capital based on their risk appetite
La Unión Europea ha acordado un embargo petrolero contra Rusia en respuesta a la invasión de Ucrania. El embargo prohibirá las importaciones marítimas de petróleo ruso a la UE y pondrá fin a las entregas a través de oleoductos dentro de seis meses. Esta medida forma parte de un sexto paquete de sanciones de la UE destinadas a aumentar la presión económica sobre Moscú y privar al Kremlin de fondos para financiar su guerra.
Different types of Magnesium boards are available at RockMaxpan. Such that MGO flooring board, tile backer board, Greenspan, Greyspan which all are magnesium and magnesium oxide cement products used in different areas.
El arte se define como cualquier actividad o producto creado por el ser humano con una finalidad estética o comunicativa. A lo largo de la historia, el concepto de arte ha evolucionado de referirse a cualquier habilidad técnica a enfocarse en las expresiones creativas. Actualmente no existe un consenso sobre su definición ya que depende del contexto cultural y época histórica. Algunos artistas ecuatorianos reconocidos incluyen a Oswaldo Guayasamín, Eduardo Kingman y Manuel Rendón.
The document discusses strategies for promoting children's social emotional development and addressing challenging behaviors. It emphasizes building positive relationships, designing supportive environments, and directly teaching social emotional skills to children. Specific strategies include using visual schedules and supports, giving positive feedback, involving children in developing rules and routines, and focusing on prevention through teaching appropriate skills rather than punishment.
This course provides training and CEUs for addicitons counselors and LPCs working in Addictions, Mental Health and Co-Occurring Disorders will help counselors, social workers, marriage and family therapists, alcohol and drug counselors and addictions professionals get continuing education and certification training to aid them in providing services guided by best practices. AllCEUs is approved by the california Association of Alcohol and Drug Abuse Counselors (CAADAC), NAADAC, the Association for Addictions Professionals, the Alcohol and Drug Abuse Counseling Board of Georgia (ADACB-GA), the National Board for Certified Counselors (NBCC) and most states.
This document discusses strategies for guiding young children's behavior through positive relationships and classroom management. It emphasizes that children's development is shaped by their attachments to caregivers. Supportive relationships allow children to develop trust and self-regulation. Challenging behaviors may stem from insecure attachments due to caregivers not meeting children's needs. Teachers should get to know each child's history and needs through patience and building trust. Class meetings give children a voice in creating rules and solutions, fostering empowerment. Positive strategies include showing care, listening to children, and acknowledging their efforts through praise. Setting clear and reasonable limits through natural consequences and choices helps children learn responsibility.
6 peer responses due in 18 hours Each set of 2 responses will ha.docxBHANU281672
6 peer responses due in 18 hours
Each set of 2 responses will have its own instructions..
Guided Response:
Respond to one peer in this Discussion Forum. Read the challenging behavior scenario they have created and use the Developmental Discipline guidance strategy to problem solve. You must include the following in your response: child’s name, how you will approach the child, possible reminder or private sign, describe how you provide time and space, an example of self-talk that can help the child problem solve, and a choice you can offer the child. Additionally, can you use humor to defuse the situation? If so, how? If not, why?
My post:
Collaborative problem solving is one of the guidance strategies to address challenging behaviors. This strategy is based on the notion that a child does not just behave undesirably. There must be a reason for such behavior. Thus, understanding why the child is having a challenging behavior is the start towards addressing this behavior (Schaubman, Stetson, & Plog, 2011). The focus is on building skills like problem-solving, flexibility, and frustration tolerance rather than motivation the child to behave better. Surprisingly, children with challenging behaviors do not lack the will to behave in a desired manner. Simply, they do not have the skills necessary to behave in a desired manner. This information is vital to addressing challenging behaviors among children in the future. This would be achieved through identifying the challenging behaviors, skills needed to address the behaviors, and partnering with the child to build these needed skills (
Kaiser & Sklar Rasminsky, 2017
). This strategy would help address Olivia’s disruptive behavior, impulsivity and addressing peers negatively. Reward and punishment may not work on Olivia. Thus, Olivia needs to develop skills to address her behaviors (Schaubman et al., 2011). One of the skills to develop is social skills to enable her to control her impulsivity, connect with others, and relate with her peers positively. Apart from this strategy, time-out or time-away would address Olivia’s challenging behaviors. A scenario portraying Olivia’s challenging behavior is her inability to wait for her turn during a group activity. She is always blurting out answers before her turn arrives. How can this be solved?
References
Kaiser, B., & Sklar Rasminsky, J. (2017). Chapter 9: Guidance. In
Challenging behavior in young children: Understanding, preventing, and responding effectively
(4th ed.). Pearson Education.
Schaubman, A., Stetson, E., & Plog, A. (2011). Reducing teacher stress by implementing collaborative problem solving in a school setting.
School Social Work Journal
,
35
(2), 72-93.
BRITTNEY'S POST:
What did you learn about your chosen strategy and what information surprised you?
After reading Time Out or Time Away I have learned a couple of things, such as, not every teacher uses the timeout method and I also learned about the tim.
Promoting empathy and a sense of communityblantoncd
This chapter discusses how children have an innate capacity for empathy and sense of community that can be nurtured through parenting practices and high-quality childcare. It outlines how empathy develops from unconsciously mirroring emotions as babies to understanding others' perspectives as older children. A sense of community involves feelings of belonging, influence, having needs met, and shared emotional connections. The chapter provides strategies for teachers to promote empathy and community, such as using children's literature, role playing, and modeling behaviors.
8.1 Problem Solving with AdultsStandard 1 of NAEYCs Early Child.docxalinainglis
8.1 Problem Solving with Adults
Standard 1 of NAEYC's Early Childhood Program Standards and Accreditation Criteria (2005a) states, "The program promotes positive relationships among all children and adults to encourage each child's sense of individual worth and belonging as part of a community and to foster each child's ability to contribute as a responsible community member" (p. 9). The rationale for the standard is that positive relationships and a positive, nurturing, sensitive climate are essential for the development of emotional regulation, constructive interactions, and overall learning in children (NAEYC, 2005a). Children develop a positive sense of self, and they are encouraged to respect and cooperate with others.
However, problems, conflicts, disagreements, and distrust can—and often do—develop. These can occur between the family and the program, between staff within the programs—staff to staff, directors and staff, staff and consultants—and between children in the program. When this occurs, caregivers need to engage in problem solving. While no family or early care and education program is ever totally without conflicts and issues to solve, the goal is, firstly, to create an environment where constructive problem solving can take place and, secondly, to be able to constructively solve problems.
Feelings
Conflicts, confusion, and disagreements can cause intense feelings among those involved. To address conflicts and disagreements, we must try to determine where these feelings come from. In the heat of the moment, this will probably not be possible, but once we have had time to reflect, we need to look at the feelings that disagreements and problems produce.
We all have feelings, and it is very important to accept and appreciate these feelings. We need to reflect on our feelings and on why certain things make us feel a certain way. Feelings are complex, subjective experiences that involve physical and mental aspects of self—they can be felt, expressed, acted on, and thought about (Greenspan & Greenspan, 1985). All feelings have value and are useful—even ones we view as negative. Feelings are how we react to experiences, and they help us organize and make sense of our world. The great works of art, music, drama, and dance are based on feelings—some pleasant, and some dark and tragic.
We learn about feelings from our childhood experiences. When children are young, adults label the child's emotions: "That bang scared you!" "The dog's bark upset you!" Part of this socialization process is to help children know how to respond to the environment—for safety, to develop appropriate reactions to the environment, and to teach children culturally appropriate responses to their feelings. Other feelings, such as those of love, trust, fear, excitement, and surprise, are natural responses to the environment that help us feel good about ourselves and the social environment (Rogers, 1980).
Another way we learn about feelings is through social r.
This document discusses various developmental theories and their application in education. It provides a matrix comparing the key aspects of theories by Piaget, Vygotsky, Erikson, Kohlberg, Bandura and Bowlby. For each theorist, it gives a brief overview of their theory and an example of how it can inform classroom practices. It also presents a case study of a student named Tonya and how understanding child development helped her teacher, Mary, support Tonya's needs. The document emphasizes that learning theories can help teachers identify student strengths, needs, and effective teaching strategies to reach all learners.
This document discusses various developmental theories and their application in education. It provides a matrix comparing the key aspects of theories by Piaget, Vygotsky, Erikson, Kohlberg, Bandura and Bowlby. For each theorist, it gives a brief overview of their theory and an example of how it can inform classroom practices. It also presents a case study of a student named Tonya and how understanding child development helped her teacher, Mary, support Tonya's needs. The document emphasizes that learning theories can help teachers identify student strengths, needs, and effective teaching strategies to reach all learners.
The document provides 10 things parents can do at home and 10 things parents can do with their school to promote their child's social and emotional learning. Some key strategies include focusing on strengths, giving children choices, avoiding humiliation, reading together, encouraging problem solving skills, and fostering open communication between home and school. The document also lists tips for parents on social and emotional skills and recommends books to help parents support their child's development.
ПОЗИТИВНА ДИСЦИПЛИНА И ПОЗИТИВНО
РОДИТЕЛСТВО/СТАРАТЕЛСТВО Positive discipline and positive parenting
Издавач:Прва детска амбасада во светот Меѓаши-Република Македонија
Уредник: м-р Драги Змијанац-претседател и основач
Автор:Проф. д-р Ана Фрицханд, проф. д-р Софија Георгиевска
Лектор: Ад-вебум Скопје
Дизајн; Ване Костуранов
Печатење: БАто и ДИВАЈН
ПОЗИТИВНА ДИСЦИПЛИНА И ПОЗИТИВНО
РОДИТЕЛСТВО/СТАРАТЕЛСТВО
Секој дом е универзитет, и секој родител е професор. – Махатма Ганди
ШТО Е ПОЗИТИВНА ДИСЦИПЛИНА?
Честопати, кога ќе се слушне зборот „дисциплина“, кај многумина се јавуваат негативни асоцијации главно поврзани со казнувањето, за кое се мисли дека оди „рака под рака“ со дисциплинирањето. Сепак, вистинското значење на зборот „дисциплина“, кој потекнува од латинскиот збор disciplina, е „учење“. Оттука, дисциплинирањето, во основа, е процес на учење и усвојување на вредности, правила, норми и принципи на прифатливо однесување во едно општество. Традиционално, во воспитувањето на децата многу често се практикува дисциплина која се заснова врз казна и често предизвикува негативни последици (бунт, одмазда, намалена самодоверба). Спротивно на тоа, постои позитивна дисциплина, заснована врз поттикнување на децата на самодоверба и независност, која ги прави одговорни….
Прирачникот можете да го симнете и прочитате на следната страна:
Human Development I - Chapter 11, Emotional and Social Development, Ages 1-3bartlettfcs
1) The document discusses emotional and social development in children ages 1-3, including temper tantrums, negativism, making friends, setting limits, and encouraging independence.
2) As children develop independence between ages 1-3, guidance techniques should focus on reasoning, praise, and consistency to help children learn self-discipline.
3) Both emotional and social skills are shaped through a child's relationships, with caregivers playing an important role in developing a positive self-concept and healthy adjustment.
This document discusses managing challenging behaviors in early childhood education settings. It emphasizes using the teaching pyramid model to promote positive behaviors through supportive relationships and preventative strategies. For children exhibiting challenging behaviors, the document recommends collecting observational data to understand the triggers and functions of behaviors before developing individualized intervention plans implemented consistently across settings and with family involvement. Effective plans address the underlying reasons for behaviors and teach replacement skills rather than punishing.
Required Resources1. Read from your text, Challenging Behavior.docxsodhi3
Required Resources
1. Read from your text, Challenging Behavior in Young Children:
· Chapter 9: Guidance
· Chapter 9 provides specific strategies for helping young children with challenging behavior.
· Chapter 10: Functional Assessment and Positive Behavior Support
· Chapter 10 provides information on the functions that behaviors serve and developing a positive behavior support plan.
2. The IRIS Center. (n.d.). A-B-C Analysis. Retrieved from http://iris.peabody.vanderbilt.edu/mcontent/behavior-abc-video/
1. This activity will allow students to observe a child having tantrums and list the target behavior, antecedents, consequences, and hypothesis regarding the function of behavior. This activity will assist you in completing the second discussion question.
1. Accessibility Statement
1. Privacy Statement does not exist.
1. The IRIS Center. (n.d.). Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan. Retrieved from http://iris.peabody.vanderbilt.edu/fba/chalcycle.htm
1. This module outlines the steps of the Functional Behavioral Assessment process and will assist you in completing the second discussion question.
1. Accessibility Statement
1. Privacy Statement does not exist.
Recommended Resource
1. The IRIS Center for Training Enhancements. (n.d.). Methods of Functional Behavioral Assessment. Retrieved on from http://flpbs.fmhi.usf.edu/pdfs/pbs_FBA_Practice.pdf
· This info brief provides a brief overview of different methods to use when conducting functional assessments.
ECE201: INTRODUCTION TO EARLY CHILDHOOD BEHAVIOR
WEEK THREE INSTRUCTOR GUIDANCE
Children require guidance and sympathy far more than instruction.
-Anne Sullivan
Welcome to Week THREE of ECE201!!
As we learned last week, all children display challenging behaviors. This is a normal part of development. When children have a difficult time controlling their emotions adults need to provide positive and clear guidance. Seems simple right?
Well, as anyone who has worked with children knows, it can be more difficult then it seems. Fortunately, there are research-based approaches and guidance strategies that adults can use to help children manage their behavior.
As the quote above suggests, using guidance strategies that are based on respect and empathy for children is a key part of your role as an ECEC professional. Far more than they need instruction and lectures, punishment and consequences, children need sympathy and guidance in their quest to manage themselves and to take their place gracefully and joyfully as fully functioning members of their families, their peers, and their communities.
Overview of the Learning Week
This week we focus our learning on approaches and strategies to guiding young children’s behavior that are both respectful and effective. As an ECEC professional your knowledge about how children learn and grow will provide a foundation for using these strategies in ways that are developm ...
Human Development I, Chapter 3 - Parentingbartlettfcs
This document discusses parenting and meeting children's needs. It explains that families aim to meet children's physical, intellectual, emotional and social needs. Specific needs for each area are defined for different ages. The document also outlines authoritarian, democratic and permissive parenting styles and ways to guide children's behavior, including positive reinforcement, setting limits, and using natural/logical consequences for misbehavior consistently and appropriately for their age.
The document provides biographical information about Angela Searcy, who has over 20 years of experience in education and specialized training in neurosciences. She is the owner of Simple Solutions Educational Services and works as an educational consultant, professor, and speaker. The document discusses her expertise in developing behavior modification programs and professional development related to adult learning and neuroscience research.
The document discusses parent-based interventions for aggressive children, specifically Parent Management Training (PMT). It notes that PMT aims to enhance parental control over children's behavior through skills like issuing clear commands. However, researchers argue PMT needs updating to account for factors beyond parenting, like socioeconomic disadvantages. Effective PMT works best for oppositional preschoolers from stable families, and lacks research on its effectiveness for children at highest risk. The document also discusses bidirectional models of parent-child relationships that view the relationship as mutually influencing both parties over time through automatic, thoughtful, and mutual processes.
The document discusses mistaken behavior in children and an encouraging classroom approach. It describes three levels of mistaken behavior: experimentation, social influence, and strong needs. The guidance approach involves understanding the root causes of behaviors and encouraging children to resolve conflicts respectfully. An encouraging classroom uses guidance rather than punishment, builds trust, and involves parents through a partnership approach to promote appropriate child development.
The document discusses several topics related to parenting and teaching children respect. It emphasizes that the most effective way to teach children respect is by treating them respectfully and being a good role model. Parents should communicate openly with their children without distractions, praise good behavior, and avoid verbal abuse which can damage children's development and self-esteem. A parent's role evolves as children grow into more independent individuals.
This document provides a pro forma for registering a dissertation topic at Rajiv Gandhi University of Health Sciences in Bangalore, Karnataka. It includes details about the candidate (Vishwas Jog), their institute (Padmashree Institute of Nursing), and their proposed study topic.
The proposed study is to assess the effectiveness of a structured teaching program on mothers' knowledge of behavioral problems in toddlers aged 1-3 years. The study will involve assessing mothers' knowledge before and after the teaching program using a questionnaire. The teaching program will be presented to mothers in a selected community in Bangalore using flashcards. The results will help evaluate if the program improved mothers' understanding of common toddler behavioral issues.
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Acknowledging children’s behaviors
1. Acknowledging Children’s
Positive Behaviors
22
What Works Brief Series • Matt Timm and Sharon Doubet
Center on the Social and Emotional Foundations for Early Learning
Project funded by the Child Care and Head Start Bureaus in the U.S. Department of Health and Human Services
2. Acknowledging Children’s Positive Behaviors
K
athy was frustrated with how things
were going in her classroom where
she is the teacher of 3- and 4-year-
old children. Several children were having
difficulties with transitions. They wandered
around the room, became easily agitated,
and disrupted the whole class. Although Kathy had been
teaching for 5 years, she was beginning to doubt her abilities
as the right teacher for this group of children. Kathy talked
about her challenges with Hank, the director of the center.
Hank suggested that he videotape the class so that they
could later watch the tape together and look more carefully
at what was happening during transition times. Kathy
agreed to have her class videotaped because she trusted
that Hank would be supportive and his feedback would be
constructive rather than critical.
A week later, Kathy and Hank watched the videotape and
focused on the transition between center-time and lunch.
Hank had suggested that they keep track of what Kathy
said to the children and their responses. As they watched
the tape, Kathy was surprised to hear her loud tone and
to see her increasingly “aggravated” body language (e.g.,
tense, standing above the children, hands on hips). She
noted how many times she heard herself say, “Stop that!
What are you supposed to be doing?” “This room needs to
be quiet.” “We are out of time.” The chaotic atmosphere
in the room seemed to increase as Kathy’s aggravation
increased. Hank recommended that they work together
to use a strategy to reduce inappropriate behaviors by
focusing on children’s positive behaviors. He gave Kathy
some materials to read on acknowledging young children’s
positive behaviors.
Acknowledging Positive Behaviors: How Does
This Strategy Work?
Acknowledging positive behaviors is a strategy that educa-
tors, family members, and other caregivers can use to
devote more time and attention to desirable child behavior
than to undesirable child behavior. This strategy is based
on four key findings from research involving young
children and their supportive adults:
• Most child behavior is strengthened or weakened by
what happens after the behavior occurs. For example,
a toddler who receives laughter and applause for mak-
ing a funny face is likely to keep making funny faces.
• Often adult attention is captured by child misbehavior;
teachers and parents can be, in a sense, hypnotized by
a child’s misbehavior, seemingly unable to attend to
appropriate behavior by other children.
• Attention from primary caregivers is so important to
young children that they will continue a behavior that
produces negative reactions. The result can be an
increase in the very behavior that adults wish to
discourage. For example, think about a child who con-
tinues to run toward the classroom door over and over
again as the teacher shouts,“Don’t make me come over
there; you know not to leave the classroom!”That kind
of attention will reinforce and increase that behavior.
• Although a specific child behavior may be temporarily
weakened by a negative response from the adult, there
is no assurance that a more desirable behavior is being
identified and encouraged in the process. For example,
telling a child that she cannot go outside to play
because she dumped her toys all over the floor does
not teach the child how to put toys away. The“more
desirable behavior”needs to be taught.
How Can Teachers Use the Strategy of
Acknowledging Positive Behaviors?
Give positive responses to the desired behavior and
avoid responding when that behavior is not occurring.
This approach requires that adults give positive responses
to desired child behavior and do their best to avoid
responding when that behavior is not occurring, unless
safety issues arise. Positive responses involve communicat-
ing verbally and nonverbally with the child but also can
include presenting favorite objects (toys or books),
pictures, sounds, or other items. Kathy was worried that if
she ignored inappropriate behavior the children might
end up completely out of control. Hank listened to her
concerns and told her about some of the problems that he
ran into when he started acknowledging children’s positive
behaviors in a classroom setting. Hank told Kathy that
behavior sometimes gets worse before it gets better when
you withdraw attention and reward (the response extinc-
tion pattern). However, if you start rewarding positive
behaviors, you should see an initial improvement, followed
by some variability (i.e., good days, bad days), followed by
more consistently good days. Hank said that he would
help Kathy make plans for handling unsafe behavior and
that he would work very closely with her once they actually
started using this strategy.
Record the number of times the behaviors occur.
A planned approach requires that adults record the num-
ber of times certain child and adult behaviors occur. Hank
helped Kathy get started by developing a simple form with
three columns. The columns were titled: (1) What happens
before the behavior? (2) What is the problem behavior?
and (3) What do the adults/child do after the behavior?
Hank was encouraging and worked with Kathy on record-
ing the information about the behavior. Kathy began to
feel better when she could see the pattern and relationship
between child and adult behaviors. For example, she
noticed that when she commented on one child’s attentive
Issue 22 July 2007 Page 2
3. behavior to a peer who was sharing a story with the large
group, other children began to sit up and pay attention
also. Being able to step“out of the classroom action”and
look at the information gathered helped Kathy analyze
what was happening in her classroom.
Design a plan to meet your individual needs.
The next step is for adults to develop a classroom plan.
Hank advised Kathy that it is a good idea to initially select
one desirable behavior and a just few children.After every-
one has experienced some success, she could then move to
a more challenging behavior. Kathy decided to start with
cleaning up toys when center-time was over. Hank then
asked Kathy to work on defining
the behavior that she wanted to
see increase; to consider where,
when, and how often she would
be looking for that behavior;
and to think of situations that
might increase the likelihood
that children would engage in
that behavior.
At their next meeting, Kathy and
Hank developed a list of expecta-
tions for picking up toys and plans for teaching the children
the expectations. Together they developed a list of positive
responses to use in the classroom. They decided to keep the
responses simple and descriptive—“Thank you for putting
the truck on the shelf”—and to make sure that they included
nonverbal responses (like smiles, winks, thumbs-up). They
agreed on the importance of not responding to the children’s
unacceptable behavior unless someone was in immediate
danger. Even then, Kathy would do her best to act quickly
with minimum interaction. Hank helped Kathy by role
playing a few situations during which she would respond
to appropriate behavior by using positive, descriptive
statements.
They reviewed the simple counting sheet that Kathy would
start using in the classroom. They decided to target three
children and record how they were doing with picking up
toys, how many times they received positive reactions for
desired behaviors, and how many times they received atten-
tion for undesirable behaviors. Kathy felt good knowing that
she had a plan to address the difficult behavior and that
Hank was supportive of her efforts.
What ResourcesAre Needed?
The initial involvement of an experienced person (e.g., a
colleague, supervisor, team member) from outside the
classroom to assist in training and intervention monitor-
ing is strongly recommended.
WhoAre the ChildrenWho Benefit?
Acknowledging positive behaviors has been used with
a wide variety of children from 2 years of age to preado-
lescence, including children who are typically developing
and children described as having conduct disorders,
emotional disturbance, communication disorders,
autism, and mental retardation. This strategy has been
used effectively by teachers from a wide range of racial,
ethnic, income, and educational backgrounds.
What Behavioral Changes Can Be Expected?
Acknowledging positive behaviors has been used to help
increase and maintain a number of child behaviors
including positive interactions with peers, following
adult instructions, appropriate communication, and
independent self-care skills (e.g., dressing, toileting).
Using this strategy results in
decreases in aggressive and
destructive behaviors, failure
to follow instructions, and
inappropriate communication.
Use of this strategy by caregivers
results in adults becoming
purposeful in providing posi-
tive responses to appropriate
child behavior, monitoring
child behavior more closely,
and responding to child behavior more consistently.
Fewer adult reactions to inappropriate child behavior,
less reliance on punishment, and decreased levels of
stress within the classroom also have been observed.
This strategy is especially well-suited to increasingly
informal use across behaviors, settings, and activities as
adults become more familiar with the procedures.
The next day, Hank stopped by Kathy’s classroom after the
children had gone home. Kathy’s enthusiasm for her new
approach to behavior was dampened by the children’s
initial response. She told Hank that when she said some-
thing positive to the children during clean-up time they
seemed shocked. “It was as if they were confused when I
did not use a frustrated tone and scolding words.” Hank
reminded Kathy that behavior changes take time for both
adults and children.
Child behaviors did not improve overnight. Some children
responded quickly to the descriptive praise and acknowl-
edgment, while others continued to run around the room
during clean-up time. Hank planned to give Kathy some
extra hands during the first week of implementing her
new strategy. She needed time to teach the expectations
and for the children to become comfortable with the
changes. In a few weeks, even parents were commenting
on how Kathy and the children seemed less stressed and
more like a team working together in the room. Kathy
continued to chart her behaviors and the children’s
behaviors, and felt increasingly competent in her role as
a teacher with a plan to acknowledge positive behavior
to decrease inappropriate behavior.
“Kathy began to feel
better when she could
see the pattern and
relationship between child
and adult behaviors.“
Issue 22 July 2007 Page 3
4. Issue 22 July 2007 Page 4
We welcome your feedback on this What Works Brief. Please go to the CSEFEL Web site
(http://www.vanderbilt.edu/csefel) or call us at (866) 433-1966 to offer suggestions.
Center on the Social and Emotional Foundations for Early Learning
Where Do I Find More Information on Implementing This Practice?
See the CSEFEL Web site (http://www.vanderbilt.edu/CSEFEL) for additional resources. There are many books,
articles, manuals, and pamphlets available that describe the use of this strategy. These include:
Hester, P. P., Baltodano, H. M., Hendrickson, J. M., Tonelson, S. W., Conroy, M. A., & Gable, R. A. (2004). Lessons
learned from research on early intervention: What teachers can do to prevent children’s behavior problems.
Preventing School Failure, 49(1), 5-10.
Kaiser, B., & Rasminsky, J. S. (2005). Including children with challenging behavior in your child care community.
Exchange, 164, 32-34.
Stormont, M., Lewis, T. J., & Beckner, R. (2005). Positive behavior support systems: Applying key features in
preschool settings. Teaching Exceptional Children, 37(6), 42-49.
What Is the Scientific Basis for the Practice?
For those wishing to explore the topic further, the following researchers have examined the short- and long-term
effectiveness of adults’ use of the strategy described here as Acknowledging Positive Behavior:
Campbell, S. B. (2002). Behavior problems in preschool children: Clinical and developmental issues. New York:
Guilford Press
Howes, C. (2000). Social-emotional classroom climate in child care, child-teacher relationships and children’s
second grade peer relations. Social Development, 9(2), 191-204.
Strain, P. S., & Timm, M. A. (2001). Remediation and prevention of aggression: An evaluation of the Regional
Intervention Program over a quarter century. Behavioral Disorders, 26(4), 297-313.
This material was developed by the Center on the Social and Emotional Foundations for Early Learning with federal funds from the U.S. Department of
Health and Human Services, Administration for Children and Families (Cooperative Agreement N. PHS 90YD0215). The contents of this publication do not
necessarily reflect the views or policies of the U.S. Department of Health and Human Services, nor does mention of trade names, commercial projects,
or organizations imply endorsement by the U.S. Government. You may reproduce this material for training and information purposes. July 2007
Newsletter constructed by the Graphics Core of the Vanderbilt Kennedy Center, Vanderbilt University. kc.vanderbilt.edu
5. Give positive responses to the desired behavior and avoid
responding when that behavior is not occurring.
• Positive responses include telling the child what he or she did well.
• Positive responses can include presenting favorite toys or other items.
• Nonverbal responses might include smiles, thumbs-up, and pats on the back.
• Be prepared for the child’s behavior to get worse initially in one or more areas before
it begins to get better.
• Make a plan for responding to unsafe behavior.
Record the number of times the behaviors of interest occur.
• Pay attention to child behavior and adult behavior.
• Write down what and how often the child engages in undesirable and desirable behaviors.
• Write down how often and what types of attention adults provide to the child
(for desirable as well as undesirable behaviors).
• An example of a form might be:
Design a plan to meet your individual needs.
• Individualize the plan for each situation.
• Select one desired behavior as a starting point.
• Move to more challenging behaviors after experiencing some success.
• Define the behavior you want to see occur more frequently (consider where, when, and how often).
• Think of situations or activities that might increase the child’s opportunities to engage in the desired behavior.
• Develop a list of positive responses that adults can use when the child engages in the positive behavior
(consider nonverbal as well as verbal responses).
• Do not respond to unacceptable behavior unless the child, someone else, or an important object is in immediate
danger. If you have to react because of safety, do so quickly and with a minimum amount of interaction.
• Decide on a schedule to begin Acknowledging Positive Behaviors.
This material was developed by the Center on the Social and Emotional Foundations for Early Learning with federal funds from the U.S. Department of
Health and Human Services, Administration for Children and Families (Cooperative Agreement N. PHS 90YD0215). The contents of this publication do not
necessarily reflect the views or policies of the U.S. Department of Health and Human Services, nor does mention of trade names, commercial projects,
or organizations imply endorsement by the U.S. Government. You may reproduce this material for training and information purposes. July 2007
Handout constructed by the Graphics Core of the Vanderbilt Kennedy Center, Vanderbilt University. kc.vanderbilt.edu
Acknowledging Children’s Positive Behaviors
HANDOUT 22
Before the behavior The behavior After the behavior
Asked to clean up and
reminded of being
responsible for their toys
Cade cleans up with peers Teaching assistant smiles
and gives Cade and his
two peers a “high five”
Issue 22 July 2007 http://www.vanderbilt.edu/csefel