SlideShare a Scribd company logo
Promoting Social  Emotional Competence Promoting Children’s Success: Building Relationships and Creating Supportive Environments Module 1 Handout
Center on the Social and Emotional Foundations for Early Learning  (CSEFEL) Angela Searcy, M.S. Simple Solutions Educational Services www.overtherainbowsimplesolutions.com [email_address] 708-845-2343/866-660-3899
Angela Searcy  [email_address]  708-845-2343 ,[object Object],[object Object],[object Object],[object Object]
Home  |  About  |  Contact   Resources by Type:  •  Chat Sessions  •  Decision Making    Guidelines    •  En Español  •  Family Tools  •  Research Syntheses  •  Practical Strategies  •  State Planning  •  Training Kits  •  Training Modules     •   Infant/Toddler     •   PreSchool     •   Parent  •  Videos  •  What Works  Briefs Resources by Group:  •  For States  •  For Trainers/Coaches  •  For Families  •  For Teachers/Caregivers Order Materials Links Search   Resources: PreSchool Training Modules/M ó dulos de Capacitaci ó n ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Presenter Facilitator ’ s Guide  PDF  |  HTML  / Gu í a del presentador  HTML Adobe Acrobat Reader .
National Centers & Resources ,[object Object],[object Object]
Some Sobering Facts
(Campbell & Ewing, 1990; Egeland et al., 1990; Fischer, Rolf, Hasazi, & Cummings, 1984) Children who are identified as hard to manage at ages 3 and 4 have a high probability (50:50) of continuing to have difficulties into adolescence.
Early appearing aggressive behaviors  are the best predictor  of juvenile gang membership and violence.   (Reid, 1993)
Of the young children who show early signs of challenging behavior, it has been estimated that fewer than 10% receive services for these difficulties.  (Kazdin & Kendall, 1998)
When aggressive and antisocial behavior has persisted to age 9,  further intervention has  a poor chance of success.   (Dodge, 1993)
Preschool children are three times more likely to be “expelled” then children in grades K-12. (Gilliam, 2005)
It begins  early...
There are evidence based practices that are effective in changing this developmental trajectory… The problem is not what to do, but rests in where and how we can support children and help families access services. We Know What to Do!
Taking Care of Yourself: Put on Your Mask First Before You Can Help Someone Else!
Examining Our Attitudes about Challenging Behaviors ,[object Object],[object Object],[object Object]
Managing Personal  Stress:  Thought Control Calming Thoughts “ This child is testing to see  where the limits are.  My job is to stay calm and help  him learn better ways to behave.” “ I can handle this.  I am in control.  They have just learned some powerful ways to get control.  I will  teach them more appropriate  ways to behave.” Upsetting Thoughts “ That child is a monster.  This is getting ridiculous.  He’ll never change.” “ I’m sick of putting out fires!”
Managing Personal  Stress:  Thought Control Calming Thoughts “ I feel undervalued right now –  I need to seek support from  my peers and supervisor.” “ Having her in my class is going to  be a  wonderful  Professional  Development experience.” Upsetting Thought “ I wonder if the corner grocery  is hiring?” “ He ruins everything!  This is going to be the worst  year of my career.”
 
Mean Age Expectation in Months for Milestone Attainment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Behavioral Expectations of  Two Groups of Mothers ( Farver & Lee-Shin, 2000) Korean-American Mothers European-American Mothers Believe parents and children should play together 54% 96% Prefer children play with sex-typed toys (e.g., boys play with trucks) 71% 43% Provide children with many chances to decide (e.g., give child choices) 11% 66%
Contrasting Values—What do you Believe?  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What Get’s on my nerves!  Reason Behind Behavior  What is your job as a professional  Parent in denial  ,[object Object],[object Object],[object Object],It is not our job to change adult behavior-but understand that denial is a normal  stage of development that adults go through That being said keep lines of communication open and focus on classroom strategies with the child  Parents that don’t follow through  ,[object Object],[object Object],It is our job to teach children and follow through with our work. It is our job to develop relationships with families and support parents  and provide resources
What Get’s on my nerves!  Reason Behind Behavior  What is your job as a professional
Ideas to Consider…  ,[object Object],[object Object],[object Object]
Research on PBS ,[object Object],[object Object],[object Object]
Wrong Way – Right Way ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Behavior support Plans  ,[object Object]
Tim’s Support Planning Chart- Hypothesis Function : obtain toy/play Trigger Behavior Maintaining Consequence ,[object Object],[object Object],Verbal aggression (threats), physical aggression (hit, push, kick, punch), property destruction ,[object Object],[object Object],[object Object],Preventions New Skills New Responses
Setting Event ,[object Object]
Behavior Equation Quan approaches computer and sees child working on program. Quan moves his picture to indicate that he is next.  Quan observes and waits for his turn. Child leaves computer and Quan sits down and begins working. Setting  Event Trigger Behavior Maintaining Consequence
Behavior Equation   Maintaining Consequence Behavior Trigger Setting  Event Child leaves computer and Quan sits down and begins working. Quan hits child and pushes his body on the child’s chair. Quan approaches computer and sees child working on program. Quan was up most the night with an asthma attack. He arrives at school looking sleepy and with dark circles under his eyes.
Sample Setting  Event Chart Mon Tues Wed Thurs Fri How does  he come to school? Rides the bus    Mom brings   Tantrum at a.m. circle    His behavior? Tantrum at snack    Tantrum at small group   
Sample  Setting Event Chart MON TUES WED THURS FRI SAT SUN What happened the night  before? Slept Poorly Yes  No Yes No Yes No  Yes  No Yes  No Yes  No Yes  No Mom on Midnight Shift Yes  No Yes  No Yes  No Yes  No Yes  No Yes  No Yes  No How was his behavior? Tantrum in A.M. Yes  No Yes  No Yes  No Yes  No Yes  No Yes  No Yes  No Tantrum in P.M. Yes  No Yes  No Yes  No Yes  No Yes  No Yes  No Yes  No
Tim’s Support Planning Chart Function : attention  Trigger Behavior Maintaining Consequence Parents  Setting Events  (if applicable): Hits cries  Want’s her way ,[object Object],Preventions New Skills New Responses To Challenging Behavior: To Use of New Skill:
Tim’s Support Planning Chart Function : to get what he wants  Trigger Behavior Maintaining Consequence ,[object Object],[object Object],[object Object],Throws objects Doesn’t listen  ,[object Object],[object Object],[object Object],Preventions New Skills New Responses To Challenging Behavior: To Use of New Skill:
Consider this… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Tim’s Support Planning Chart Function:  Obtain toy/play Trigger Behavior Maintaining Consequence ,[object Object],[object Object],[object Object],Verbal aggression (threats), physical aggression (hit, push, kick, punch), property destruction ,[object Object],[object Object],[object Object],Preventions New Skills New Responses ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object]
Designing Supportive Environments Building Positive Relationships Social Emotional Teaching Strategies Individualized Intensive Interventions
[object Object],[object Object],[object Object]
[object Object],[object Object],Building Positive Relationships  with Children Play Time & Attention Home  visits Share Empathy Notes  home Happy  Grams
 
Your  Behavior Is Key ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Self –Reflect  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Activity- Building Relationships ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Ideas for Making Deposits
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Designing Supportive Environments Building Positive Relationships Social Emotional Teaching Strategies Individualized Intensive Interventions
Planning Sensory and Motor Activities
What do you dislike about workshops?
Teach how you want to be taught!
NAEYC says…Read Story While children Act it Out
 
 
Let children Discover new things at Center Time
2. Establish a Predictable Environment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object]
Schedules and Routines ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Routines vs. Schedules ,[object Object],[object Object],[object Object],[object Object]
Routines vs. Schedules ,[object Object],[object Object],[object Object],[object Object]
Steps in Daily Routines Routine Steps Story time Sit in a circle, listen, look at pictures, answer questions about story
 
Steps to Arrival
Telling Isn’t Teaching
 
Parent book:How I should Hang out my Coat
Individualize for children that struggle
How to put on and take off my coat
 
 
Arrival Visual Sequence
 
 
 
 
Daddy, Papa, This is what I can do when I feel sad…
Before Children come to school
 
Practice the “Help” Procedure ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
3 Before Me 1. Think to myself 2.  Check the direction chart. 3.  Ask a Classmate If you still need help clip your name to the chart for teacher help. In order to minimize interruptions during small group guided reading, children will need to know what to do if they need help. This technique is something I learned at an inservice I attended and it has worked well. Not only does it allow me time to work with my small groups, but it also makes students accountable for their learning.
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Teach  Rules in the Context of Routines
Classroom Arrangement and Design: Traffic Patterns ,[object Object],[object Object],[object Object]
Environmental Support HSCI Curriculum Modifications Module
Classroom Arrangement and Design: Learning Centers ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Classroom Arrangement and Design: Learning Centers ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Create Meaningful and  Engaging Learning Areas ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
How Can This Circle Area Be Improved?
Circle Time
Logan Square
Logan Square
Classroom Arrangement and Design Activity ,[object Object],[object Object],[object Object],[object Object]
 
 
 
Teach with Visual Schedules
Sign Language! ,[object Object],[object Object],[object Object]
Visual Object Schedule Change Diaper Wash Breakfast Music Use real objects.
Photograph Visual Schedule
Morning Meeting Mini-Schedule
 
1.  Turn on water. 2.  Wet hands. 3. Get soap. 4. Rinse hands.
5.  Turn off water. 7.  Throw away towel. 6.  Dry hands. 8.  Go play.
 
Activity Turn-Taking Cue
Activity Using Visual Schedules ,[object Object],[object Object]
Activity Using Visual Schedules ,[object Object],[object Object]
Activity Using Visual Schedules ,[object Object],[object Object],[object Object]
Activity Using Visual Schedules ,[object Object],[object Object]
Activity Using Visual Schedules ,[object Object],[object Object]
Transitions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Why is it important to address transitions between activities? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Identify Transitions times in your classroom ,[object Object],[object Object],[object Object],8:20-8:25 Arrival from buses and go to classroom 8:25-8:30 Put away things in cubbies and come to circle
Strategies that support smooth transitions between activities ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
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 time.  HSCI Curriculum Modifications Module
HSCI Curriculum Modifications Module Environmental Support
 
How WE Wait –Mom/ Dad/Ya Ya!
Uptown!  1.Stand on a square   2.Stand behind a friend   3.Catch a bubble   4. Hold on to the railing
Strategies that support smooth transitions between activities ,[object Object],[object Object],[object Object],[object Object],[object Object]
Strategies that support smooth transitions between activities ,[object Object],[object Object],[object Object]
Activity 3 ,[object Object],[object Object],[object Object],Strategies to use  before  the transition Strategies to use  during  the transition Strategies to use  after  the transition 8:20-8:25 Arrival from buses and go to the classroom Adult is present to greet and wait for students; prompt children to line up with a buddy Teacher guides discussion about things the children saw as they rode the bus to school Teacher gives the children a “high 5” as they enter the classroom
Video 1.2: Transitions to Centers
Video 1.3: Providing Individualized Transition Cues to Gabby
Transition with Visual and Timer
Transition with Visual
Transition with Choice
Choice Chart
Choice Chart
Transition with Visual Choice
Circle Time – Universal Design Environmental Support From:  www.headstartinclusion.org
Circle Time Simplify the Activity From:  www.headstartinclusion.org
Environmental Support HSCI Curriculum Modifications Module
HSCI Curriculum Modifications Module Counting card helps child count to 20 while  waiting for a turn on the trampoline.
Environmental Support HSCI Curriculum Modifications Module
Environmental Support HSCI Curriculum Modifications Module
Child holds chart at circle time featuring  reminders of expected behavior HSCI Curriculum Modifications Module
Transition with Center Necklaces
Teaching Children Expectations
Wet hands . Get soap . Wash hands . Dry hands . Throw away. 1 2 3 4 5 Washing Hands Activity Analysis Using Clip Art
 
 
 
Individual  Schedule First Then
Large Group Activities ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Small Group Activities ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Schedule/Routine/Transition Activity ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Giving Directions ,[object Object],[object Object],[object Object],[object Object]
Giving Directions ,[object Object],[object Object],[object Object],[object Object]
General Guidelines About Rules ,[object Object],[object Object],[object Object],[object Object],[object Object]
Involving Children in  Developing the Rules ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Circle Time Rules
Rules ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Logan Sqaure
Video 1.5: Stop/Go Teaching Rules
Teach the Rules- Just like time tables! ,[object Object],[object Object],[object Object]
Rules Activity ,[object Object],[object Object],[object Object]
Fun Ways to Reinforce  the Rules ,[object Object],[object Object],[object Object],[object Object]
Video 1.6: Children Demonstrating Classroom Rules
 
Ongoing Monitoring and  Positive Attention ,[object Object],[object Object],[object Object]
Positive Attention Activity ,[object Object],[object Object],[object Object],[object Object]
Using Positive Feedback and Encouragement: 4 Principles ,[object Object],[object Object],[object Object],[object Object]
 
 
 
 
 
Using Positive Feedback and Encouragement ,[object Object],[object Object],[object Object]
Increasing Positive Behaviors:  Activity ,[object Object],[object Object],[object Object],[object Object]
Sample Certificate SUPER FRIEND AWARD!!! This certificate is to certify that  Marleco  is a SUPER FRIEND!! Today,  Marleco used his words to ask Malen nicely for a turn on the swing.  When he was done swinging, he asked Malen if she wanted another turn and then helped to push her.  At circle time, he gave his friend Cesar a compliment!  YAY Marleco!!  What a Super Friend you are!! Give yourself a pat on the back!! Signed by:  Miss Gail & Mr. Jim  Date:  January 7, 2006
[object Object],[object Object]
Major Messages ,[object Object],[object Object],[object Object],[object Object]

More Related Content

What's hot

Classroom level success factors
Classroom level success factors Classroom level success factors
Classroom level success factors
slidesupload
 
Session #16 The Trauma Informed Paraeducator
Session #16 The Trauma Informed ParaeducatorSession #16 The Trauma Informed Paraeducator
Session #16 The Trauma Informed Paraeducator
National Resource Center for Paraprofessionals
 
Chapter 3 embracing the mind set of chainge
Chapter 3 embracing the mind set of chaingeChapter 3 embracing the mind set of chainge
Chapter 3 embracing the mind set of chainge
artoutman
 
Positive Discipline
Positive DisciplinePositive Discipline
Positive Discipline
sherigoffice
 
SafeCare Maryland Presentation - Dr. Lutzker
SafeCare Maryland Presentation - Dr. LutzkerSafeCare Maryland Presentation - Dr. Lutzker
SafeCare Maryland Presentation - Dr. Lutzker
Georgia State School of Public Health
 
Attach 2015 What counts as success
Attach 2015 What counts as successAttach 2015 What counts as success
Attach 2015 What counts as success
Robert Burroughs
 
Teaching with poverty in mind
Teaching with poverty in mindTeaching with poverty in mind
Teaching with poverty in mind
mmcneffnd
 
Session #44; Strategies for Preventing Problem Behavior
Session #44; Strategies for Preventing Problem BehaviorSession #44; Strategies for Preventing Problem Behavior
Session #44; Strategies for Preventing Problem Behavior
National Resource Center for Paraprofessionals
 
Social and emotional learning
Social and emotional learningSocial and emotional learning
Social and emotional learning
Brittnee Williams
 
Building encouraging classroom leadership communication
Building encouraging classroom   leadership communicationBuilding encouraging classroom   leadership communication
Building encouraging classroom leadership communication
Mary Grace Termulo
 
Behavioral Intervention for ADHD, ASD, ODD and General Behavior Issues
Behavioral Intervention for ADHD, ASD, ODD and General Behavior IssuesBehavioral Intervention for ADHD, ASD, ODD and General Behavior Issues
Behavioral Intervention for ADHD, ASD, ODD and General Behavior Issues
Tuesday's Child
 
Social Emotional Learning
Social Emotional LearningSocial Emotional Learning
Social Emotional Learning
Voices for Georgia's Children
 
Positve parenting the case against spanking
Positve parenting the case against spankingPositve parenting the case against spanking
Positve parenting the case against spanking
Steve Vitto
 
Teaching Special Students
Teaching Special StudentsTeaching Special Students
Teaching Special Students
guest29d867
 
Webinar: Autism in Preschool (Dr. Mike Assel)
Webinar: Autism in Preschool (Dr. Mike Assel)Webinar: Autism in Preschool (Dr. Mike Assel)
Webinar: Autism in Preschool (Dr. Mike Assel)
Hatch Early Learning
 
Misbehavior or mistaken behavior
Misbehavior or mistaken behaviorMisbehavior or mistaken behavior
Misbehavior or mistaken behavior
Kathleen Clark
 
Behaviour twilight 18.09.14
Behaviour twilight 18.09.14 Behaviour twilight 18.09.14
Behaviour twilight 18.09.14
dringl01
 
Working effectively with schools; why co-production is essential for good out...
Working effectively with schools; why co-production is essential for good out...Working effectively with schools; why co-production is essential for good out...
Working effectively with schools; why co-production is essential for good out...
SPACE Stockport ADHD Group
 
Teaching_Poverty_in_Mind
Teaching_Poverty_in_MindTeaching_Poverty_in_Mind
Teaching_Poverty_in_Mind
WestcottJ
 
Social Emotional Learning & Trauma Informed Practices in Education
Social Emotional Learning & Trauma Informed Practices in EducationSocial Emotional Learning & Trauma Informed Practices in Education
Social Emotional Learning & Trauma Informed Practices in Education
Marcia Ramstrom
 

What's hot (20)

Classroom level success factors
Classroom level success factors Classroom level success factors
Classroom level success factors
 
Session #16 The Trauma Informed Paraeducator
Session #16 The Trauma Informed ParaeducatorSession #16 The Trauma Informed Paraeducator
Session #16 The Trauma Informed Paraeducator
 
Chapter 3 embracing the mind set of chainge
Chapter 3 embracing the mind set of chaingeChapter 3 embracing the mind set of chainge
Chapter 3 embracing the mind set of chainge
 
Positive Discipline
Positive DisciplinePositive Discipline
Positive Discipline
 
SafeCare Maryland Presentation - Dr. Lutzker
SafeCare Maryland Presentation - Dr. LutzkerSafeCare Maryland Presentation - Dr. Lutzker
SafeCare Maryland Presentation - Dr. Lutzker
 
Attach 2015 What counts as success
Attach 2015 What counts as successAttach 2015 What counts as success
Attach 2015 What counts as success
 
Teaching with poverty in mind
Teaching with poverty in mindTeaching with poverty in mind
Teaching with poverty in mind
 
Session #44; Strategies for Preventing Problem Behavior
Session #44; Strategies for Preventing Problem BehaviorSession #44; Strategies for Preventing Problem Behavior
Session #44; Strategies for Preventing Problem Behavior
 
Social and emotional learning
Social and emotional learningSocial and emotional learning
Social and emotional learning
 
Building encouraging classroom leadership communication
Building encouraging classroom   leadership communicationBuilding encouraging classroom   leadership communication
Building encouraging classroom leadership communication
 
Behavioral Intervention for ADHD, ASD, ODD and General Behavior Issues
Behavioral Intervention for ADHD, ASD, ODD and General Behavior IssuesBehavioral Intervention for ADHD, ASD, ODD and General Behavior Issues
Behavioral Intervention for ADHD, ASD, ODD and General Behavior Issues
 
Social Emotional Learning
Social Emotional LearningSocial Emotional Learning
Social Emotional Learning
 
Positve parenting the case against spanking
Positve parenting the case against spankingPositve parenting the case against spanking
Positve parenting the case against spanking
 
Teaching Special Students
Teaching Special StudentsTeaching Special Students
Teaching Special Students
 
Webinar: Autism in Preschool (Dr. Mike Assel)
Webinar: Autism in Preschool (Dr. Mike Assel)Webinar: Autism in Preschool (Dr. Mike Assel)
Webinar: Autism in Preschool (Dr. Mike Assel)
 
Misbehavior or mistaken behavior
Misbehavior or mistaken behaviorMisbehavior or mistaken behavior
Misbehavior or mistaken behavior
 
Behaviour twilight 18.09.14
Behaviour twilight 18.09.14 Behaviour twilight 18.09.14
Behaviour twilight 18.09.14
 
Working effectively with schools; why co-production is essential for good out...
Working effectively with schools; why co-production is essential for good out...Working effectively with schools; why co-production is essential for good out...
Working effectively with schools; why co-production is essential for good out...
 
Teaching_Poverty_in_Mind
Teaching_Poverty_in_MindTeaching_Poverty_in_Mind
Teaching_Poverty_in_Mind
 
Social Emotional Learning & Trauma Informed Practices in Education
Social Emotional Learning & Trauma Informed Practices in EducationSocial Emotional Learning & Trauma Informed Practices in Education
Social Emotional Learning & Trauma Informed Practices in Education
 

Viewers also liked

Way to perfect health for teenagers
Way to perfect health for teenagersWay to perfect health for teenagers
Way to perfect health for teenagers
guptarony
 
Early support parent workshops slide share
Early support parent workshops slide shareEarly support parent workshops slide share
Early support parent workshops slide share
Fiona Holmes
 
Responding to the emotional needs of children
Responding to the emotional needs of childrenResponding to the emotional needs of children
Responding to the emotional needs of children
jaclynne
 
Teacher's Training
Teacher's TrainingTeacher's Training
Teacher's Training
TDLC
 
Teachers’ training course in blended-learning: A Two-Stage Training Model
Teachers’ training course in blended-learning: A Two-Stage Training ModelTeachers’ training course in blended-learning: A Two-Stage Training Model
Teachers’ training course in blended-learning: A Two-Stage Training Model
Idalina Lourido Santos
 
Leadership in children's social and emotional wellbeing: Achieving the best p...
Leadership in children's social and emotional wellbeing: Achieving the best p...Leadership in children's social and emotional wellbeing: Achieving the best p...
Leadership in children's social and emotional wellbeing: Achieving the best p...
Hunter Institute of Mental Health
 
Montessori & Nursery teacher training prospect in india
Montessori & Nursery teacher training prospect in indiaMontessori & Nursery teacher training prospect in india
Montessori & Nursery teacher training prospect in india
yuvasakthi1
 
Pre school teachers training institute crash course 2015
Pre school teachers training institute crash course 2015Pre school teachers training institute crash course 2015
Pre school teachers training institute crash course 2015
PSTTI
 
English language learning online tools
English language learning online tools English language learning online tools
English language learning online tools
Mohammed-Antar
 
Advanced Teachers' Training: 1st Workshop
Advanced Teachers' Training: 1st WorkshopAdvanced Teachers' Training: 1st Workshop
Advanced Teachers' Training: 1st Workshop
pfrehe
 
Module 6.1 english
Module 6.1 englishModule 6.1 english
Module 6.1 english
Tess Asuncion
 
Social
SocialSocial
Social
Carla Piper
 
Promoting Social Development
Promoting Social DevelopmentPromoting Social Development
Promoting Social Development
sower
 
Preschool teaching session 1
Preschool teaching session 1Preschool teaching session 1
Preschool teaching session 1
Universidad Santo Tomás
 
Ecep 233 -rett’s syndrome
Ecep 233 -rett’s syndromeEcep 233 -rett’s syndrome
Ecep 233 -rett’s syndrome
eem_cee
 
Montessori Teachers training module
Montessori Teachers training moduleMontessori Teachers training module
Montessori Teachers training module
Farah Sadiq Khan
 
Child development 101 -teenagers
Child development 101 -teenagersChild development 101 -teenagers
Module 3 responsibility and accountability of a filipino teacher
Module 3 responsibility and accountability of a filipino teacherModule 3 responsibility and accountability of a filipino teacher
Module 3 responsibility and accountability of a filipino teacher
Noel Tan
 
Pre-school Ed. in the Philippines(EDUC 304)
Pre-school Ed. in the Philippines(EDUC 304)Pre-school Ed. in the Philippines(EDUC 304)
Pre-school Ed. in the Philippines(EDUC 304)
Divine Dizon
 
How to prepare a basic training module
How to prepare a basic training moduleHow to prepare a basic training module
How to prepare a basic training module
KALYANASUNDARAM Ar_Umu
 

Viewers also liked (20)

Way to perfect health for teenagers
Way to perfect health for teenagersWay to perfect health for teenagers
Way to perfect health for teenagers
 
Early support parent workshops slide share
Early support parent workshops slide shareEarly support parent workshops slide share
Early support parent workshops slide share
 
Responding to the emotional needs of children
Responding to the emotional needs of childrenResponding to the emotional needs of children
Responding to the emotional needs of children
 
Teacher's Training
Teacher's TrainingTeacher's Training
Teacher's Training
 
Teachers’ training course in blended-learning: A Two-Stage Training Model
Teachers’ training course in blended-learning: A Two-Stage Training ModelTeachers’ training course in blended-learning: A Two-Stage Training Model
Teachers’ training course in blended-learning: A Two-Stage Training Model
 
Leadership in children's social and emotional wellbeing: Achieving the best p...
Leadership in children's social and emotional wellbeing: Achieving the best p...Leadership in children's social and emotional wellbeing: Achieving the best p...
Leadership in children's social and emotional wellbeing: Achieving the best p...
 
Montessori & Nursery teacher training prospect in india
Montessori & Nursery teacher training prospect in indiaMontessori & Nursery teacher training prospect in india
Montessori & Nursery teacher training prospect in india
 
Pre school teachers training institute crash course 2015
Pre school teachers training institute crash course 2015Pre school teachers training institute crash course 2015
Pre school teachers training institute crash course 2015
 
English language learning online tools
English language learning online tools English language learning online tools
English language learning online tools
 
Advanced Teachers' Training: 1st Workshop
Advanced Teachers' Training: 1st WorkshopAdvanced Teachers' Training: 1st Workshop
Advanced Teachers' Training: 1st Workshop
 
Module 6.1 english
Module 6.1 englishModule 6.1 english
Module 6.1 english
 
Social
SocialSocial
Social
 
Promoting Social Development
Promoting Social DevelopmentPromoting Social Development
Promoting Social Development
 
Preschool teaching session 1
Preschool teaching session 1Preschool teaching session 1
Preschool teaching session 1
 
Ecep 233 -rett’s syndrome
Ecep 233 -rett’s syndromeEcep 233 -rett’s syndrome
Ecep 233 -rett’s syndrome
 
Montessori Teachers training module
Montessori Teachers training moduleMontessori Teachers training module
Montessori Teachers training module
 
Child development 101 -teenagers
Child development 101 -teenagersChild development 101 -teenagers
Child development 101 -teenagers
 
Module 3 responsibility and accountability of a filipino teacher
Module 3 responsibility and accountability of a filipino teacherModule 3 responsibility and accountability of a filipino teacher
Module 3 responsibility and accountability of a filipino teacher
 
Pre-school Ed. in the Philippines(EDUC 304)
Pre-school Ed. in the Philippines(EDUC 304)Pre-school Ed. in the Philippines(EDUC 304)
Pre-school Ed. in the Philippines(EDUC 304)
 
How to prepare a basic training module
How to prepare a basic training moduleHow to prepare a basic training module
How to prepare a basic training module
 

Similar to Presentation ounce of prevention module 1

Evidence Based Practices to Reduce Challenging Behavior
Evidence Based Practices to Reduce Challenging BehaviorEvidence Based Practices to Reduce Challenging Behavior
Evidence Based Practices to Reduce Challenging Behavior
TACSEI
 
Required Resources1. Read from your text, Challenging Behavior.docx
Required Resources1. Read from your text, Challenging Behavior.docxRequired Resources1. Read from your text, Challenging Behavior.docx
Required Resources1. Read from your text, Challenging Behavior.docx
sodhi3
 
Comps study guide
Comps study guideComps study guide
Comps study guide
Kelly Grillo
 
Module 1 Generic(2)
Module 1 Generic(2)Module 1 Generic(2)
Module 1 Generic(2)
laura fish
 
Module 1 generic(2)
Module 1 generic(2)Module 1 generic(2)
Module 1 generic(2)
laura fish
 
Emotional literacy a missing priority
Emotional literacy a missing priorityEmotional literacy a missing priority
Emotional literacy a missing priority
drvijayamravi
 
Chapter 18 managing challenging behaviors
Chapter 18   managing challenging behaviorsChapter 18   managing challenging behaviors
Chapter 18 managing challenging behaviors
blantoncd
 
87 Chapter 6 Chapter 6 Guidelines fo.docx
87 Chapter 6 Chapter 6 Guidelines fo.docx87 Chapter 6 Chapter 6 Guidelines fo.docx
87 Chapter 6 Chapter 6 Guidelines fo.docx
blondellchancy
 
87 Chapter 6 Chapter 6 Guidelines fo.docx
87 Chapter 6 Chapter 6 Guidelines fo.docx87 Chapter 6 Chapter 6 Guidelines fo.docx
87 Chapter 6 Chapter 6 Guidelines fo.docx
sodhi3
 
Classroom Behavior Essay
Classroom Behavior EssayClassroom Behavior Essay
Classroom Behavior Essay
Paper Writer Service
 
Sf Id Tot Protecting Children By Strengthening Families
Sf Id Tot Protecting Children By Strengthening FamiliesSf Id Tot Protecting Children By Strengthening Families
Sf Id Tot Protecting Children By Strengthening Families
k.stepleton
 
Capstone powerpoint
Capstone powerpointCapstone powerpoint
Capstone powerpoint
haleytank
 
School Psychology
School PsychologySchool Psychology
School Psychology
Dr. B Imtiyaaz
 
Promoting empathy and a sense of community
Promoting empathy and a sense of communityPromoting empathy and a sense of community
Promoting empathy and a sense of community
blantoncd
 
Treating Explosive Kids - Part 1
Treating Explosive Kids - Part 1Treating Explosive Kids - Part 1
Treating Explosive Kids - Part 1
Health Easy Peasy
 
Project SEED - Day 1 - Part I
Project SEED - Day 1 - Part IProject SEED - Day 1 - Part I
Project SEED - Day 1 - Part I
earlyintervention
 
Essay On Children
Essay On ChildrenEssay On Children
Essay On Children
Custom Paper Services
 
Family processes
Family processesFamily processes
Family processes
saholli
 
5Assignment Task Part 2Read a selection of your colleagues.docx
5Assignment Task Part 2Read a selection of your colleagues.docx5Assignment Task Part 2Read a selection of your colleagues.docx
5Assignment Task Part 2Read a selection of your colleagues.docx
standfordabbot
 
Untitled presentation
Untitled presentationUntitled presentation
Untitled presentation
Chauncey Evans
 

Similar to Presentation ounce of prevention module 1 (20)

Evidence Based Practices to Reduce Challenging Behavior
Evidence Based Practices to Reduce Challenging BehaviorEvidence Based Practices to Reduce Challenging Behavior
Evidence Based Practices to Reduce Challenging Behavior
 
Required Resources1. Read from your text, Challenging Behavior.docx
Required Resources1. Read from your text, Challenging Behavior.docxRequired Resources1. Read from your text, Challenging Behavior.docx
Required Resources1. Read from your text, Challenging Behavior.docx
 
Comps study guide
Comps study guideComps study guide
Comps study guide
 
Module 1 Generic(2)
Module 1 Generic(2)Module 1 Generic(2)
Module 1 Generic(2)
 
Module 1 generic(2)
Module 1 generic(2)Module 1 generic(2)
Module 1 generic(2)
 
Emotional literacy a missing priority
Emotional literacy a missing priorityEmotional literacy a missing priority
Emotional literacy a missing priority
 
Chapter 18 managing challenging behaviors
Chapter 18   managing challenging behaviorsChapter 18   managing challenging behaviors
Chapter 18 managing challenging behaviors
 
87 Chapter 6 Chapter 6 Guidelines fo.docx
87 Chapter 6 Chapter 6 Guidelines fo.docx87 Chapter 6 Chapter 6 Guidelines fo.docx
87 Chapter 6 Chapter 6 Guidelines fo.docx
 
87 Chapter 6 Chapter 6 Guidelines fo.docx
87 Chapter 6 Chapter 6 Guidelines fo.docx87 Chapter 6 Chapter 6 Guidelines fo.docx
87 Chapter 6 Chapter 6 Guidelines fo.docx
 
Classroom Behavior Essay
Classroom Behavior EssayClassroom Behavior Essay
Classroom Behavior Essay
 
Sf Id Tot Protecting Children By Strengthening Families
Sf Id Tot Protecting Children By Strengthening FamiliesSf Id Tot Protecting Children By Strengthening Families
Sf Id Tot Protecting Children By Strengthening Families
 
Capstone powerpoint
Capstone powerpointCapstone powerpoint
Capstone powerpoint
 
School Psychology
School PsychologySchool Psychology
School Psychology
 
Promoting empathy and a sense of community
Promoting empathy and a sense of communityPromoting empathy and a sense of community
Promoting empathy and a sense of community
 
Treating Explosive Kids - Part 1
Treating Explosive Kids - Part 1Treating Explosive Kids - Part 1
Treating Explosive Kids - Part 1
 
Project SEED - Day 1 - Part I
Project SEED - Day 1 - Part IProject SEED - Day 1 - Part I
Project SEED - Day 1 - Part I
 
Essay On Children
Essay On ChildrenEssay On Children
Essay On Children
 
Family processes
Family processesFamily processes
Family processes
 
5Assignment Task Part 2Read a selection of your colleagues.docx
5Assignment Task Part 2Read a selection of your colleagues.docx5Assignment Task Part 2Read a selection of your colleagues.docx
5Assignment Task Part 2Read a selection of your colleagues.docx
 
Untitled presentation
Untitled presentationUntitled presentation
Untitled presentation
 

More from Dr. Angela Searcy

Vocabulary simple solutions
Vocabulary simple solutionsVocabulary simple solutions
Vocabulary simple solutions
Dr. Angela Searcy
 
Time analysis form2019
Time analysis form2019Time analysis form2019
Time analysis form2019
Dr. Angela Searcy
 
Data forms CSEFEL
Data forms CSEFELData forms CSEFEL
Data forms CSEFEL
Dr. Angela Searcy
 
Push past it workshop series flyer
Push past it workshop series flyerPush past it workshop series flyer
Push past it workshop series flyer
Dr. Angela Searcy
 
Naeyc 2018 Captian Kirk annual conference workshop
Naeyc 2018 Captian Kirk annual conference workshopNaeyc 2018 Captian Kirk annual conference workshop
Naeyc 2018 Captian Kirk annual conference workshop
Dr. Angela Searcy
 
Class pre k observation training november2017
Class pre k observation training november2017Class pre k observation training november2017
Class pre k observation training november2017
Dr. Angela Searcy
 
Getting off the parenting struggle bus with dr. angela searcy
Getting off the parenting struggle bus with dr. angela searcyGetting off the parenting struggle bus with dr. angela searcy
Getting off the parenting struggle bus with dr. angela searcy
Dr. Angela Searcy
 
Pre-K CLASS® Observation Training June 15-16 flyer with logo
Pre-K CLASS® Observation Training June 15-16 flyer with logoPre-K CLASS® Observation Training June 15-16 flyer with logo
Pre-K CLASS® Observation Training June 15-16 flyer with logo
Dr. Angela Searcy
 
Pre-K CLASS® Observation Training
Pre-K CLASS® Observation Training Pre-K CLASS® Observation Training
Pre-K CLASS® Observation Training
Dr. Angela Searcy
 
Parent university handouts 2017 "Taking a Bite Out of Challenging Behaviors"
Parent university handouts 2017 "Taking a Bite Out of Challenging Behaviors"Parent university handouts 2017 "Taking a Bite Out of Challenging Behaviors"
Parent university handouts 2017 "Taking a Bite Out of Challenging Behaviors"
Dr. Angela Searcy
 
Alliance for early childhood kenilworth handouts
Alliance for early childhood kenilworth handoutsAlliance for early childhood kenilworth handouts
Alliance for early childhood kenilworth handouts
Dr. Angela Searcy
 
Simple solutions challenging_behavior_plan_worksheet
Simple solutions challenging_behavior_plan_worksheetSimple solutions challenging_behavior_plan_worksheet
Simple solutions challenging_behavior_plan_worksheet
Dr. Angela Searcy
 
Taking the bite out of challenging behaviors alliance handouts
Taking the bite out of challenging behaviors alliance handoutsTaking the bite out of challenging behaviors alliance handouts
Taking the bite out of challenging behaviors alliance handouts
Dr. Angela Searcy
 
Please renovate my staff! power point texas 2013
Please renovate my staff! power point texas 2013Please renovate my staff! power point texas 2013
Please renovate my staff! power point texas 2013
Dr. Angela Searcy
 
It's not my kid! it's you people! building relationships and supporting famil...
It's not my kid! it's you people! building relationships and supporting famil...It's not my kid! it's you people! building relationships and supporting famil...
It's not my kid! it's you people! building relationships and supporting famil...
Dr. Angela Searcy
 
Challenging behavior for academy for teachers of young children texas 2013
Challenging behavior for academy for teachers of young children texas 2013Challenging behavior for academy for teachers of young children texas 2013
Challenging behavior for academy for teachers of young children texas 2013
Dr. Angela Searcy
 
Simple solutions for picky eaters 1with audio
Simple solutions for picky eaters 1with audioSimple solutions for picky eaters 1with audio
Simple solutions for picky eaters 1with audio
Dr. Angela Searcy
 
Ada s. handout 2012
Ada s. handout 2012Ada s. handout 2012
Ada s. handout 2012
Dr. Angela Searcy
 
North adams august six slides
North adams august  six slidesNorth adams august  six slides
North adams august six slides
Dr. Angela Searcy
 
Problem solving loretta 2012
Problem solving loretta 2012Problem solving loretta 2012
Problem solving loretta 2012
Dr. Angela Searcy
 

More from Dr. Angela Searcy (20)

Vocabulary simple solutions
Vocabulary simple solutionsVocabulary simple solutions
Vocabulary simple solutions
 
Time analysis form2019
Time analysis form2019Time analysis form2019
Time analysis form2019
 
Data forms CSEFEL
Data forms CSEFELData forms CSEFEL
Data forms CSEFEL
 
Push past it workshop series flyer
Push past it workshop series flyerPush past it workshop series flyer
Push past it workshop series flyer
 
Naeyc 2018 Captian Kirk annual conference workshop
Naeyc 2018 Captian Kirk annual conference workshopNaeyc 2018 Captian Kirk annual conference workshop
Naeyc 2018 Captian Kirk annual conference workshop
 
Class pre k observation training november2017
Class pre k observation training november2017Class pre k observation training november2017
Class pre k observation training november2017
 
Getting off the parenting struggle bus with dr. angela searcy
Getting off the parenting struggle bus with dr. angela searcyGetting off the parenting struggle bus with dr. angela searcy
Getting off the parenting struggle bus with dr. angela searcy
 
Pre-K CLASS® Observation Training June 15-16 flyer with logo
Pre-K CLASS® Observation Training June 15-16 flyer with logoPre-K CLASS® Observation Training June 15-16 flyer with logo
Pre-K CLASS® Observation Training June 15-16 flyer with logo
 
Pre-K CLASS® Observation Training
Pre-K CLASS® Observation Training Pre-K CLASS® Observation Training
Pre-K CLASS® Observation Training
 
Parent university handouts 2017 "Taking a Bite Out of Challenging Behaviors"
Parent university handouts 2017 "Taking a Bite Out of Challenging Behaviors"Parent university handouts 2017 "Taking a Bite Out of Challenging Behaviors"
Parent university handouts 2017 "Taking a Bite Out of Challenging Behaviors"
 
Alliance for early childhood kenilworth handouts
Alliance for early childhood kenilworth handoutsAlliance for early childhood kenilworth handouts
Alliance for early childhood kenilworth handouts
 
Simple solutions challenging_behavior_plan_worksheet
Simple solutions challenging_behavior_plan_worksheetSimple solutions challenging_behavior_plan_worksheet
Simple solutions challenging_behavior_plan_worksheet
 
Taking the bite out of challenging behaviors alliance handouts
Taking the bite out of challenging behaviors alliance handoutsTaking the bite out of challenging behaviors alliance handouts
Taking the bite out of challenging behaviors alliance handouts
 
Please renovate my staff! power point texas 2013
Please renovate my staff! power point texas 2013Please renovate my staff! power point texas 2013
Please renovate my staff! power point texas 2013
 
It's not my kid! it's you people! building relationships and supporting famil...
It's not my kid! it's you people! building relationships and supporting famil...It's not my kid! it's you people! building relationships and supporting famil...
It's not my kid! it's you people! building relationships and supporting famil...
 
Challenging behavior for academy for teachers of young children texas 2013
Challenging behavior for academy for teachers of young children texas 2013Challenging behavior for academy for teachers of young children texas 2013
Challenging behavior for academy for teachers of young children texas 2013
 
Simple solutions for picky eaters 1with audio
Simple solutions for picky eaters 1with audioSimple solutions for picky eaters 1with audio
Simple solutions for picky eaters 1with audio
 
Ada s. handout 2012
Ada s. handout 2012Ada s. handout 2012
Ada s. handout 2012
 
North adams august six slides
North adams august  six slidesNorth adams august  six slides
North adams august six slides
 
Problem solving loretta 2012
Problem solving loretta 2012Problem solving loretta 2012
Problem solving loretta 2012
 

Recently uploaded

CACJapan - GROUP Presentation 1- Wk 4.pdf
CACJapan - GROUP Presentation 1- Wk 4.pdfCACJapan - GROUP Presentation 1- Wk 4.pdf
CACJapan - GROUP Presentation 1- Wk 4.pdf
camakaiclarkmusic
 
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Levi Shapiro
 
What is the purpose of studying mathematics.pptx
What is the purpose of studying mathematics.pptxWhat is the purpose of studying mathematics.pptx
What is the purpose of studying mathematics.pptx
christianmathematics
 
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdfLiberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
WaniBasim
 
The Diamonds of 2023-2024 in the IGRA collection
The Diamonds of 2023-2024 in the IGRA collectionThe Diamonds of 2023-2024 in the IGRA collection
The Diamonds of 2023-2024 in the IGRA collection
Israel Genealogy Research Association
 
S1-Introduction-Biopesticides in ICM.pptx
S1-Introduction-Biopesticides in ICM.pptxS1-Introduction-Biopesticides in ICM.pptx
S1-Introduction-Biopesticides in ICM.pptx
tarandeep35
 
How to Fix the Import Error in the Odoo 17
How to Fix the Import Error in the Odoo 17How to Fix the Import Error in the Odoo 17
How to Fix the Import Error in the Odoo 17
Celine George
 
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School DistrictPride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
David Douglas School District
 
Assignment_4_ArianaBusciglio Marvel(1).docx
Assignment_4_ArianaBusciglio Marvel(1).docxAssignment_4_ArianaBusciglio Marvel(1).docx
Assignment_4_ArianaBusciglio Marvel(1).docx
ArianaBusciglio
 
MARY JANE WILSON, A “BOA MÃE” .
MARY JANE WILSON, A “BOA MÃE”           .MARY JANE WILSON, A “BOA MÃE”           .
MARY JANE WILSON, A “BOA MÃE” .
Colégio Santa Teresinha
 
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxChapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Mohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
 
World environment day ppt For 5 June 2024
World environment day ppt For 5 June 2024World environment day ppt For 5 June 2024
World environment day ppt For 5 June 2024
ak6969907
 
Advanced Java[Extra Concepts, Not Difficult].docx
Advanced Java[Extra Concepts, Not Difficult].docxAdvanced Java[Extra Concepts, Not Difficult].docx
Advanced Java[Extra Concepts, Not Difficult].docx
adhitya5119
 
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRMHow to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Celine George
 
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHatAzure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Scholarhat
 
Top five deadliest dog breeds in America
Top five deadliest dog breeds in AmericaTop five deadliest dog breeds in America
Top five deadliest dog breeds in America
Bisnar Chase Personal Injury Attorneys
 
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Dr. Vinod Kumar Kanvaria
 
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptxA Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
thanhdowork
 
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments UnitDigital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit
chanes7
 
Lapbook sobre os Regimes Totalitários.pdf
Lapbook sobre os Regimes Totalitários.pdfLapbook sobre os Regimes Totalitários.pdf
Lapbook sobre os Regimes Totalitários.pdf
Jean Carlos Nunes Paixão
 

Recently uploaded (20)

CACJapan - GROUP Presentation 1- Wk 4.pdf
CACJapan - GROUP Presentation 1- Wk 4.pdfCACJapan - GROUP Presentation 1- Wk 4.pdf
CACJapan - GROUP Presentation 1- Wk 4.pdf
 
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
 
What is the purpose of studying mathematics.pptx
What is the purpose of studying mathematics.pptxWhat is the purpose of studying mathematics.pptx
What is the purpose of studying mathematics.pptx
 
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdfLiberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
 
The Diamonds of 2023-2024 in the IGRA collection
The Diamonds of 2023-2024 in the IGRA collectionThe Diamonds of 2023-2024 in the IGRA collection
The Diamonds of 2023-2024 in the IGRA collection
 
S1-Introduction-Biopesticides in ICM.pptx
S1-Introduction-Biopesticides in ICM.pptxS1-Introduction-Biopesticides in ICM.pptx
S1-Introduction-Biopesticides in ICM.pptx
 
How to Fix the Import Error in the Odoo 17
How to Fix the Import Error in the Odoo 17How to Fix the Import Error in the Odoo 17
How to Fix the Import Error in the Odoo 17
 
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School DistrictPride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
 
Assignment_4_ArianaBusciglio Marvel(1).docx
Assignment_4_ArianaBusciglio Marvel(1).docxAssignment_4_ArianaBusciglio Marvel(1).docx
Assignment_4_ArianaBusciglio Marvel(1).docx
 
MARY JANE WILSON, A “BOA MÃE” .
MARY JANE WILSON, A “BOA MÃE”           .MARY JANE WILSON, A “BOA MÃE”           .
MARY JANE WILSON, A “BOA MÃE” .
 
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxChapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
 
World environment day ppt For 5 June 2024
World environment day ppt For 5 June 2024World environment day ppt For 5 June 2024
World environment day ppt For 5 June 2024
 
Advanced Java[Extra Concepts, Not Difficult].docx
Advanced Java[Extra Concepts, Not Difficult].docxAdvanced Java[Extra Concepts, Not Difficult].docx
Advanced Java[Extra Concepts, Not Difficult].docx
 
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRMHow to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
 
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHatAzure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
 
Top five deadliest dog breeds in America
Top five deadliest dog breeds in AmericaTop five deadliest dog breeds in America
Top five deadliest dog breeds in America
 
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
 
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptxA Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
 
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments UnitDigital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit
 
Lapbook sobre os Regimes Totalitários.pdf
Lapbook sobre os Regimes Totalitários.pdfLapbook sobre os Regimes Totalitários.pdf
Lapbook sobre os Regimes Totalitários.pdf
 

Presentation ounce of prevention module 1

  • 1. Promoting Social Emotional Competence Promoting Children’s Success: Building Relationships and Creating Supportive Environments Module 1 Handout
  • 2. Center on the Social and Emotional Foundations for Early Learning (CSEFEL) Angela Searcy, M.S. Simple Solutions Educational Services www.overtherainbowsimplesolutions.com [email_address] 708-845-2343/866-660-3899
  • 3.
  • 4.
  • 5.
  • 7. (Campbell & Ewing, 1990; Egeland et al., 1990; Fischer, Rolf, Hasazi, & Cummings, 1984) Children who are identified as hard to manage at ages 3 and 4 have a high probability (50:50) of continuing to have difficulties into adolescence.
  • 8. Early appearing aggressive behaviors are the best predictor of juvenile gang membership and violence. (Reid, 1993)
  • 9. Of the young children who show early signs of challenging behavior, it has been estimated that fewer than 10% receive services for these difficulties. (Kazdin & Kendall, 1998)
  • 10. When aggressive and antisocial behavior has persisted to age 9, further intervention has a poor chance of success. (Dodge, 1993)
  • 11. Preschool children are three times more likely to be “expelled” then children in grades K-12. (Gilliam, 2005)
  • 12. It begins early...
  • 13. There are evidence based practices that are effective in changing this developmental trajectory… The problem is not what to do, but rests in where and how we can support children and help families access services. We Know What to Do!
  • 14. Taking Care of Yourself: Put on Your Mask First Before You Can Help Someone Else!
  • 15.
  • 16. Managing Personal Stress: Thought Control Calming Thoughts “ This child is testing to see where the limits are. My job is to stay calm and help him learn better ways to behave.” “ I can handle this. I am in control. They have just learned some powerful ways to get control. I will teach them more appropriate ways to behave.” Upsetting Thoughts “ That child is a monster. This is getting ridiculous. He’ll never change.” “ I’m sick of putting out fires!”
  • 17. Managing Personal Stress: Thought Control Calming Thoughts “ I feel undervalued right now – I need to seek support from my peers and supervisor.” “ Having her in my class is going to be a wonderful Professional Development experience.” Upsetting Thought “ I wonder if the corner grocery is hiring?” “ He ruins everything! This is going to be the worst year of my career.”
  • 18.  
  • 19.
  • 20. Behavioral Expectations of Two Groups of Mothers ( Farver & Lee-Shin, 2000) Korean-American Mothers European-American Mothers Believe parents and children should play together 54% 96% Prefer children play with sex-typed toys (e.g., boys play with trucks) 71% 43% Provide children with many chances to decide (e.g., give child choices) 11% 66%
  • 21.
  • 22.
  • 23. What Get’s on my nerves! Reason Behind Behavior What is your job as a professional
  • 24.
  • 25.
  • 26.
  • 27.
  • 28.
  • 29.
  • 30. Behavior Equation Quan approaches computer and sees child working on program. Quan moves his picture to indicate that he is next. Quan observes and waits for his turn. Child leaves computer and Quan sits down and begins working. Setting Event Trigger Behavior Maintaining Consequence
  • 31. Behavior Equation Maintaining Consequence Behavior Trigger Setting Event Child leaves computer and Quan sits down and begins working. Quan hits child and pushes his body on the child’s chair. Quan approaches computer and sees child working on program. Quan was up most the night with an asthma attack. He arrives at school looking sleepy and with dark circles under his eyes.
  • 32. Sample Setting Event Chart Mon Tues Wed Thurs Fri How does he come to school? Rides the bus    Mom brings   Tantrum at a.m. circle    His behavior? Tantrum at snack    Tantrum at small group   
  • 33. Sample Setting Event Chart MON TUES WED THURS FRI SAT SUN What happened the night before? Slept Poorly Yes No Yes No Yes No Yes No Yes No Yes No Yes No Mom on Midnight Shift Yes No Yes No Yes No Yes No Yes No Yes No Yes No How was his behavior? Tantrum in A.M. Yes No Yes No Yes No Yes No Yes No Yes No Yes No Tantrum in P.M. Yes No Yes No Yes No Yes No Yes No Yes No Yes No
  • 34.
  • 35.
  • 36.
  • 37.
  • 38.
  • 39. Designing Supportive Environments Building Positive Relationships Social Emotional Teaching Strategies Individualized Intensive Interventions
  • 40.
  • 41.
  • 42.  
  • 43.
  • 44.
  • 45.
  • 46.  
  • 47.
  • 48.
  • 49. Designing Supportive Environments Building Positive Relationships Social Emotional Teaching Strategies Individualized Intensive Interventions
  • 50. Planning Sensory and Motor Activities
  • 51. What do you dislike about workshops?
  • 52. Teach how you want to be taught!
  • 53. NAEYC says…Read Story While children Act it Out
  • 54.  
  • 55.  
  • 56. Let children Discover new things at Center Time
  • 57.
  • 58.
  • 59.
  • 60.
  • 61.
  • 62. Steps in Daily Routines Routine Steps Story time Sit in a circle, listen, look at pictures, answer questions about story
  • 63.  
  • 66.  
  • 67. Parent book:How I should Hang out my Coat
  • 68. Individualize for children that struggle
  • 69. How to put on and take off my coat
  • 70.  
  • 71.  
  • 73.  
  • 74.  
  • 75.  
  • 76.  
  • 77. Daddy, Papa, This is what I can do when I feel sad…
  • 78. Before Children come to school
  • 79.  
  • 80.
  • 81. 3 Before Me 1. Think to myself 2. Check the direction chart. 3. Ask a Classmate If you still need help clip your name to the chart for teacher help. In order to minimize interruptions during small group guided reading, children will need to know what to do if they need help. This technique is something I learned at an inservice I attended and it has worked well. Not only does it allow me time to work with my small groups, but it also makes students accountable for their learning.
  • 82.
  • 83. Teach Rules in the Context of Routines
  • 84.
  • 85. Environmental Support HSCI Curriculum Modifications Module
  • 86.
  • 87.
  • 88.
  • 89. How Can This Circle Area Be Improved?
  • 93.
  • 94.  
  • 95.  
  • 96.  
  • 97. Teach with Visual Schedules
  • 98.
  • 99. Visual Object Schedule Change Diaper Wash Breakfast Music Use real objects.
  • 102.  
  • 103. 1. Turn on water. 2. Wet hands. 3. Get soap. 4. Rinse hands.
  • 104. 5. Turn off water. 7. Throw away towel. 6. Dry hands. 8. Go play.
  • 105.  
  • 107.
  • 108.
  • 109.
  • 110.
  • 111.
  • 112.
  • 113.
  • 114.
  • 115.
  • 116. 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 time. HSCI Curriculum Modifications Module
  • 117. HSCI Curriculum Modifications Module Environmental Support
  • 118.  
  • 119. How WE Wait –Mom/ Dad/Ya Ya!
  • 120. Uptown! 1.Stand on a square 2.Stand behind a friend 3.Catch a bubble 4. Hold on to the railing
  • 121.
  • 122.
  • 123.
  • 124. Video 1.2: Transitions to Centers
  • 125. Video 1.3: Providing Individualized Transition Cues to Gabby
  • 132. Circle Time – Universal Design Environmental Support From: www.headstartinclusion.org
  • 133. Circle Time Simplify the Activity From: www.headstartinclusion.org
  • 134. Environmental Support HSCI Curriculum Modifications Module
  • 135. HSCI Curriculum Modifications Module Counting card helps child count to 20 while waiting for a turn on the trampoline.
  • 136. Environmental Support HSCI Curriculum Modifications Module
  • 137. Environmental Support HSCI Curriculum Modifications Module
  • 138. Child holds chart at circle time featuring reminders of expected behavior HSCI Curriculum Modifications Module
  • 141. Wet hands . Get soap . Wash hands . Dry hands . Throw away. 1 2 3 4 5 Washing Hands Activity Analysis Using Clip Art
  • 142.  
  • 143.  
  • 144.  
  • 145. Individual Schedule First Then
  • 146.
  • 147.
  • 148.
  • 149.
  • 150.
  • 151.
  • 152.
  • 154.
  • 156. Video 1.5: Stop/Go Teaching Rules
  • 157.
  • 158.
  • 159.
  • 160. Video 1.6: Children Demonstrating Classroom Rules
  • 161.  
  • 162.
  • 163.
  • 164.
  • 165.  
  • 166.  
  • 167.  
  • 168.  
  • 169.  
  • 170.
  • 171.
  • 172. Sample Certificate SUPER FRIEND AWARD!!! This certificate is to certify that Marleco is a SUPER FRIEND!! Today, Marleco used his words to ask Malen nicely for a turn on the swing. When he was done swinging, he asked Malen if she wanted another turn and then helped to push her. At circle time, he gave his friend Cesar a compliment! YAY Marleco!! What a Super Friend you are!! Give yourself a pat on the back!! Signed by: Miss Gail & Mr. Jim Date: January 7, 2006
  • 173.
  • 174.

Editor's Notes

  1. It is often easier to change our behavior or our environments than it is to change the child.
  2. The terms routines and schedules are often used interchangeably. Schedules represent the big picture. Main activities to be completed daily. Routines represent the steps done to complete the schedule.
  3. Rather than assuming that all children will pick up on center routines and schedules, service providers should teach students each activity in the schedule and all of the smaller steps needed to complete routines. Sometimes schedules must be altered due to fire drills, field trips, assemblies, etc .
  4. Here is a partially completed daily routine chart. Use four different routines and write down their corresponding steps.
  5. Just because you told children ( and PARENTS or caregivers) the steps to arrival doesn’t mean you have taught them anything. TEACH children explicitly
  6. Before children come to your school send home VISUALS of the steps and procedures to your day ---it will help parents and children How could a parent help teach YOUR routine at school –they don’t have time to read dense material ---when children “don’t’ get it” they can refer to books you send home These are LITERACY and math activities all by themselves
  7. Problem: Children often try to play on the computer when it is not computer time. Modification: Environmental Support– Two teachers visually let children know when the computer is closed in different ways. One simply drapes a cloth over the computer and another puts up a stop sign.
  8. Transitions take a great deal of time During transition time, children often spend much time waiting (e.g., wait until everyone has finished snack, wait for buses) Some children (and adults) have stressful and frustrating experiences during transitions between activities(e.g., children arguing over who took out what toys and should put them away; children not knowing where to put certain toys when they are done with them) Skills such as cleaning up toys, and lining up may reduce transition times and may lead to more time for children to become engaged in learning activities As children become independent and are taught what they "should be doing," we are less likely to see problem behaviors. Many preschool teachers and other caregivers consider children's ability to independently make transitions between activities one of the essential skills needed in group contexts such as kindergarten and preschool.
  9. We will complete this handout during the next 30 minutes. For now, complete Col. 1 by listing the time of day and transitions between activities Discussion question - do you have too many transition during the day? Are there some you can adapt or eliminate? How?
  10. There are numerous strategies that support smooth transitions between activities Examples of strategies you can do Before the transition- Plan your daily schedule to include the minimal number of transition times possible. Consider what the children and adults will do during these times (e.g., which adult is responsible for greeting the children and who will begin looking at books on the carpet with children?). Provide verbal and nonverbal cues before transitions (e.g., “5 minutes ‘til snack,” “It’s almost time for clean-up,” show pictures of the next activity, ringing a bell). Teach children expectations such as which shelves hold which blocks. Minimize the number of transitions in which all children have to do the same thing at the same time (e.g., Do all children have to go to the restroom at the same time? Can some children come over to the rug and get ready for large group while others are finishing an activity?)
  11. Problem: A child become upset when it is time to clean up and he has not finished his jigsaw puzzle Modification: Materials Adaptation– building the puzzle on a tray allows the child to put the puzzle away, yet keep it intact. He can then finish the puzzle at another time.
  12. Problem: A few children are engaging in challenging behaviors during their wait to wash their hands. Modification: The teacher provided “Environmental Support” by posting ideas of things to do while waiting. Children are encouraged to engage in these activities during their wait.
  13. Examples of strategies to use During the transition- Sing songs, play word or guessing games, recite rhymes, or do finger plays with children so that the time passes more quickly when they have to wait for long periods of time for new activities to begin Plan a gradual increase or decrease in the level of activity (e.g., outdoor play followed by snack) and a good balance of active and quiet play (e.g., center time followed by story time) Allow children adequate time to finish projects or activities so they do not become frustrated by activities ending too soon Plan something for those children who finish an activity quickly so they are not waiting without something to do (e.g., if some children finish cleaning up and getting to large group quickly might they look at books while waiting for other children to finish cleaning up?)
  14. Examples of strategies to use After the transition- Provide positive attention or feedback to children during AND following smooth transitions (e.g., the times that children pick up toys without much prompting tell them how this shows how well they take care of their “ things ” and how much you appreciate their working independently). Give very specific positive feedback after transitions (e.g., “ Nicholas and Jorge did a great job cleaning up the block area and moving to the carpet. ” ).
  15. Have participants take out their handout and fill in ideas (in columns 2, 3, and 4) to consider within their schedule. The slide has one example on it- read this example aloud to the group. If necessary, have one participant share a transition time (and what it is like in his/her site and what problems he/she encounters during this transition time). Other participants can brainstorm strategies to use before/during/after as a way to get the group started.
  16. Problem: A child repeatedly builds the same structure each time he is in the block area Modification: Environmental Support– displaying pictures and photographs of different structures may help him come up with new ideas
  17. This girl is waiting for a turn on the trampoline. In order to simplify this process, the teacher provides children in line with a counting card. The children count along with the numbers while a fiend is having a turn jumping. When the reach the end of the number line, the child gets off of the trampoline and gives a waiting child a turn.
  18. Problem: This child will only choose to eat one food during meals. Modification: Environmental Support– the teacher provides the child with a “menu” of 4 food and drink choices. At the beginning of the meal, the child places picture symbols on his menu of the different foods or drinks he is going to taste. As he tastes or eats each one he removes the picture until he gets to his number one choice (or favorite food).
  19. Problem: A child engages in the small group activity for only a few minutes before running away from the table. Modification: Environmental Support-- A visual is placed on the table listing his options for when he is finished with the activity.
  20. This child holds chart at circle time featuring reminders of expected behavior at circle time.