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.
This Power Point provides a description of challenging behaviors that occur in the classroom. In addition, this presentation discusses how school systems and various programs should assess children that exhibit challenging behaviors. It also shares assessment strategies in evaluating children that display challending behaviors. And finally, this presentation lays out the implications for instruction when instructing children with challenging behaviors.
This Power Point provides a description of challenging behaviors that occur in the classroom. In addition, this presentation discusses how school systems and various programs should assess children that exhibit challenging behaviors. It also shares assessment strategies in evaluating children that display challending behaviors. And finally, this presentation lays out the implications for instruction when instructing children with challenging behaviors.
Dr. John R. Lutzker, Director for the Center for Health Development, Associate Dean for Faculty, and Professor of Public Health at GSU, along with Dr. Whitaker, Director of the National SafeCare® Training and Research Center, Professor and Director of the Division of Health Behavior & Promotion in the Institute of Public Health at GSU, were invited to speak at the School of Social Work, University of Maryland. During this annual alumni seminar, Dr. Lutzker and Dr. Whitaker presented the historical and future trajectory of SafeCare, an evidence based program that prevents child abuse and neglect.
This PowerPoint is aligned with the book, Teaching with Poverty in Mind by Eric Jensen. We used this book for our district offered credit for teachers.
Behavioral Intervention for ADHD, ASD, ODD and General Behavior IssuesTuesday's Child
Meg Kincaid, PhD, Clinical Director of Tuesday's Child presents at the Illinois Chapter of the American Academy of Pediatrics Annual Conference on September 20, 2014.
This powerpoint presentation was put together by Stephanie Jones and presented on June 24 at our Georgia Children's Advocacy Network (GA-CAN!) Forum. This month we looked at Learning Differences and Obstacles: What gets in the way of reading?
Stephanie Jones is an affiliated faculty member at the Center on the Developing Child and the Marie and Max Kargman Associate Professor in Human Development and Urban Education Advancement at Harvard’s Graduate School of Education. Her basic developmental research focuses on the longitudinal effects of poverty and exposure to violence on social and emotional development in early childhood and adolescence. In addition, she conducts evaluation research focusing on the developmental impact of school-based interventions targeting children's social-emotional skills and aggressive behavior, as well as their basic academic skills.
Get your questions answered by the leading expert in the field of Pediatric Autism. How does technology fit into the promising practices/interventions in working with early childhood education classrooms? What does all the popular press mean for the use of tablet technologies with children with autism? Get the answers to these and many more!
Early support parent workshops slide shareFiona Holmes
This presentation describes the Early Support Parent Workshops and is the presentation I shared at the Regional Conference run in partnership with Achievement for All in Solihull.
Dr. John R. Lutzker, Director for the Center for Health Development, Associate Dean for Faculty, and Professor of Public Health at GSU, along with Dr. Whitaker, Director of the National SafeCare® Training and Research Center, Professor and Director of the Division of Health Behavior & Promotion in the Institute of Public Health at GSU, were invited to speak at the School of Social Work, University of Maryland. During this annual alumni seminar, Dr. Lutzker and Dr. Whitaker presented the historical and future trajectory of SafeCare, an evidence based program that prevents child abuse and neglect.
This PowerPoint is aligned with the book, Teaching with Poverty in Mind by Eric Jensen. We used this book for our district offered credit for teachers.
Behavioral Intervention for ADHD, ASD, ODD and General Behavior IssuesTuesday's Child
Meg Kincaid, PhD, Clinical Director of Tuesday's Child presents at the Illinois Chapter of the American Academy of Pediatrics Annual Conference on September 20, 2014.
This powerpoint presentation was put together by Stephanie Jones and presented on June 24 at our Georgia Children's Advocacy Network (GA-CAN!) Forum. This month we looked at Learning Differences and Obstacles: What gets in the way of reading?
Stephanie Jones is an affiliated faculty member at the Center on the Developing Child and the Marie and Max Kargman Associate Professor in Human Development and Urban Education Advancement at Harvard’s Graduate School of Education. Her basic developmental research focuses on the longitudinal effects of poverty and exposure to violence on social and emotional development in early childhood and adolescence. In addition, she conducts evaluation research focusing on the developmental impact of school-based interventions targeting children's social-emotional skills and aggressive behavior, as well as their basic academic skills.
Get your questions answered by the leading expert in the field of Pediatric Autism. How does technology fit into the promising practices/interventions in working with early childhood education classrooms? What does all the popular press mean for the use of tablet technologies with children with autism? Get the answers to these and many more!
Early support parent workshops slide shareFiona Holmes
This presentation describes the Early Support Parent Workshops and is the presentation I shared at the Regional Conference run in partnership with Achievement for All in Solihull.
Teachers’ training course in blended-learning: A Two-Stage Training ModelIdalina Lourido Santos
This paper presents a blended-learning teachers’ training course, based on the Two-Stage Model. The proposed model has two stages: (i) the training course, which is based on: a) promoting reflection-action-reflection; b) the five-stage Salmon’s model and Garrison and Vaughan’s Community of Inquiry framework; and (ii) the monitoring phase – during two school years after the training course. With this approach we expect to monitor teachers’ learning practice, giving them all support they need. The methodology used was a case study. The trainees were 33 secondary school teachers. The data suggested that almost all of the trainees recognised the importance of this approach and considered the training course helpful. The large majority also referred that it made them feel prepared to use the Moodle platform with their students. Nowadays, some of the trainees are working in disciplinary and multidisciplinary groups.
This training module was one and half hour long training module for Montessori teachers training with a purpose to make their teaching more productive.
The video for this presentation is available on our Youtube channel:
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AllCEUs is also approved as an education provider for NAADAC, the States of Florida and Texas Boards of Social Work and Mental Health/Professional Counseling, the California Consortium for Addiction Professionals and Professions. Our courses are accepted in most states through those approvals.
Evidence Based Practices to Reduce Challenging BehaviorTACSEI
Evidence Based Practices to Reduce Challenging Behavior
Lise Fox
Opening Minds Conference of the Chicago Metro AEYC
Presented January 28, 2010
Description: What are the essential characteristics and support structures that programs and practitioners need in place to be evidence based practitioners? How can you promote social development in preschool children with and without disabilities? Learn about best practices, where they come from, and the approaches you can take to change children's challenging behavior.
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 ...
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Chapter 6
Guidelines for Facilitating
Learning and Development
with Infants and Toddlers
By far the most important aspect of facilitating learning with infants and toddlers is understanding and responding to the fact that infants and toddlers are active, moti-
vated learners. Infants and toddlers constantly explore the world around them, including
people and relationships, and make sense of things based on their experiences and devel-
opmental abilities.
To facilitate means to make easier. Teachers who effectively facilitate learning make
it easier for infants and toddlers to explore, concentrate on learning, make discoveries,
and solve problems. Teachers can facilitate learning by creating situations that allow chil-
dren to pursue their interests actively, observing as children learn, and expanding oppor-
tunities for learning. Teachers should begin by finding out about the children’s interests
and abilities from their families. Information from the families provides the foundation
for observing children and being responsive to their inborn drive to learn and gain mas-
tery. Effective teachers observe what children do in the setting, give them time for prac-
tice and repetition, communicate with children about their play and discoveries, and then
offer suggestions to help children expand their exploration and experimentation.
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The following guidelines are organized
into two sections:
7. Facilitating Learning and Development
8. Implementing an Infant/Toddler
Curriculum Process
The guidelines in this chapter describe
how programs and teachers can facilitate
learning and development by responding to in-
fants and toddlers as active and self-motivated
learners and by providing play and learning
opportunities that honor and build upon chil-
dren’s abilities, interests, and learning styles.
The curriculum process provides infant care
teachers with an approach for extending and
supporting the learning and development that
occur naturally in a setting where children feel
safe, connected to others, and free to explore.
Above all this chapter also lays out a frame-
work of professional development and content
mastery for teachers to successfully facilitate
the learning and development of infants and
toddlers.
Section 7
Understanding that learning
and development are
integrated across domains
(physical, social–emotional,
language and communication,
and cognitive)
Guidelines in this section link to the fol-
lowing Desired Results:
• DR 1. Children are personally and socially
competent.
• DR 2. Children are effective learners.
• DR 3. Children show physical and motor
competencies.
• DR 4. Children are safe and healthy.
• DR 5. Families support their children’s
learning and development.
• DR 6. Families achieve their goals.
Infants and toddlers learn every waking
moment. They continually learn about trust
and security from their relati ...
87
C
h
a
p
t
er
6
Chapter 6
Guidelines for Facilitating
Learning and Development
with Infants and Toddlers
By far the most important aspect of facilitating learning with infants and toddlers is understanding and responding to the fact that infants and toddlers are active, moti-
vated learners. Infants and toddlers constantly explore the world around them, including
people and relationships, and make sense of things based on their experiences and devel-
opmental abilities.
To facilitate means to make easier. Teachers who effectively facilitate learning make
it easier for infants and toddlers to explore, concentrate on learning, make discoveries,
and solve problems. Teachers can facilitate learning by creating situations that allow chil-
dren to pursue their interests actively, observing as children learn, and expanding oppor-
tunities for learning. Teachers should begin by finding out about the children’s interests
and abilities from their families. Information from the families provides the foundation
for observing children and being responsive to their inborn drive to learn and gain mas-
tery. Effective teachers observe what children do in the setting, give them time for prac-
tice and repetition, communicate with children about their play and discoveries, and then
offer suggestions to help children expand their exploration and experimentation.
88
C
h
a
p
t
er
6
The following guidelines are organized
into two sections:
7. Facilitating Learning and Development
8. Implementing an Infant/Toddler
Curriculum Process
The guidelines in this chapter describe
how programs and teachers can facilitate
learning and development by responding to in-
fants and toddlers as active and self-motivated
learners and by providing play and learning
opportunities that honor and build upon chil-
dren’s abilities, interests, and learning styles.
The curriculum process provides infant care
teachers with an approach for extending and
supporting the learning and development that
occur naturally in a setting where children feel
safe, connected to others, and free to explore.
Above all this chapter also lays out a frame-
work of professional development and content
mastery for teachers to successfully facilitate
the learning and development of infants and
toddlers.
Section 7
Understanding that learning
and development are
integrated across domains
(physical, social–emotional,
language and communication,
and cognitive)
Guidelines in this section link to the fol-
lowing Desired Results:
• DR 1. Children are personally and socially
competent.
• DR 2. Children are effective learners.
• DR 3. Children show physical and motor
competencies.
• DR 4. Children are safe and healthy.
• DR 5. Families support their children’s
learning and development.
• DR 6. Families achieve their goals.
Infants and toddlers learn every waking
moment. They continually learn about trust
and security from their relati.
Early Childhood Education Essay examples
Essay on The Children Are Our Future
Essay on Parents and their Children
Child Psychology Essay
Child Rearing Practices Essay
Essay about My Child
Parenting Essay
Essay on Raising a Child
Childrens Mental Health Essay
Essay on Child Development
How Children Learn Language Essay
Essay about Children: Tomorrow’s Future
Essay on Child Development
Childrens Behavior Essay
Essay on Child Safeguarding
5Assignment Task Part 2Read a selection of your colleagues.docxstandfordabbot
5
Assignment Task Part 2
Read a selection of your colleagues’ postings.
Respond to 2 of your colleagues in
150 word Responses, commenting on areas of agreement, disagreement, inconsistency, and challenge with regard to how courage can be used to support policy and advocacy within the field.
7 days ago
Katheryn Gonzales
RE: Discussion 2 - Module 4
COLLAPSE
Top of Form
The presentations for this week’s discussion have influenced my perceptions of the common good. They have highlighted the importance of policy and practical wisdom and their fantastic effect on education. For example, in Bruno’s presentation, she discusses the importance of due process, which leads to others owning their decisions and making necessary changes that affect the greater good. Bruno also imparts her wisdom on the importance of documentation to support due process (National Association for the Education of Young Children, 2014). Schwartz outlines the importance of using practical wisdom. Practical wisdom is the moral will to do the right thing and the skill to know the right thing (TED Conferences, LLC, 2011). A wise person can be flexible when dealing with others and knows how to bend the rules for the greater good with the proper needs in mind. Practical wisdom requires the person to have a desire to do the right thing.
Schwartz uses the example of a teacher who listened to a consultant trying to help the school boost its test scores. The consultant’s advice was for educators not to waste their time on students who will pass the test, don’t waste time on students who won’t pass no matter what, and kids whose scores will not matter. This consultant’s idea is to focus on the bubble kids, the kids that will make a difference. The teacher was upset by this advice because she believed all students matter. Schwartz’s point is that rules are essential, but some rules will demoralize the practitioners and the practice. Rules and incentives create people who only work for the incentive.
Similarly, we, as educators, work to reach students through incentives. Students begin to work for the incentive rather than the desire to learn. Thankfully there is a way out of the rules and incentive system through people willing to be system changers. The system changers use courage not to leave the system but to work to change the system (TED Conferences, LLC, 2011).
Courage is needed to make system changes. We have policies and rules because we see the importance of having a standard of operation. However, not every situation fits the standard. Therefore, flexibility and practical wisdom matter. Fromberg presents the idea of high-stakes testing as sanctioned child abuse. She highlights the importance of play and risk-taking in the learning process. Unfortunately, administrators and teachers are placed in positions to use standardized tests and scripted lessons. However, there are system changers using courage to br.
Build your CLASS expertise to unlock the potential of great teaching in your organization. This regional training will equip observers, coaches, teachers and everyone in between to see through the CLASS lens, help others see through the CLASS lens and directly impact teaching with CLASS. Prepare to fairly and accurately observe and code Preschool classrooms by attending this 2-day training—the first step in earning your CLASS observer certification.
Pre-K CLASS® Observation Training June 15-16 flyer with logoDr. Angela Searcy
Build your CLASS expertise to unlock the potential of great teaching in your organization. This regional training will equip observers, coaches, teachers and everyone in between to see through the CLASS lens, help others see through the CLASS lens and directly impact teaching with CLASS. Prepare to fairly and accurately observe and code Preschool classrooms by attending this 2-day training—the first step in earning your CLASS observer certification.
Build your CLASS expertise to unlock the potential of great teaching in your organization. This regional training will equip observers, coaches, teachers and everyone in between to see through the CLASS lens, help others see through the CLASS lens and directly impact teaching with CLASS. Prepare to fairly and accurately observe and code Preschool classrooms by attending this 2-day training—the first step in earning your CLASS observer certification. Thursday-Friday, June 15-16, 2017 at 8:30am - 5:00pm CST
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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
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)
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!
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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.”
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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%
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23. What Get’s on my nerves! Reason Behind Behavior What is your job as a professional
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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
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39. Designing Supportive Environments Building Positive Relationships Social Emotional Teaching Strategies Individualized Intensive Interventions
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49. Designing Supportive Environments Building Positive Relationships Social Emotional Teaching Strategies Individualized Intensive Interventions
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.
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
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
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Editor's Notes
It is often easier to change our behavior or our environments than it is to change the child.
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.
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 .
Here is a partially completed daily routine chart. Use four different routines and write down their corresponding steps.
Just because you told children ( and PARENTS or caregivers) the steps to arrival doesn’t mean you have taught them anything. TEACH children explicitly
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
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.
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.
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?
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?)
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.
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.
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?)
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. ” ).
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.
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
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.
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).
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.
This child holds chart at circle time featuring reminders of expected behavior at circle time.