taking the bite out of challenging behaviors alliance handouts
DESCRIPTION
This ppt was from Nov 1st workshop for The Allinace for Early Childhood Workshop in KenilworthTRANSCRIPT
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Taking the Bite Out of Difficult Behavior in Young Children: Intensive Interventions (Tier 3) on SEL Pyramid
Developed by
Angela Searcy, M.S.
[email protected]/866-660-3899
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Angela Searcy [email protected] 708-845-2343• Angela Searcy M.S., D.T.holds a B.A. degree in English and secondary education with
teacher certification though the state of Illinois and a M.S. degree in early childhooddevelopment fromErikson Institute, with a specialization in Infant Studies and a credentialin developmental therapy. Angela is aDiversifying in Higher Education in Illinois FellowatArgosy University in the Doctor of Education Program
• Angela is the owner and founder ofSimple Solutions Educational Services, has over 20years of experience in the field of education, is an approved professional developmentprovider by theIllinois State Board of Education, and Texas ECI. She acted as anprofessional development provider forCenter on the Social and Emotional Foundationsfor Early Learning (CSEFEL) at Vanderbilt University, the Multis ensory TrainingInstitute (MTI) in Needham,MA and the Angela currently is a professionaldevelopmentInstitute (MTI) in Needham,MA and the Angela currently is a professionaldevelopmentprovider for Teaching Strategies, LLC, Lakeshore Learning, Carson CA andEriksonInstiute
• Angela is also a professor atRasmussen College, a Head Start CLASS Reviewer, a PDIcoach with the Ounce of Prevention and the host of Angela Searcy’s SimpleSolutionsInternet Radio Show11am CST on www.globalnewsforum.com
• A former associate at theNeuropsychology Diagnostic Centerin Orland Park, Illinois,Angela has specialized training in neuroscience and is a nationally recognized speaker.Shehas been featured on Chicago Public Radio’s Chicago Matters , Chicago Parentand Chicago Baby Magazines and is a regular speaker for the Learning and theBrain Conference Sponsored by Harvard, Yale and Stanford Universities.
Simple Solutions Educational Services © 2006
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Simple Solutions Educational Services
on Facebook
Simple Solutions Educational Services © 2006
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Angela Searcy’s Simple Solutions Show!
EVERY Sat at 11am CST @
Simple Solutions Educational Services © 2006
EVERY Sat at 11am CST @ www.globalnewsforum.com
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What is CSEFEL?The Center on the Social and Emotional
Foundations for Early Learning
www.vanderbilt.edu/csefel
A Federally Funded Center Focused on Improving the Social Emotional
Partners:• Vanderbilt University• University of Illinois at Urbana-Champaign• University of Colorado at Denver• University of South Florida• ZERO to THREE• Georgetown Center for Child and Human Development
A Federally Funded Center Focused on Improving the Social Emotional Outcomes of Children Birth to Age Five.
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Wrong Way – Right Way
Wrong Way• General intervention for
all behavior challenges• Intervention is reactive
Right Way• Intervention matched to
purpose of the behavior• Intervention is proactive• Intervention is reactive
• Focus on behavior reduction
• Quick fix
• Intervention is proactive• Focus on teaching new
skills• Long-term interventions
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Teaching is all about Learning
• Intensive Intervention calls for intensive reflection
• You only have the power to change yourself
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All Strategies based on Function of Behavior
Simple Solutions Educational Services © 2006
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Not Sure About the Hypothesis?
• What would make the challenging behaviorstop ? Is it something you would provide or allow the child to access? Or is there something to remove? Or can you allow the child to leave?remove? Or can you allow the child to leave?
• If still unsure, collect more data in the same context.
• Some challenging behavior may have the same form but serve multiple functions .
• Some challenging behaviors may begin around one function (e.g., escape) and continue to serve another function (e.g., gain attention).
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Behavior support Plans
• This is a THREE tier approach to dealing with challenging behaviors
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Next Step Change You!
Simple Solutions Educational Services © 2006
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• Students respond better to adults who take a personal interest in them.
• Develop positive relationships with all studentsall students
• Make sure the ratio between positive and negative experiences for students is about 5 positives for every negative.
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Building Positive Relationships Building Positive Relationships Building Positive Relationships Building Positive Relationships
with Studentswith Studentswith Studentswith Students
• Paper Clip Test
• Take 10 paper clips-Move a paper clip from Move a paper clip from right pocket to left each time you make a negative comment ---if you don’t have any paper clips after a half hour add more positives!
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Your Behavior Is Key
• “• Do As I Say, Not As I Do” does not work• Short phrases are key—two sentences or
less—even things like “Stay on task” or less—even things like “Stay on task” or “Focus”
• Brain reacts to positive statements• Lengthy arguments muddy the waters• Youth look to role models, and at-risk
youth may not have many
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• “That was a great mistake. It really helped us see what you don’t understand yet.”
HelpfulHelpful
• “Well, that didn’t work – what are some strategies you could try now? “
What next?What next?
• “Well, that didn’t work – what are some strategies you could try now? “
What next?What next?
• “Class, who would like to share an interesting mistake and tell us what they learned from it?”
ShareShare
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Video 3b.2: Observation Vignette #2
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Video 1.2: Transitions to Centers
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Simple Solutions Support!
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Parent book:How I should Hang out my Coat
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Designing Classroom RoutinesRoutine Desired
BehaviorSignal Teach
RoutineEntering Class Walk in,
sit down
start bell ringer
High five/greeting walking in the door
Positive and Negative Examples first week of class/ongoing/who will get the sticker???sticker???
Obtaining class attention
Students need to stop whatever they are doing and immediately look in my direction
Teacher says “class”
lights out singing bowl
Positive and Negative Examples first week of class/ongoing/who’s the fastest??? FAST PASS
Getting Help during seat work/group time
Use 3 before me Visual on Wall as reminder/direction chart
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RAH – at Adams City High School(Respect – Achievement – Honor)
RAH Classroom Hallway/
Commons
Cafeteria Bathrooms
Respect Be on time; attend
regularly; follow
class rules
Keep location neat,
keep to the right, use
appropriate lang.,
monitor noise level,
allow others to pass
Put trash in cans,
push in your chair,
be courteous to all
staff and students
Keep area clean, put
trash in cans, be
mindful of others’
personal space, flush
toilet
Achievement Do your best on all
assignments and
assessments, take
notes, ask questions
Keep track of your
belongings, monitor
time to get to class
Check space before
you leave, keep track
of personal
belongings
Be a good example
to other students,
leave the room
better than you
found it
Honor Do your own work;
tell the truth
Be considerate of
yours and others’
personal space
Keep your own
place in line,
maintain personal
boundaries
Report any graffiti
or vandalism
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Simple Solutions Before Children come to school in Indiana
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First Then
First/Then Photo Schedule
SnackWash hands
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3 Before Me3 Before Me3 Before Me3 Before Me
1. Think to myself
2. Check the direction chart.2. Check the direction chart.
3. Ask a Classmate
If you still need help clip your name to the chart for teacher help.
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Song Choices
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Students love choices and challenges!Whenever possible, give students choices -whether it's a long-range project on a country they select, or coloring a map with crayon, marker, or colored pencil! I try to give as many "small" forced choices as possible, even if it "small" forced choices as possible, even if it seems insignificant. Linda NormanAyer Middle SchoolAyer, MAGrade Levels: 6-8Read more on TeacherVision: http://www.teachervision.fen.com/slideshow/classroom-management/52282.html#ixzz1LP9U9fhM
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THINK-TAC-TOEChoose three!
Draw a picture of
the main
character.
Perform a play
that shows the
conclusion of a
story.
Write a song about
one of the main
events.
Write a poem
about two main
events in the story.
Make a poster that
shows the order of
events in the story.
Dress up as your
favorite character
and perform a events in the story. events in the story. and perform a
speech telling who
you are.
Create a Venn
diagram
comparing and
contrasting the
introduction to the
closing.
Write two
paragraphs about
the main
character.
Write two
paragraphs about
the setting.
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Entrée (Select One)•Draw a picture that shows what happens during photosynthesis.•Write two paragraphs about what happens during photosynthesis.•Create a rap that explains what happens during photosynthesis.
Diner Menu – Photosynthesis
Appetizer (Everyone Shares)•Write the chemical equation for photosynthesis.
Side Dishes (Select at Least Two)
14
Side Dishes (Select at Least Two) •Define respiration, in writing.•Compare photosynthesis to respiration using a Venn Diagram.•Write a journal entry from the point of view of a green plant.•With a partner, create and perform a skit that shows the differences between photosynthesis and respiration.
Dessert (Optional)•Create a test to assess the teacher’s knowledge of
photosynthesis.
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How WE Wait –Mom/ Dad/Ya Ya!
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Child holds chart at circle time featuring
HSCI Curriculum Modifications Module
36
circle time featuring reminders of expected behavior
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Daddy, Papa, This is what I can do when I feel sad…
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Logan Square
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NAEYC says…Read Story While children Act it Out
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Let children Discover new things at Center Time
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By building this puzzle on a tray, this child is able to
put the puzzle away intact, and continue
working on it at a later
HSCI Curriculum Modifications Module
working on it at a later time.
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HSCI Curriculum Modifications Module
Here a child is not yet using a functional grasp, so a materials adaptation is created by using a table easel to help her keep her hand in the appropriate position.
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Next Step Change You!
Simple Solutions Educational Services © 2006
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“ If a child doesn’t know how to read, we teach .
If a child doesn’t know how to swim, we teach .
If a child doesn’t know how to multiply, we teach .
If a child doesn’t know how to drive, we teach.If a child doesn’t know how to drive, we teach.
If a child doesn’t know how to behave,
we……..... …….teach? ……punish?
Why can’t we finish the last sentence as automatica lly as we do the others?”Tom Herner (NASDE President ) Counterpoint 1998, p. 2)Tom Herner (NASDE President ) Counterpoint 1998, p. 2)
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Identifying Teachable Moments
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Change Child!
Simple Solutions Educational Services © 2006
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Turtle Technique
Recognize Recognize
that you that you
feel angry. feel angry.
“Think” “Think”
Stop.Stop.
Go into shell. Go into shell. Take 3 deep Take 3 deep breathes. breathes. And think And think calm, coping calm, coping thoughts. thoughts.
Come out Come out of shell of shell when calm when calm and think of and think of a solution.a solution.
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Centers!
Turtle Box
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On Monday When It RainedBook Nook Activity Example
“I feel excited when I get to go to my friend Coby’s
house to play.”
“I feel upset when my mommy didn’t get me
anything.”
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On Monday When
it Rained
Glad MonsterSad Monster
Hands Are Not for Hitting
Book Nookshttp://www.csefel.uiuc.edu/practical-ideas.html
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The Solution Kit
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Simple Solutions at Christopher House Logan Square!
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Walk away• Would this help you
calm down?• Is it safe to walk away
now?• Did you ask permission
• Do’s • Do tell others “I need
to walk away now. We can talk later”
• Did you ask permission to walk away from an adult?
• How would everyone feel?
• Would it make things worse?
can talk later”• Don’t • Walk away while
children are speaking to you
Simple Solutions Educational Services© 2010 [email protected] 866-660-3899
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Problem Solving Steps
Would it be safe?Would it be fair?How would everyone feel?
Step 2
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Video 1.5: Stop/Go Teaching Rules
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Go and Stop Rules!
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Teach Rules in theContext of Routines
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Feeling Dice/Feeling Wheel
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Simple Solutions Adaptation
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Anger ScaleDifficulties What Does it Look Like ? How Does it make you
Feel?
5 Screaming, throwing,cursing
Hot, see red
4 Walking away-but adult or student won’t let me
Trying to calm myself, sweating, getting hotor student won’t let me sweating, getting hot
3 Yelling Getting mad, body tight
2 Arguing –but calm Getting frustrated
1 Try to ignore the problem-don’t respond
Ok -cool
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Lose a Game…Win a Friend!
• Being a sore loser can then led to not only losing the game but a friend!
• You can play and win • You can play and win another time
• Everyone should get a chance to win
• Win a friend by saying “good game”
Simple Solutions Educational Services© 2010 [email protected] 866-
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Change Child!
Simple Solutions Educational Services © 2006
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Change Consequences
Simple Solutions Educational Services © 2006
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Simple Solutions Adaptation at Ezzard Charles Montessori
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Replacement Skills Cue Cards
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Change Consequences
Simple Solutions Educational Services © 2006
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