Transcript Shelby County (AL) Early Childhood SPED Services Professional Development March 22, 2010 William McInerney / Laurie Dinnebeil Judith Herb College of Education University of Toledo Support.

Shelby County (AL) Early Childhood SPED Services
Professional Development
March 22, 2010
William McInerney / Laurie Dinnebeil
Judith Herb College of Education
University of Toledo
Support provided by Margie Spino, M.A.
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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
(Campbell & Ewing, 1990; Campbell, 1997; Egeland et al., 1990).
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Early Predictors
•Temperament
Difficulties
•Early Aggression
•Delayed Language
•Difficulties in
Communication
•Noncompliance
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The correlation between
aggression in preschool and
aggression at age 10 is higher
than correlations between IQ
scores (Kazdin, 1995)
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Young Children with
Challenging Behavior:
Are
rejected by peers
Receive less positive
feedback from
adults and peers
Do worse in school
Are less likely to be
successful in
kindergarten
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There are evidence-based practices
that are effective in changing this
developmental trajectory…the
problem is not what to do, but rests
in ensuring access to intervention
and support (Kazdin & Whitley, 2006)
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“An ounce of
prevention is worth a
pound of cure.”
-- Benjamin Franklin
The single best way to address
challenging behavior in young children is
to take steps to decrease the likelihood
that it will occur.
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Analysis and design of learning
and living environments
Evaluation of schedules
Implementation of rules,
rituals, and routines
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Carefully plan traffic patterns
◦ Minimize large open spaces
◦ Insert obstacles and other dividers to divert
child traffic and minimize running
◦ Consider the needs of children with physical
and sensory disabilities re: mobility and
access to materials/centers
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CSEFEL
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Physical Design
◦ Clear boundaries
◦ Visibility of children and opportunity for children to
scan other centers
◦ Visual prompts to indicate when centers are ‘open’ or
‘closed’
◦ Adequate number of centers
◦ Size and location of centers: minimize congregation
◦ Identify the number of children allowed in specific
centers
◦ Organize materials in classroom to allow or deny
access and to indicate where materials are stored
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Create Meaningful and Engaging Learning
Centers
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Relevant to children’s needs, interests, and lives
Highly engaging and interesting
Variety of materials in each center
Items and materials need to be changed and
rotated on a regular basis to ensure novelty and
engagement
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Develop schedules that promotes child engagement &
success
◦ Plan for transitions (Centering Ativities)
◦ Balance the following activities:
1. Active and quiet
2. Small group and large group
3. Teacher-directed and child-directed
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◦ Teach children the ‘schedule’. Post schedule.
Establish routines and follow them, consistently
◦ When changes are necessary, prepare children ahead of
time
◦ Provide guidelines for expected behavior in learning
centers, in groups, and during choice time
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1. Turn on water.
3. Get soap.
2. Wet hands.
4. Rinse hands.
5. Turn off water.
6. Dry hands.
7. Throw away towel.
8. Go play.
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CSEFEL
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◦ Minimize the number of transitions in a day
◦ Minimize the length of time children spend waiting
with nothing to do (centering activity)
◦ Structure the transitions so that children have
something to do while they wait
◦ Prepare children for transitions by providing a
warning (Auditory……song/CD……Visual…….raise
a flag…..colored light cue)
◦ Teach children behavior expectations related to
transitions
◦ Provide individual supports and cues (especially
visual cues) where necessary
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Schedule/Routine/Transition Activity
•Divide into groups
• Create a schedule from an EC partner
teacher’s classroom.
•Consider what we have discussed. What
changes could you make in what you are
currently doing that might increase
engagement and prevent challenging
behaviors?
Providing Directions
• Make sure you have the
children’s attention before you
give the direction
• Minimize the number of
directions given to children
• Individualize the way
directions are given (cue
cards, linear sequence cards,
step x step task analysis cards)
• Always provide directions
that are concrete and
organized (sequence of tasks)
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Providing Directions
• Give children the opportunity to respond to
a direction before repeating or prompting
• When appropriate, give the child choices
and options for following directions
• Follow through with positive
acknowledgment of children’s behavior
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Have a few simple classroom rules
Involve the children in developing the rules
Post the rules in locations (may need
multiple postings / different font size) where
they can be seen. Print and graphics.
Teach the rules, systematically
Reinforce the rules at high rates initially and
at lower rates throughout the year. Ditto with
individual children entering the program at
different times during the year.
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The single best way to address
challenging behavior in young children is
to take steps to decrease the likelihood
that it will occur.
Focus on the strategies discussed:
◦ Look closely at the physical environment
◦ Consider the schedules, routines, transitions, and
rules within your ‘host’ settings
What do we do when a child engages in
behaviors that …
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Cause injury to self or others
Cause damage to the physical environment
Interfere with learning
Socially isolate a child
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Attention: to get someone's attention
(positive or……. negative attention aka….
‘punishment’)
Escape: to get out of or avoid something or
some task
Tangible: to get something (e.g. toy, food,
etc.)
Sensory: to get some kind of sensory
stimulation (e.g. vibration, noise, pressure)
Devon, a 3-year old, hits the teacher and
says “NO!” when given a puzzle to
complete. The teacher removes Devon from
the table and places him in a chair away
from the group.
See MAS Tool - Exercise
Christina, a 4-year old, shrieks and spins
when she knows it is time to paint at the
easel. The teacher tells her ‘no painting if
you yell’. She continues to shriek and spin,
and the teacher allows her access to the
easel in hopes of reducing the shrieking.
Kevin, who is 5 and has autism, rocks
back and forth and waggles his hands
when there is free play in the classroom.
His peers ignore him.
Mary, who is 4 years old, runs to the play
area (violation of class rule) when she is
told ‘it’s time to come to reading circle’.
The teacher says “no running” and brings
her back to the circle to sit next to her.
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Choose from a variety of assessment
tools
◦ Interview the teacher, caregiver, and/or
child
◦ Complete a Rating Scale
◦ Observe the challenging behaviors when
they occur, and also observe appropriate
behaviors when they occur
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Develop hypotheses about the function of
the behavior. The WHY question.
Develop hypotheses about factors that
may predict the behavior
Identify new behaviors to teach that
match the functions of the behaviors and
that can replace the inappropriate
behavior
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Find a behavior that serves the same
function as the challenging behavior
Teach a different behavior that helps
the child achieve THEIR objective in a
more socially acceptable manner
than the challenging behavior
Name: Devon
Date: 3/7/10
Classroom Context/Activity: small group, manipulative activity
Social Context: Peers close by engaging in task. Teacher
gives Devon a puzzle.
Child’s Response: Devon hits teacher
Social Reaction: Everyone looks at Devon; some children
gasp and say “uh oh!” Teacher removes Devon from table
and places him in a chair away from the group
Possible function?: Escape
Possible replacement behavior: Teach Devon to ask for
help
Other ideas?
Name: Devon
Date: 3/7/10
Classroom Context/Activity: small group, manipulative activity
Social Context: Peers close by engaging in task. Teacher
gives Devon a puzzle.
Child’s Response: Devon hits teacher
Social Reaction: Everyone looks at Devon; some children
gasp and say “uh oh!” Teacher removes Devon from table
and places him in a chair away from the group
Possible function: Attention
Possible replacement behavior: At beginning of activity, ask
Devon to help pass out materials.
Other ideas?
Heather is 5 years old with moderate cognitive
impairment (mental retardation) and autism.
The teacher notices that during recess
Heather is socially withdrawn and spends
most of her time spinning the wheels on a toy
truck or jiggling items in her hand (pop bead
chain, doll by hair, etc.).
Name: Heather
Date: 3/7/10
Classroom Context/Activity: Outside
playground
Social Context: Peers are playing on the
playground
Child’s Response: Heather plays by herself
Social Reaction: Peers ignore her
Possible function: Sensory
According to a FUNCTIONAL assessment, the
function of Heather’s behavior is SENSORY. The
teacher also noticed from direct observation that
other children asked Heather to play, but she did
not respond.
What would be a possible replacement behavior
for Heather that addresses her sensory needs
but also helps her to engage with other children?
The teacher decides to teach Heather to play
with another child using the toy cars. She
uses the following strategy:
◦ Teacher chooses a peer to be a model and buddy
for Heather
◦ Teacher instructs peer to initiate with Heather by
holding Heather’s hand and taking her over to the
cars
◦ Peer instructed to prompt Heather to play with toys.
◦ Teacher praises Heather for playing with her friend
On the web:
◦ Center on the Social and Emotional Foundations
of Early Learning
http://www.vanderbilt.edu/csefel/
◦ Technical Assistance Center on Social Emotional
Intervention
http://www.challengingbehavior.org/
◦ Positive Solutions for Families: Eight Practical Tips
for parents of young children with challenging
behavior
http://www.challengingbehavior.org/do/resource
s/documents/positive_solutions_for_families.pdf
Articles:
◦ Conroy, M. A., Sutherland, K. S., Snyder, A. L.,
Marsh, S. (2008). Classwide interventions:
Effective instruction makes a difference. Teaching
Exceptional Children, 40(6), 24-30.
◦ Michael, M., Meese, R., Keith, S., & Mathews.
(2009). Bob bear: A strategy for improving
behaviors of preschoolers identified as at risk or
developmentally delayed. Teaching Exceptional
Children, 41(5), 54-59.
◦ Sandall, S. R., & Ostrosky, M. (Eds.). (1999).
Practical Ideas for Addressing Challenging
Behaviors. (Young Exceptional Children
Monograph Series No. 2). Denver, CO: Council for
Exceptional Children, Division for Early
Childhood.
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Conroy, M. A. (2004, September). Addressing challenging
behavior in early childhood: Strategies for teachers and trainers.
Presentation at the DEC Recommended Practices Training Series,
Erlanger, KY. Retrieved from
http://www.challengingbehavior.org/explore/presentation_docs
/9.04_addressing_challenging.pdf
Fox, L. (2010, January). Evidence based practices to reduce
challenging behavior [Power Point slides]. Presentation at
Opening Minds Conference of the Chicago Metro AEYC. Retrieved
from
http://www.challengingbehavior.org/explore/presentations_wor
kshops.htm
Hemmeter, M. L. Joseph, G., Ostrosky, M., & Santos, R. M. (2006).
Building Supportive Relationships and Creating Supportive
Environments. Retrieved from The Center on the Social and
Emotional Foundations for Early Learning web site:
http://www.vanderbilt.edu/csefel/index.html
McFarland, R. (October, 2008). Managing Challenging Behavior
by Creating Supportive Environments. Kansas State University.
Retrieved from
http://www.ksre.ksu.edu/library/famlf2/mf2845.pdf