A User`s Manual - University of South Florida
Contents
1. e eaching Tools a for Young Children with Challenging Behavior A User s Manual University of South Florida Louis de la Parte Florida Mental Health Institute Division of Applied Research amp Educational Support Bobbie Vaughn Lise Fox Rochelle Lentini Creating Teaching Tools for Young Children with Challenging Behavior Early Intervention Positive Behavior Support The Division of Applied Research and Educational Support Louis de la Parte Florida Mental Health Institute 13301 Bruce B Downs Blvd MHC2113A Tampa Florida 33612 For more information call 813 974 4612 Copyright April 2005 Louis de la Parte Florida Mental Health Institute Tampa Florida Preparation of this manual was supported through a cooperative agreement from the U S Office of Special Education Programs U S Department of Education H324D020040 Information or opinions contained in this document are those of the authors and do not represent agency endorsement or official agency positions This document and associated materials are in a pilot phase and may not be reproduced without the expressed written consent of the Early Intervention Positive Behavior Support UNIVERSITY OF SOUTH FLORIDA Acknowledgements Our work on the Creating Teaching Tools for Young Children with Challenging Behavior was made possible through the collaboration of important community and university partners We the authors would like to thank those peop2. what the child obtains or avoids The last section Things like assesses the child s preferences You can use information from this section to infuse the child s preferences into the more challenging routines and to offer incentives for exhibiting a skill or participating in an activity The second form the Daily Routine is designed as an easy way for you to track the amount of challenging behavior and child engagement in the daily routines of the classroom To use the form first circle the day of the week then list the times and routines in order of occurrence throughout the day and finally at the end of each routine check the degree of problem behavior and engagement on a three anchor scale from none to throughout The structure of this form allows you to see patterns of behavior by activity or routine time of day and or day If you collect the information over a period of time e g two weeks a pattern of behavior may emerge at the end of that time Step 3 Selecting Strategies Once you gather information from both forms you must identify what seem to be the triggers e g routines activities time of day day of week etc what skills the child needs what responses maintain the challenging behavior and most importantly the purpose or function of behavior You are now ready to select strategies from the Routine Based Support Guide also located in Getting Started based on problem routines and t
3. Behavior Routine Based Support Guide University of South Florida Louis de la Parte Florida Mental Health Institute Division of Applied Research amp Educational Support Rochelle Lentini Bobbie Vaughn Lise Fox CLICK HERE TO OPEN ROUTINE BASED SUPPORT GUIDE
4. support and involve the family All of the strategies on the CD are housed in numbered folders The following table provides a general overview of each folder on the CD 12 Folder Overview Folder 1 A User s A User s Manual provides a description of the Teaching Manual Tools through the tips and forms for getting started The Getting Started guides tips and forms that assist with the first steps in Supporting young children with challenging behavior They offer ideas for establishing a good foundation in the classroom gathering information selecting strategies and generating a support plan Folder 2 Buddy The Buddy System tip sheet and article about peer buddies System Tips provide ideas for using a peer buddy system to support the child with challenging behavior while adjusting to the new setting Folder 3 Teacher The Teacher Tools folder contains visual representation for Tools common classroom rules and small medium and large stop signs for helping children know what areas are off limits Folder 4 Turtle The Turtle Technique is a method of teaching young Technique children strategies for coping with anger disappointment and frustration This folder contains an article about anger control visuals small and large for the turtle technique steps and a scripted story Folder 5 Visual This folder begins with the How to Make a Visual Schedule Strategies tip sheet a rationale and key points for using the visu
5. D Spanish Feeling Faces File E Feeling Wheel File F Feeling Chart Folder 9 Home Kit File A Home Kit Description and Contents List File B My Teacher Wants to Know Questionnaire File C Go To Preschool Scripted Story car and bus versions File D Getting Ready for School Visual Mini Schedule File E Use Positive Words Supplemental Materials File A Folder Labels files folder pockets kit box File B Storage Binders File C CD Label 20 Creating Saa Teaching Tools Ae for Young Children with Challenging Behavior Toolbox Tip Cards Keep Your Transition Tool Kit Handy e These tool tip cards will provide you with a quick reference to some of the tools and tips through the transition toolkit 21 The Nuts and Bolts of a Good Plan is Teaching the New Skill Replace problem behavior with a new skill Intentionally teach throughout the day Children learn through multiple opportunities Teaching is easier when the child is not engaging in challenging behavior Choose teaching strategies that match Child s level Teacher s style The activity or situation Children with problem behavior have a skill delay in language social behavioral and or emotional develooment So we need to teach them the skills they need A Weigh Your Options Be Thoughtful About Preventions Prevention Strategies can soften triggers or make the problem behavior irrelevan
6. To get To get out of To get To get out of To get To get out of 31 My Preferences 1 My teacher wants to know about toys activities Pi y ys 4 My teacher wants to know about people in my life with whom l My Favorite My Least Behave Well Have Behavior Problems 3 My teacher wants to know what activities I like 2 My teacher wants to know about foods blocks legos dress up pretend cooking My Favorite My Least computer coloring paints saa aaa aaa sand table water table books ee ae ae ee ee a cutting pasting play doh baby dolls cars trains outside play action figures real cooking other 2 02 02O TUCH Creating Riis Teaching Tools we for Young Children with Challenging Behavior 32 Child Recorder Date DAILY ROUTINE Instructions List major activities of the day and or routines that are problematic Once you write in your schedule make multiple copies before using this chart to avoid writing the schedule every day Try to complete this form 1 3 times a week Circle the day in the daily schedule column each day you complete the form Challenging Activity Behavior Engagement check one check one Time Daily Schedule M T W Th F Throughout Throughout GED Teaching Tools ile D for Young Children with Challenging Behavior Creating Teaching Tools ul lt for Young Children with Challenging
7. Very well How do I let people know do in the morning am angry or upset example crying screaming etc 1 am happy example laughing hopping etc want something example reaching talking etc don t want something example push away say NO etc play inside like something example smiling talking laughing etc eat lunch don t like something example crying throwing talking etc What helps me when I am sad angry scared What makes me angry upset ml 1 3 5 ide l mn What makes me happy excited 1 5 n do when children sit near me do when children sit further away TTYCH ki H Teaching Tools nOA D for Va Children with Challenging Behavior What do get or get out of when I use challenging behavior BEHAVIOR What happens just before the Describe exactly what the behavior behavior looks like EXAMPLE He is told to go to the bathroom to He screams runs to the other end take a bath of the house and drops to the ground kicking Sli p Teaching Tools iiai D for Young Children with Challenging Behavior What do adults siblings do when problem behavior occurs Mom Dad chase after him When he drops and kicks we back off and wait him out 30 Why might he she be doing this To get To get out of taking a bath until he is ready delays going to take a bath To get To get out of
8. al strategies In addition there are visual schedules choice boards cue cards and activity sequences A variety of pictured examples are provided to help teachers develop their own visual supports Folder 6 Scripted This folder contains Scripted Story Tips Scripted stories Stories help children understand a social situation by describing the Situation what the child needs to do and how others feel when the child exhibits the inappropriate behavior or desired behavior Folder 7 Circle The Circle Time folder focuses on visual strategies for Time Tips helping children understand circle time This folder includes a scripted story about circle time rules for circle and a mini schedule for understanding and predicting the activities of circle time Folder 8 Feeling The Feeling Vocabulary folder contains an article about Vocabulary enhancing young children s emotional vocabulary The article provides a variety of strategies to support children around the notion of appropriately expressing feelings Some of the ideas discussed in the article are provided to you in the files within this folder visuals depicting a variety of emotions a feeling wheel and a feeling chart The feeling visuals can prompt appropriate emotional expression 13 Folder 9 Home The Home Strategies help link home and school The Strategies questionnaire offers critical information about the child see Getting Started section of this manual The Gett
9. d yourself you can support this child e Teaching is your strength this is a Skill learning issue 24 Paint the Picture a Visual Can Speak a Thousand Words Photograph schedules give children a clear sense of time and expectations within a routine Mini schedules allow for predictability with individual activities within the daily schedule Activity task sequences represents steps within an activity Visual cues can be used to communicate clear expectations Qs Keep a Level Head Teach the Turtle Technique e Model remaining calm e Teach children how to control feelings and calm down Recognize your feeling s Think stop Go inside your shell and take 3 deep breaths Come out when calm and think of a solution e Prepare children for possible disappointment change e Recognize and comment when children stay calm e Involve families teach the Turtle Technique 29 Don t J ust Blow the Whistle Coach Children to Think of a Solution e Remind children that for most problems there is a solution or a way to make it better e Cue them to Stop What s the problem Think of a possible solution What might Happen Give it a try e Assist children in problem solving what could be done Get a teacher Ask nicely gnore Play Say Please stop Say Please Share Trade Wait and take turns Look at the Right Angle Use the Child s P
10. eacher s Support Planning Sheet Folder 2 Buddy System Tips File A Buddy System Tip Sheet File B You ve Got to Have Friends CSEFEL article Folder 3 Teacher Tools File A Classroom Rules File B Stop Signs big medium small 18 TABLE OF CONTENTS continued Folder 4 Turtle Technique File A Helping Young Children Control Anger and Handle Disappointment CSEFEL article File B Turtle Technique File C Tucker Turtle Takes Time to Tuck and Think Scripted Story Folder 5 Visual Strategies File A Visual Strategies Tip Sheet File B How to Make a Visual Schedule File C Classroom Visual Schedule File D Centers choice board bracelets necklaces signs File E Arrival Mini Schedule File F First Then Board File G Cue Cards File H Activity Sequence Visual potty wash hands File Sample Visuals Folder 6 Scripted Stories File A Scripted Stories for Social Situations Tips File B I Go To Preschool Scripted Story car and bus versions File C I Can Use My Words Scripted Story Folder 7 Circle Time Tips File A What Do We Do in Circle Scripted Story File B Circle Rules File C Circle Mini Schedule 19 TABLE OF CONTENTS continued Folder 8 Feeling Vocabulary File A Enhancing Emotional Vocabulary in Young Children CSEFEL article File B Feeling Faces black and white version File C Feeling Faces colored version File
11. he purpose of the challenging behavior The Routine Based Support Guide and Teacher Support Planning Sheet offer a means for organizing the information gathered from the forms The Guide opens the door to a variety of Strategies while the Teacher Support Planning Sheet offers documentation and organization for the selected strategies Routine Based Support Guide The contents of the Routine Based Support Guide include strategies for 12 preschool activities or routines The routines in the guide are found in most preschool settings and provide the context for the guide Each routine or activity requires different expectations skills interactions and demands for the child therefore these routines become the context for understanding the child s behavior The Routine Based Support Guide offers strategies for common classroom routines based on the function of the behavior As you view the Routine Based Support Guide you will notice that some of the suggested Strategies are italicized and bolded These strategies are located in documents that are directly hyperlinked to the Guide To view the hyperlinked files you must use the Routine Based Support Guide located in Folder 1 File E You can view the individual strategies by clicking on the bolded word s On some computers the file opens automatically and on others a message box opens click open and the linked document will appear To close the linked document that you are viewing a
12. ighth grade Child Development 72 2 625 638 Hanline M F 1993 Facilitating integrated preschool service delivery transitions for children families and professionals In C A Peck amp S L Odom Eds Integrating young children with disabilities into community programs Ecological perspectives on research and implementation pp 133 146 Baltimore Brookes Rosenkoetter S E Hains A H amp Fowler S A 1994 Bridging early services for children with special needs and their families A practical guide for transition planning Baltimore Brookes Tudge J R H Odero D A Hogan D M amp Etz K E 2003 Relations between the everyday activities of preschoolers and their teachers perceptions of their competence in the first years of school Early Childhood Research Quarterly 18 42 64 GETTING STARTED Tips and Forms 17 aa Teaching Tools for Young Children with Challenging Behavior TABLE OF CONTENTS Note If you close out this file and go to the Contents file on the CD it is hyperlinked to all of the documents mentioned If you double click on the title of the file within the Table of Contents you will be taken directly to that file A User s Manual Folder 1 Getting Started Tips and Forms File A Toolkit Tips File B Communication is Key File C My Teacher Wants to Know questionnaire File D Daily Routine File E Routine Based Support Guide File F T
13. ing Ready for School visual helps families with the morning routine and prepare for the transition to school A scripted story is provided to help children with first time transitions to school Use Positive Words offers families guidance for responding to problem behavior by emphasizing what to do versus what not to do Supplemental Materials The folder of Supplemental Materials on your CD contains folder labels and binder inserts should you decide to print the contents of the CD to construct your own kit The labels and binder inserts provide you with a way to organize the materials 14 Using the Teaching Tools CD ROM Two software programs open the files found in Folders 1 through 9 The guides and tip sheets found in Folders 1 2 and 5 are PDF files which Stands for Portable Document Format The PDF files will be opened by Acrobat Reader The strategies located in Folders 3 9 are PowerPoint files PowerPoint is a graphics and presentation program included in a Microsoft Office software package The amount of time it takes to print the materials varies by computer by the size of the materials you choose to print and whether or not they are printed in color Many of the PowerPoint files are large files and may not fit on a traditional high density floppy disk You can copy all PowerPoint files to your hard drive for easy storage adaptation and printing If you do not have PowerPoint you can still open the files a
14. ing help replaces the child s problem behavior Remember if the child is nonverbal use a gesture such as pointing use a picture or teach the child to use physical proximity to the adult to get attention In any strategy selection consider the demands of your classroom and your teaching style You and your staff must be able to negotiate the implementation of any strategy for it to be effective If you administer the Strategy ineffectively or inconsistently it may prove unsuccessful in preventing or replacing the problem behavior We expect strategies to be adapted to fit the classroom and the focus child You must also make sure that strategies are individualized to match the child s communication and cognitive level as well as the child s preferences Children interpret their world on different symbolic levels Those levels range from object use to spoken written or signed words See How to Make a Visual Schedule tips in Folder 5 Thus you may need to make adjustments to the strategies to fit the child s cognitive and communicative level Likewise all young children have interests favorite 11 toys cartoon characters animals cars trains or even topics such as Sesame Street or Disney Infusing the child s interests into strategies or activities may further assure the success of an intervention Teacher Support Planning Sheet Use the Teacher s Support Planning Sheet to list the strategies you select to support the child
15. le who helped develop and pilot this project Shelley Clarke Assistant Research Director Rebecca Frank Research Assistant Michelle Marill Research Assistant A special thanks to our Field Test Collaborators Donna Kimes Supervisor PreK Exceptional Education Kathy Thompson teacher School District of Hillsborough County Kacy Zagoric teacher School District of Hillsborough County Our gratitude to our Media Specialists Julie Almeida Steve Denninger Frank Herrmann Bob Lutz Copyright Information These materials were designed to be used by educators of young children higher education personnel and inservice training personnel who support programs for young children They are reproducible The use of the CD materials should be appropriately cited The recommended citation for the CD Lentini R Vaughn B J amp Fox L 2005 Creating Teaching Tools for Young Children with Challenging Behavior CD ROM Early Intervention Positive Behavior Support The Division of Applied Research and Educational Support 13301 Bruce B Downs Tampa FL 33612 TRG Creating Teaching Tools for Young Children with Challenging Behavior g USER S MANUAL CONTENTS AcknowledgementsS u s smem emour arona ooreorrorumoororrornmeournorrororrusoorrmrmrmroe mrmr emm Creating Teaching Tools A USer S Manual m meuss sm emeusnromemrmnormemrmemenrmen Purpose of the User s ManUal s m msmememonssrormeussrormrusor
16. lieve that when teachers implement these strategies they can prevent many classroom problems and teach children more desirable social interactions We designed the Toolbox Tip Cards to assist you in strengthening the social and emotional competence of the children in your classroom by offering ideas for your own personal support and collaboration with teachers problem solving skills friendship development social skill instruction and best practice in behavior support for the children Communication is Key provides you with ideas for emphasizing the desired skills rather than the undesired behaviors Young children need very clear expectations communicated in simple terms Often when teachers tell a child not to do something the child may hear only the undesirable behavior rather than the negation of the behavior For example when saying don t run the child may hear run without understanding or processing the contraction of don t In addition negating only tells a child not to do something but doesn t tell them what to do instead such as walk This strategy emphasizes the desired behavior that enables the child to know what to do in place of the misbehavior and keeps instruction positive Step 2 Understanding the Behavior As we discussed earlier children engage in challenging behavior for a variety of reasons but the bottom line is that they communicate through their behavior Their challenging behavior
17. mrmemeursrmrmeuemrmrm eu Creating Teaching OOiS aan teri eresnaomiabeecndha shine enenacwh a a ai Preparing for Children with Challenging BehaViOr m m s memememememememenememenenen Step 1 Establishing a Good Foundation m e smsa een ewe ruso rm emren n Step 2 Understanding the BehaviOl 0 ncncnsuswemenememsmemenenememen Step 3 Selecting StrateGies ncacncacwrwsnewememsuememenememsusmenenemenen Teaching Tools OLrganiZation ncacusueuenemeusmememenememsusnenenemsusnenaenememenen Using the Teaching Tools CD 0 ca cacncucutmemenememsusnemeemsusnenanememsusmenanes FCS cc ered nth aeengee nate e edeodaec eden EA a cee Getting Started Tips and FOF Ss iasrccnaviiisue aa nepeerninateneaenuter ens CD Table of CONTENTS sa tuisreiekussiii isani aiaa iiaa sas aeaa TOODO TIPS co een aa T T ETS C mmMmuncaton IS KEY isciani tT eee eee eT eer renee My Teacher Wants to KNOW Questionnaire s a eass cwtnewenemememsmemenens Daly ROUMO cesnaninteticapesnpenein tenacsidncesiierniadaiieeineeteemcaenereeie Routine Based Support GUIG Gai aiccirwiniaandernemiinenedireiawiiaeneeumawhe OC YN A op WU WM W w w N N N e ha RP a WN o ON OM WwW Aa pm Creating Teaching Tools A User s Manual Young children exhibit challenging behavior for a variety of reasons They may experience difficulty in their initial transition with communication or from a convergence of delays and environmental factors i e family and community
18. nd resume viewing the Routine Based Support Guide you must do the following For Adobe Acrobat PDF files click on the lower X in the top right corner For Word and PowerPoint Documents click on the top X in the top right corner You also can access the strategies directly by opening the folders on the CD and double clicking on the file We organized the strategies in the Routine Based Support Guide into a table with four columns The first column for each routine asks Why the child might be doing this This question really asks about the function or purpose of the problem behavior In creating a Support plan first identify the problematic routine and then begin with this column to locate the function The function or purpose of the problem behavior drives the strategies you select within each routine Strategies vary by activity and by function For instance the strategies used for a child who exhibits problem behavior to get attention during snack meals differ from those selected for behavior to escape or avoid small group activities Once you determine the function or reason for the behavior you go across the row to begin selecting the strategies in the second column What 10 can do to prevent the problem behavior This column provides strategies that ideally preclude the occurrence of problem behavior Although prevention is the goal the child also is faced with new classroom routines and new instructional stra
19. nd view them by first downloading free software from Microsoft Simply go to the Microsoft website http www microsoft com downloads to download Once you are at the website type in PowerPoint Viewer in the website s search and it will give you directions on how to download the free software The software will allow you to read and print the files however you will not be able to make changes to the files without the complete version of Microsoft Office software For your convenience each Folder on the CD includes instructions for assembling and printing the materials The teachers can access this information simply by double clicking on each folder with the left button on the mouse Once you have double clicked the on the folder you can see the files that contain the strategies and printing instructions Double click on the file to open and view the strategies and printing instructions The instructions for printing look exactly as you see them in the software program when printing the files Folders 3 9 also include at the beginning of each strategy a description of the strategy and its application The instructions can be printed out as a separate page if needed before printing the strategies Once you print the materials if desired you can laminate them for durability 15 References Hamre B K amp Pianta R C 2001 Early teacher child relationships and the trajectory of children s school outcomes through e
20. oint of View e Get down on the child s level e Place visual Supports within the child s reach and view e Room arrangement should work for the child and help prevent problem behavior e Try to look through the lens of the child 26 Good and Make Friends e Teach skills that lead to friendships Sharing giving compliments turn taking helping others organizing play Let s Statements let s build let s play tag Provide toys activities that promote cooperation Give attention and time to children who engage in friendship Model and role play friendship skills em Shine the Light on All Angles Talk with the Family e Family members are the child s primary teacher e Collaborate e Be aware of and sensitive about family traditions and culture e f needed allow the child to bring a comfort item from home fade over time 21 Don t Let the Work Load Bring You Down Ask for Help e Collaboration Works e Surround yourself with individuals who are supportive and positive e Share tasks with team members family members and educational staff Give Children Tools e Teach children Feeling Vocabulary e Help children understand and label their own feelings and feelings of others e Teach throughout the day In play with stories incidentally through Special activities e Teach feeling words by pairing the word with a picture or photograph e Teach model wha
21. ors that accompany young children with significant developmental delays and other challenges The Teaching Tools provided these teachers with successful strategies that helped eliminate the challenging behaviors of both children across several different routines The Tools supplemented their existing support systems not only for the focus child but also for the entire classroom Preparing for Children with Challenging Behavior The Getting Started section at the end of the manual provides you with the necessary tools for supporting young children with challenging behavior We offer tips forms and guides as tools to assist you in establishing a good support plan for the child In Steps 1 3 we describe in detail the importance of each tool and how to use them Step 1 Establishing a Good Foundation A critical first step in Supporting children with challenging behavior is to assess whether you need additional tools and strategies in addition to developmentally appropriate practice and the most current behavior Support practices In the Getting Started section at the end of this manual the Toolbox Tip Cards and Communication is Key can assist with this first step These two documents will provide you with a variety of basic suggestions Although many of these suggestions may encompass what you already do in your classroom we feel confident that you will find a few new ideas for guiding and supporting young children with challenging We be
22. provides a gauge for determining what issues are most problematic Teachers can use this section to begin thinking about how to prevent problem situations or how to make those situations a little easier for the child Often children cannot communicate their needs through traditional means e g words gestures etc but instead use challenging behavior The section How do let people know offers insight into the child s ability to communicate his her needs The information from this section gives information about the communication level and forecasts what communication skills are necessary for replacing the problem behavior with more developmentally appropriate forms of communication The information obtained from the section What do get or get out of when I use challenging behavior is key in determining the function purpose of behavior Now you and the family can see that behavior happens in a sequence like an addition problem A B C D First there is something that triggers the behavior The trigger happens just before the problem behavior Second the child displays the problem behavior You may need to help the family describe exactly what he she does Third something occurs after the child exhibits the problem behavior Often what occurs afterward is what others do and or say in response to the problem behavior Finally combine all three to figure out the purpose or function of the child s behavior i e
23. t Anticipate and cue e Offer choices Prompt cue children e Encourage praise State clear and Embed preference simple expectations Adjust length of Provide predictability activity Signal or warn Modify materials Use first then Use timers statements Model Use proximity Allow for flexibility Say What You Want to See Not What you Saw e Give children clear expectations e When redirecting let children know what you want to see Say Walk instead of Don t run Say Feet on floor instead of Stop climbing Say Quiet voice instead of No yelling and model what a quiet voice would sound like Don t Get Backed Up Take the Plunge e Follow non preferred tasks with preferred tasks e Use First Then statements combine statement with visual if child needs visual Support First clean up then go outside First lay down then hold bear First say help then I ll help you 22 23 Roll With It Sometimes Activities Can Perk Children s Interest or They Simply Flop e Read the child s cues Extend activities that the child is actively engaged in Move on to a new activity when an activity just doesn t work e Ask the child what he she wants to do Choice is a powerful teaching tool e Follow the child s lead Don t Throw in the Monkey Wrench Stay Positive e Challenging behavior is challenging e Remin
24. t to do with a feeling Boy am mad need to take 3 deep breaths and calm down 28 COMMUNICATION IS KEY Tell a child what to do instead of what not to do Show the child by modeling or using a picture of the action Clearly and simply state what you expect the child to do Remember young children use inappropriate behavior because they may not understand the social rules yet Talk to young children using language they understand Young children may not understand words like don t because it is a short word for do not and he she may not know what the negation of a word means 6 Encourage the child in a way that lets him her know that he she is exhibiting the desired behavior UR WN Pp 7 Be enthusiastic and generous with encouragement Children can never get enough Examples Avoid Say Model Remember Way to go like how you re walking Don t run Walk Use walking feet Stay with me Hold my hand Thanks for walking Stop climbing Keep your feet on the floor Wow You have both feet on the floor Don t touch Keep your hands down Look with your You are such a good listener you are eyes looking with hands down No yelling Use a calm voice Use an inside voice In a low voice Now I can listen you are using a calm inside voice Stop whining Use a calm voice Talk so that can Now can hear you that is so much better understand you Talk like a big boy girl Tell me with your
25. ted we provide tips sheets and reproducible forms to assist you with gathering the necessary information prior to strategy selection and implementation of supports Creating Teaching Tools We developed Creating Teaching Tools to provide you and other teachers with practical strategies that we know to be successful in helping young children with problem behavior These strategies come from our research activities and experiences in Positive Behavior Support The Teaching Tools are designed to provide easily accessible ideas and materials so that you can support children in the classroom and other learning environments We have tested the strategies on this CD through a pilot Study that focused on helping children with developmental delays and problem behavior as they transitioned into public school early childhood special education classrooms In the pilot study we provided teachers with a pre constructed kit of all the materials and strategies from the CD In doing this we created Teaching Tools for the participating teachers to see whether providing the participant teachers with a package of accessible strategies would help them to effectively decrease or eliminate the challenging behavior of two children transitioning into preschool classrooms We realize that many teachers already implement their own useful strategies but often classroom settings need additional support systems in place to minimize or eliminate the difficult behavi
26. tegies Thus the child may need a period of time to learn the strategies before positive changes occur in his her behavior Be patient with the use of the strategies it may take time for the child to learn the strategies As the child learns the strategies should become more effective and preventative The third column What can do if the problem behavior occurs Suggests strategies to help you minimize reinforcement of the problem behavior and encourage or prompt the more desirable behavior Often teaching staff and peers may unintentionally reinforce problem behavior by how they respond to the behavior For example having a child sit out because of refusing to complete an activity allows the child to escape or avoid the activity Additionally peers often laugh when the child acts silly to get attention The strategies we selected for this column typically involve redirection to preventative strategies and or reminders of the new or more desirable behaviors Reminding the child of the new skill keeps interactions positive and encourages the use of the new skill rather than strategies that might reinforce the problem behavior In the fourth column we offer What new skills should teach This provides you with ideas of new skills for replacing the problem behavior or reinforcing existing but seldom used appropriate behaviors For example you might want to teach a child to ask for help instead of having a tantrum Request
27. typically tells us they have a need to escape or avoid a person activity or situation or their behavior communicates a desire to obtain attention from someone or gain access to activities materials etc Once you understand the purpose or meaning of the behavior you can begin to select strategies to prevent challenging behavior teach new behaviors allowing for more appropriate communication and alter teacher and peer responses to the challenging behavior In the Getting Started section we provide forms that will guide you in developing an understanding of the problem behavior The form My Teacher Wants to Know helps teachers gather information from the family about possible challenges in the home and in the classroom The Daily Routine offers a simple method of recording occurrences of the child s behavior in the classroom We developed My Teacher Wants to Know originally as a questionnaire for families to complete about their child prior to or during the time of transition We now believe you and other instructional staff along with families can fill out the questionnaire to assess and provide additional insight into the events associated with the child s challenging behavior The form is divided into three sections The first section How well do offers information about possible triggers or things that set the occasion for positive and challenging behavior The three point scale from not so well to very well
28. violence poverty etc First time transitions from home to preschool can be very difficult for young children and their families Hanline 1993 Rosenkoetter Hains amp Fowler 1994 preschool presents a new setting with new adults unfamiliar routines new materials and a significant separation from the family For some children language and communication delays result in frustration from an inability to express desires confusion and or challenges Other children experience not only developmental delays but live in challenging environments that may include living in poverty situations that involve domestic and community violence and drug and alcohol abuse As a result of these many contributing factors young children with challenging behavior may pose significant disruptions for the entire classroom Challenging behaviors may increase at the time of transition or may become persistent across multiple activities and settings These behaviors may compromise the learning and or safety of other children Often these challenging behaviors disrupt classrooms damaging peer and teacher relationships Tudge Odero Hogan amp Etz 2003 Hamre amp Pianta 2001 Purpose of the User s Manual The User s Manual provides you with an overview of the entire contents of the Teaching Tools CD In this manual we present the steps you will take to use the CD and materials At the end of the User s Manual in the section titled Getting Star
29. within the problematic routines After summarizing the information gathered from My Teacher Wants to Know and the Daily Routine record the problem Situation in the space provided at the top of this sheet and then below you describe why the child exhibits the behavior i e function Once you select the routines and functions from the guide you can list the associated Strategies in the appropriate column The three large columns on the Support Planning Sheet correspond to the columns in the Routine Based Support Guide that provide the strategies for preventing and responding to the problem behavior as well as what new skills to teach A space is provided at the bottom of the sheet for describing home strategies Use one Teacher s Support Planning Sheet for each problem situation or challenging routine and supply the family and paraprofessionals with copies of the form for consistent implementation of the strategies Teaching Tools Organization In creating the Teaching Tools strategies we did not intend them to be exhaustive but to offer you some general tools for supporting young children with challenging behavior We consider everything on the CD as tools The tools include these written materials the Routine Based Support Guide teaching tips and visual Supports that you may use to create predictability teach social skills and support the appropriate behavior of the child The CD contents also provide similar materials that may be used to
30. words what s wrong Don t stand on the chair Sit on the on the chair like the way you are sitting Wow you re sitting up big and tall Don t hit Hands down Hands are for playing You are using your words Good for you eating and hugging Use your words Give child appropriate words to use to express emotion No coloring on the wall Color on the paper Look at what you ve colored Pretty picture Don t throw your toys Play with the toys on the floor You re playing nicely really like to watch you play Stop playing with your food Food goes on the spoon and then in your Great You re using your spoon What mouth Say all done when finished nice manners you said all done you eating can go play now Don t play in the water sink Wash your hands Thanks for washing you re hands can tell they are really clean No biting We only bite food Use your words if You re upset thanks for telling me you re upset Give child appropriate words to use to express emotion Don t spit Spit goes in toilet tissue grass Use your like the way you used your words words Give child appropriate words to Thanks for using your words use to express emotion Don t run Walk Use walking feet Stay with me Way to go Thanks for walking TTY Ci Waa 8 Teaching Tools Mak D for Young Children wiih Challenging Batueest My TEACHER WANTS TO KNOW 29 CHILD S NAME DATE How well dol Not so well
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