User`s Manual - University of South Florida
Contents
1. Wants other s food Other Doesn t like to nap Wants adult attention Has a hard time settling down or soothing self to sleep Other Doesn t want to leave activity Doesn t want to leave parent Doesn t like or want to go to next activity Doesn t understand where to go or what to do Gets attention from peers adults Other 52 Child Recorder Date DAILY ROUTI NE I nstructions 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 Daily Schedule AN al Throughout 53 Sample Behavior Rating Scale 1 Amy s Difficulties Week of P Arrival 01 2 3 0123 01268 012 01 2 3 0 1 2 3 a ca 01203 0 1 2 3 Other 0 1 2 3 0128 0 1 2 3 amp Average 3 hits cries and falls on floor 2 cries and resists 1 whines but complies O cooperative response 54 Difficulties Week of __ 0123 0123 0123 0123 0123 0123 0123 0123 0123 0123 0123 0123 0123 0123 0123 0123 3 222 oo o s4 3 0 cooperative response 55 Sample Behavior Rating Scale 2 E Play Behavior Child s Name Week of Time _ _ Indica2. assenenenenerenrnrrrerererererrrrrrerersrererrrrrrrrerero 19 Using Decision Tree Lana A 19 Tips for Mental Health Consultants Facilitating Family Partnership 23 RECOMENDAM eee 23 Sample Leer to Family rn nikket 24 Developing a Consultation Plan aaavnnnnnnnnvnnnnnnnnsnnnnnnnnssnnnnnnnnssnnnrnnenssnnnrnnen 25 Recommendations sardiini ND a eii 25 TABLE OF CONTENTS continued Initial Meeting with Teacher pre 25 Supporting Teacher during Implementation of the Support Plan ecee eee 26 Developing a Self recording Implementation Checklist ccc eee eeee eens 26 Recommendations for Giving Feedback cc cece cc eeeee eee eeeeeeeeeeeeeseneees 27 Monitoring Child Progress and Evaluating the Plan ccceeeeeeeeeeeeeeeeeeeeeeees 27 Planning for Monitoring NN Favre een ee 27 UNN 28 REE EE 29 FU Started VENNE quis napresiedio ad RS id 30 TN sds ee eee EE EEE E 31 TN IPCS arrra ng E E NE 34 Communication IS ETE 42 My Teacher Wants to Know Questionnaire a wrranrrsavnnrnnnnsrnnnrnnrsssnnnrnnen 43 My Teacher Has Observed Checklist ccccceee serto 46 Events and Functions Associated with Problem Behavior Checklist 48 BLE 0 EE NE SN E EET 51 Sample Behavior Rating Scale 1 c eee errar erre 52 Sample Behavior Rating Scale 2 aaavvavnnnnnnvvnnrnnnnssnnnrnnerssnnnrnnnnssnnnrnnsnner 54 Sample Self Recording Implementation Checklist ccccc
3. Teaching Tools r for Young Children gt f with Challenging Behavior User s Manual Bobbie Vaughn Lise Fox Rochelle Lentini Kwang Sun Blair pr Creating Teaching Tools for Young Children with Challenging Behavior Florida Center for Inclusive Communities College of Behavioral and Community Sciences University of South Florida 13301 Bruce B Downs Blvd MHC 2113A Tampa Florida 33612 Copyright 2004 2005 2009 University of South Florida Tampa Florida Copyright Information This guide and the related materials were designed to be used by early educators higher education personnel consultants and professionals involved in programs for young children Itis reproducible None of the materials may be reproduced to generate revenue for any program or individual The use of the materials should be appropriately cited The recommended citation is as follows Lentini R Vaughn B J Fox L amp Kwang Sun Blair 2009 Creating teaching tools for young children with challenging behavior 3 edition Tampa Florida 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 people who helped develop and pilot this project Shelley Clarke Assistant Research Director Rebecca Frank Research
4. s target skills or behaviors Step 5 involves e Assembling materials and planning prompts cues and responses to provide child with opportunities to learn new skills e Implementing strategies consistently during target routines or Situations e Obtaining teacher s monitoring data on child s target behaviors and Skills using Daily Routine and Behavior Rating Scale see Samples of rating scales in the Getting Started section 24 Tips for Mental Health Consultants Facilitating Family Partnership It is recommended that the consultant actively facilitate family partnership during the decision making process and the use of the behavior support strategies by the family at home When gathering initial data on the child and when designing a support plan the consultant should encourage the classroom teacher to invite the family and help them develop a behavior Support plan for home as well Recommendations e Send an invitation letter see a sample letter below to the family when gathering information and determining child need during Step 1 e Review steps of the decision tree with family e Help family complete My Teacher Wants to Know e Identify child s difficulties at home e Share environmental stimuli and behavior functions and support plan developed for classroom with family e Help family develop behavior goals for child at home e Review Family Routine Guide with teacher and family and determine target routines and be
5. activities Reprimands or scolds Peers yell or call for the teacher Hold or restrain the child until calm Other Delays or withdraws demands Offers of assistance Other Allows access to the center activity or object the child wanted Helps the child with activity Reprimands or scolds Puts in time out Peers yell or call for the teacher Other Offers other activities Delays demand Told to join the group Helps with the activity Peer yells or calls for the teacher Reprimands or scolds Other Withdraws demand or offers other food Hates being hot and wants to go inside Loves running and thinks outside means run away Wants an adult as a play partner Wants peer attention Wants objects activity that another child is using Other Has difficulty with waiting for his her turn Might not want to leave activity Doesn t understand where to go next Might not know how to line up Might want to be first Might want adult peer attention Other Has not finished doing the activity Might not have realized that clean up time was coming up Likes to dump Might not want to clean up Might want adult peer attention Other
6. Doesn t want to go to bathroom Wants attention and or someone there Doesn t want to wash hands Other Wants a different center or wants a center that is closed Wants the same toy as another child Doesn t know how to play with the items in the center Wants adult or peer attention Other Doesn t understand the activity Wants attention from other children and or an adult Doesn t like the activity Other Has restricted eating preferences Doesn t like to sit to eat Transitions Prompted to eat Told to seat on his chair Removed food or told to tt NO Told it is time to take a nap or to get ready for nap Prompted to find his bed Peer gets help Left alone Told no or stop Other Told to say bye to parent Told to get ready for another activity Prompted to go to another activity area Left alone Other Offers of assistance Tells child to sit Follows child to feed Other Delays or withdraws demand Moves to sit next to the child Reprimands or scolds Offers of assistance Other Delays or withdraws demand Delays separation from parent Peer yells Offers of assistance Other
7. 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 Go To Preschool Scripted Story car and bus versions File C Can Use My Words Scripted Story 34 TABLE OF CONTENTS continued Folder 7 Circle Time Tips File A What Do We Do in Circle Scripted Story File B Circle Rules File C Circle Mini Schedule 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 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 35 Creating QIN Teaching Tools eo 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 36 The Nut
8. Identify the environmental stimuli associated functions and the child s preferences using Se CNS eld tals ie telah with the child s problem behavior and the What do I get or get out of when I use challenging behavior e My Preferences behavior can be promoted by building positive relationships with children families and colleagues functions of problem behavior Complete Teacher s Support Planning Sheet Consider developing a plan for home using e Family Routine Guide Step 4 Design a support plan by selecting strategies from Teaching Tools Step 5 Obtain teacher s monitoring data using Implement the support plan and monitor child Daily Routine and progress Behavior Rating Scale 21 22 Step 1 Gather information and determine child needs Obtain data on child in collaboration with classroom teacher and family to determine the child s support needs Obtaining data includes e Completing My Teacher Has Observed by classroom teacher to identify child s needs for engagement in routines play and social interaction skills communication skills and problem behavior included in the Getting Started section e Completing My Teacher Wants to Know by family included in the Getting Started section Use the following questions to guide the team s decision on the level of intervention and help the team understand the process of supporting a child Does the child have difficulty with eng
9. 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 the 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 classroom 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 Base
10. problem and encourage the teacher to make suggestions Monitoring Child Progress and Evaluating the Plan It is suggested that the consultant develop a plan for monitoring the child s progress in the target areas during the plan implementation and while evaluating the outcome at the end of the implementation phase Teachers Should record target behaviors and skills within challenging or problematic routines or activities to track the child s progress toward an expected outcome Planning for Monitoring Progress e Help teachers and families understand the importance of tracking child outcomes in make making their decisions e Help teachers identify the specific data that will be collected e Help teachers understand the use of the Daily Routine form e Determine how frequently the data will be collected e Determine how the data will be summarized e Seta date when to have a follow up meeting to review the child s progress 29 Evaluating Support Plan A follow up meeting with classroom staff and family should be planned to evaluate the behavior support plan to assess whether the plan IS being implemented as designed identify barriers to implementation assess whether improvements have occurred and provide suggestions on modification of the behavior support plan Determine the following during the follow up meeting e The extent to which the intervention was applied as planned e Whether or not the data collection plan was followed
11. teaching strategies Using the Decision Tree Before using Teaching Tools use the decision tree see the diagram below to determine whether the target child can be supported by using the Tools We suggest the following 5 steps in using the decision tree 20 Decision Tree for Intervention Using Teaching Tools Obtain data from Step 1 e My Teacher Has Observed Gather information and determine child needs e My Teacher Wants to Know Does the child have difficulty with engagement communication play and social interaction and display problem behavior functioning in ways that would be considered age inappropriate No Consider making changes in the classroom Yes environment and interaction with the child j f Ep z Obtain teacher s observational data using Identify problematic routines and determine the ntensive Daily Routine levels of problem behavior and engagement Individualized intervention Targeted social In observing the child is the function or purpose of the challenging behavior clear Sr oule wel ear Ne Can the child s challenging behavior be addressed by making modifications in an Child support using activity or interaction and using social and emotional teaching or support strategies Teaching Tools l No Consider Tier 3 Melder sEneMer GEIR leis Yes Intensive individualized intervention prevented with the Conduct a team meeting to determine the improvement of classroom environment Step 3
12. wait for his her turn Another child gets attention Provided with a difficult age inappropriate or non preferred activity Prompted to sit Removed an object Other Told no don t or stop Peer gets a turn Left alone or another child gets attention Provided with a difficult age inappropriate or non preferred activity or material Prompted to complete a task Other Told no don t or stop Peer gets a turn or told to wait for his turn Left alone or teacher talks to another child Provided with a difficult age inappropriate or non preferred task Prompted to sit Told to complete a task Other Delays or withdraws demands to join the circle Moves him her next to teacher Offers of assistance Tells child to return to his her seat Reprimands or scolds Hold or restrain the child until calm Puts in time out Peers yell Permits access to preferred activities or items Other Allows access to preferred items or activities Tells child to return to his her seat or chair Moves to sit next to child Reprimands or scolds Puts in time out Offers of assistance Peers yell Hold or restrain the child until calm Other Allows access to
13. 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 TTYC Creating Teaching Tools for Young Children with Challenging Behavior q USER S MANUAL CONTENTS Acknowledgement x en li ei AC AS Ke ml 3 Creating Teaching Tools A User s Manual uuunnnnunnnannnnnnnnnnnnnnnunnnennnnnnnnennnnn 6 Purpose of the UEC s Manual are een 6 creating Feaching OC EE EN 6 Preparing for Children with Challenging Behavior ccccceceeeeeeeeeeeeeeeeeeesnenees 7 Step 1 Establishing Good Foundation sesssesessrserererererererrererererererre 7 Step 2 Understanding the Behavior ssessssssererererererrrrrrrrrrerererererrerere 8 Step 3 Selecting Strategies sessrererrrrrrrrrrererererrrrerersrerrrrrrrrrrrrrr 10 Teaching Tools Organizatii Lun serer 13 Using the Teaching ToolS xi aii naciviainidorind imorais dd 16 Using Teaching Tools for Toddlers ereta nano 17 Behavioral Expectations of Toddlers sssssesererererererrrrerererererrerererererre 17 Strategies for Supporting Toddler Behavior sssssssssrererersrerrrrrrrrererererrrrrrrrers 18 Teaching Tools and Pyramid Model
14. Home Strategies help link home and school The Strategies questionnaire offers critical information about the child see Getting Started section of this manual The Getting 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 provides folder labels and binder inserts should you decide to print the contents of all the materials to construct your own kit The labels and binder inserts provide you with a way to organize the materials 16 Using the Teaching Tools 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 flo
15. agement communication play and social interaction and display problem behavior functioning in ways that would be considered age inappropriate Consider making changes in the classroom environment and interactions with the child if the answer is No and go to Step 2 if the answer is Yes Step 2 Identify problematic routines and determine the levels of problem behavior and engagement Obtain observational data during classroom routines to identify target routines or activities for intervention and to determine the levels of child s problem behavior and engagement This involves e Collecting indirect observational data by classroom teacher on a daily basis using Daily Routine included in the Getting Started section e Selecting target routines or activities that require support for child Use the following questions to guide the team s decision on the level of intervention In observing the child is the function or purpose of the challenging behavior clear to you e g child wants to get or avoid something Can the child s problem behavior be addressed by making modifications in an activity or interaction and using social and emotional teaching or support strategies Consider Tier 3 intensive individualized intervention of the Pyramid if the answer is No to either of these questions and go to Step 3 if the answer is Yes Step 3 Identify environmental stimuli and determine functions of problem beha
16. ate with daily routines Do not understand when we try to reason with them e Toddlers from 24 36 months v v v v Develop their verbal communication skills rapidly Might be able to tell us how they are feeling Understand that other people can have different thought to themselves Enjoy peer play and joint exploration yet still tend to play alongside and not with other toddlers Start developing the ideas of turn taking 18 Able to understand simple rules and follow simple instructions Able to make choices Enjoy circle time crafts story time and center activities Tend to ignore or protest when being asked to do or no to do something They often say no to assert their independence frequently use the word mine and are not yet able to share well Still require a great deal of time attention and affirmation from caregivers v Need time and supportive adults to become socially competent LN NA as Strategies for Supporting Toddler Behavior The following are general strategies for supporting toddler behavior which help toddlers engage in the routines and activities minimize their problem behavior and promote skill acquisition and development Specific strategy suggestions by routine or activity and by function are provided in the Teaching Tools Provide increased predictability and consistency by establishing consistent routines Use visuals to establish routines Modify schedule physical environment or
17. d 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 and 11 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 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 selecti
18. dures for supporting the child through the use of Teaching Tools Reviewing tool kits of Teaching Tools and type of data to be collected Coordinating meeting to review teacher performance of each step of decision making and child support procedures Discussing the amount of time the consultant expects to devote to the consultation The following are open ended questions suggested during the initial meeting to understand the needs of the target child and classroom What has been the most difficult part of working with the child What do you see as the child s strengths What do you think will be the outcome of the child Have you tried any strategies before If so what strategies What were the results What are you presently doing to help the child Supporting Teacher during Implementation of the Support Plan Consultations should focus on helping to decide how the behavior support plan is implemented in the classroom To carry out this role successfully the consultant Works with teacher in setting up a feasible implementation of the plan Develops a simple self recording implementation checklist for teacher to monitor their implementation of the plan Regularly reviews and provides feedback on teacher s child monitoring and self recording data Makes a classroom visit if necessary to observe teacher implementing the plan and child s responses to intervention Developing a Self recording Implementation Checklist To facilitate t
19. e 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 38 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 Remind yourself you can support this child e Teaching is your strength this is a Skill learning issue 39 Paint the Picture a Visual Can Speak a Thousand Words Photograph schedules give children a clear sense of time and expectations within a routine e Mini schedules allow for predictability with individual activities within the daily schedule e Activity task sequences represents steps within an activity e Visual cues can be used to communicate clear expectations na 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
20. e Prepare children for possible disappointment change Recognize and comment when children stay calm e Involve families teach the Turtle Technique 40 Don t Just 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 Point 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 41 A Support Children So They KO Can Measure up Feel 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 e Shine the Light on All Angles Talk with the Family e Family members are the child s primary teache
21. e Whether the data were summarized completely e Whether the child is making adequate progress e Whether revision to the plan is needed e The next steps Follow up might include additional observations if difficulties persist in implementing the plan or if positive results have not occurred as expected 30 References Hamre B K amp Pianta R C 2001 Early teacher child relationships and the trajectory of children s school outcomes through eighth 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 32 Creating i o a ea chi ng Tool S for Young Children with Challenging Behavior TABLE OF CONTENTS Note If yo
22. e fourth column we offer What new skills should I 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 Requesting 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 toys cartoon characters animals cars trains o
23. e meeting to discuss any concerns you might have about child name at home or in the community Our goal for the meeting will be to develop a plan of support for your child This plan will guide us in better meeting your child s needs The plan will include how to prevent your child from having difficulty in classroom routines and activities identifying the social and communication skills that are important for us to teach and to develop a plan for how to best respond to your child when he she has difficulty Please call me at lt to schedule a meeting OR Please let me know if any of the meeting times below work for you You can return this letter to child teacher name and she will let me know when you are available to meet List times and days am looking forward to meeting you and talking with you If you have any questions or concerns you can reach me at phone and email 26 Developing a Consultation Plan The focus of effort for the mental health consultant is expected to vary depending on the types of problems faced by the classroom teachers Attention to the child s level of support needs and classroom variables such as physical arrangement of the classroom routines expectations rules teacher interaction style and strategies and the levels of interactions among children will lead to developing better plans Recommendations The following areas should be focused on when developing a consultation plan e Jo
24. eacher s consistent and correct implementation of the plan across time and routines it is suggested that the consultant develop a simple implementation checklist see a sample checklist in the Getting Started section for teacher to self record their implementation of the plan or strategies The self recorded implementation data should be reviewed with the teacher to provide feedback on their levels of implementation and to suggest strategies to increase consistency of implementation 28 Recommendations for Giving Feedback The plan for giving feedback to the teacher during implementation of the plan should be determined during the first meeting with the teacher The frequency and communication system should be determined at the meeting Feedback needs to be given in an effective manner in which both the consultant and teacher clearly understand the target child progress and levels of teacher implementation of the plan When giving feedback e Review teacher collected child data with teacher and discuss the child s progress e Review self recording data with teacher and discuss their consistency and difficulties or barriers to implementing the plan e Praise teacher for efforts to implement the plan e Offer opinions if classroom observations were made on the extent to which the teacher effectively and consistently implemented the plan and how well the child engaged in the activities or routines e Suggest possible solutions to the
25. eeee eee eeeeeeeees 55 Routine Based Support Guide ec cccccce eee e eee tee eee eeeeeeeeeeeeeeseneeeeeetnengaes 56 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 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 disr
26. 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 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 I 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 I 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
27. g behavior for a variety of reasons but the bottom line is that they communicate through their behavior Their challenging behavior 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 form My Teacher Has Observed helps teachers identify child needs The Daily Routine offers a simple method of recording occurrences of the child s behavior in the classroom The form Events and Functions Associated with Problem Behavior offers a simple method of collecting information that contributes to a functional assessment within each classroom routine and activity 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
28. haviors or skills e Help family select strategies from Family Routine Guide e Jointly develop a simple behavior support plan for implementation in the home setting using the Family Planning Sheet e Jointly develop a behavior rating scale to facilitate family monitoring of child s progress toward goals 25 Sample Letter to Family MynameiS work with the teachers at program name helping them with individual children and the classroom program We have enjoyed having child name in our program this year We hope that you are happy with his her classroom and feel comfortable with the care that we have provided Child name s teacher has observed that child name is having difficulty within some of the classroom routines Child name will list behaviors during list routines We want to make sure that we can help your child be comfortable in the classroom and participate fully in these activities We would like to schedule a meeting with you so that child teacher name and I can develop some ideas about how we can better support your child within our program In this meeting we will talk about what we have observed in the classroom and ask you assist us in developing ideas about how to better meet your child s needs Your partnership in this process IS very important to us We have found that families know their child best and can be a wonderful source of information about their child s needs If you want we can also use th
29. intly identifying and evaluating child s social emotional and behavioral goals through a problem solving process e Helping teacher understand child s behavioral functions and utilize the data collection tools included in Teaching Tools to identify target behaviors and skills identify behavior support strategies and monitor child s progress in the context of problematic routines or activities e Conducting meetings and verifying communication systems between the consultant and teacher e Conducting follow up meeting with teacher on how the behavior Support plan is working e Facilitating family partnership in behavior support planning and progress monitoring of child success Initial Meeting with Teacher During the initial meeting with the teacher the consultant must form a relationship where the teacher is free to share information and accept feedback from the consultant The consultant should help the teacher understand that consultation is a process of jointly solving problems in Supporting the children with problem behavior The consultant should communicate based on the teacher s level of understanding avoiding technical terms and jargon The initial meeting should focus on e Explaining to classroom teacher the purpose of the meeting and what is hoped to be accomplished in the meeting e Convening an interactive and responsive meeting to understand needs of the target child and classroom P Reviewing decision tree and proce
30. materials Establish rules that are few enforceable and essential Carefully examine to see if children are over stimulated or if there is enough space for children Ensure that there are appropriate space and materials to support the active play of toddlers Offer multiples of popular toys so that each child can engage in parallel play Minimize conflicts with children by anticipating their behaviors and preparing the environment to be safe and ready for exploration Arrange furniture and materials to define clear boundaries Use simple specific language when providing directions Give children limits to help them practice making appropriate decisions and to ensure the safety of children Check to see if more toys of the same kind are needed Increase familiarity with play materials and peers to promote the toddlers interactions with materials and peers Have toddlers be with the same children regularly to help them learn attention getting and interaction patterns Provide toddlers with alternative and soothing objects Maintain social groups and friendship rather than moving individual children to help transition become easier 19 e Teach them express their needs and emotions using body language signs or verbal language e Model play behavior to help toddlers learn how to play appropriately with others e Help children feel more secure e Teach problem solving skills e Regularly teach them share take turns with toys and other classr
31. ng the strategies in the second column What can I 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 strategies 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 12 In th
32. nique 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 visual 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 15 Folder 9 Home The
33. oom expectations e Redirect the children s attention or move them away from a problem area or activity to a new area or activity or to use alternative skills when responding to their problem behavior e Offer different ways to express feelings e Offer two options when providing choices State your expectations Simply and concretely when there is no choice e Recognize the children s efforts and successes Offer children attention when they are behaving in ways you desire e Do not over react to child s problem behavior and remain calm e When problem behavior occurs provide a language label for the underlying communicative intent or emotion e Stay close be supportive and talk calmly when behavior support strategies are used e Respond to problem behavior with logical and reasonable consequences Teaching Tools and Pyramid Model Teaching Tools is designed to use for children who require secondary Support i e Targeted Social Emotional Supports of the Pyramid Model Interventions within the secondary level provide targeted interventions for children who are not responding to primary prevention efforts Use Teaching Tools when e You are having significant difficulties with an individual child e The function of the child s problem behavior is obvious and a comprehensive functional assessment may not be required e The child s problem behavior can be addressed by making modifications of the environment and using social and emotional
34. ppy 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 and 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 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 durabilit
35. preferred items or activities Tells child to return to his her seat or chair Moves to sit next to the child Reprimands or scolds Puts in time out Offers of assistance Peers yell Hold or restrain the child until calm Other Wants to get out circle Can t tolerate length or levels of circle Wants attention of peers adults Doesn t know what to do Wants toys or other activity Other Might hate getting messy Might not know what to do Wants attention of teacher Wants materials that another child is using Might not like the feel of the materials Other Might want to have a turn but doesn t know when it s his her turn Doesn t like doing activities alone Doesn t want to sit Other Outside Play Line Up Clean Up Bathroom Centers Free Choice Table Activities Small Group Snack Meals Told to go outside play Peer pushes him or her Frustration with a play equipment Left alone Told to no don t or stop Removed an object Told to wait for his her t
36. r 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 42 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 what to do with a feeling Boy am I mad need to take 3 deep breaths and calm down 43 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 7 Be enthu
37. r 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 within the problematic routines After summarizing the information gathered from My Teacher Wants to Know My Teacher Has Observed Events and Functions Associated with Problem Behavior 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 13 In creating the Teaching Tools strategies we did not intend them to be exhaustive but to offer you some general tools for supporting
38. rite activities ___ respond to directions ___ follow simple directions and complete tasks lam cooperative in interactions with adults Other MY CHALLENGES ____ require excess attention over time ____ require individual assistance ____ must be constantly re directed have difficulty with transitioning ___ avoid some activities people or objects ____ become upset or overly stimulated easily require extra time to respond in unfamiliar situations and activities become easily distracted in particular routines Other 3 COMMUNICATION SKILLS STRENGTHS ___ show my enjoyment using smiles laughs or verbal language ____ understand visual cues or signs ____ understand verbal cues and prompts ____ express needs using verbal or physical signals and cues or language use words phrases or sentences to communicate with others Other MY CHALLENGES ___ have difficulty understanding visual or verbal Date 2 PLAY SOCIAL INTERACTION MY STRENGTHS ___ explore new objects toys and materials Initiate exploration of preferred toys activities independently ____ enjoy playing with favorite play objects ___ engage in interactive play ___ initiate interaction with familiar adults ____ respond to peer s social initiation have a peer buddy ____ take turns with others ___ Identify emotions of others Other MY CHALLENGES ___ have limited in
39. runs to the other end take a bath of the house and drops to the ground kicking N A JE Teaching Tools ae 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 45 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 To get To get out of To get To get out of To get To get out of 46 My Preferences 1 My teacher wants to know about toys activities Er 4 My teacher wants to know about people in my life with whom 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 A sand table water table books cutting pasting play doh baby dolls cars trains outside play action figures real cooking 47 MY TEACHER HAS OBSERVED Child Name Completed by Please check relevant items and make comments 1 ENGAGEMENT IN ROUTINES MY STRENGTHS anticipate consistent daily routines ___ follow the sequence of the routines ____ respond to changes in routines ____ understand classroom expectations ____ respond to familiar activities and situations I have favo
40. s 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 development 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 irrelevant Anticipate and cue e Offer choices Prompt cue children State clear and simple expectations Provide predictability Signal or warn Use first then statements Use proximity Encourage praise Embed preference Adjust length of activity Modify materials Use timers Model Allow for flexibility 37 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 Us
41. siastic and generous with encouragement Children can never get enough Examples UR WN Pp Avoid Say Model Remember Don t run Walk Use walking feet Stay with me Way to go Hold my hand Look at you using your walking feet 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 I can Now can hear you that is so much better understand you Talk like a big boy girl Tell me with your words what s wrong Don t stand on the chair Sit on the on the chair You are sitting on the chair 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 Tell me about your picture Don t throw your toys Play with the toys on the floor You re playing nicely Your friends are having fun playing with you 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 yo
42. te play behavior at the beginning middle and end each play period Summarize play behavior by placing totals in summary column Date Not playing Not playing Not playing Not playing Activity Play with toy Play with toy Play with toy Play with toy alone alone alone alone Play with toy Play with toy Play with toy Play with toy with peer with peer with peer with peer Date ___ Not playing Not playing Not playing ___ Not playing Activity Play with toy Play with toy Play with toy Play with toy alone alone alone alone ___ Play with toy ___Play with toy ___ Play with toy ___ Play with toy with peer with peer with peer with peer Date Not playing Not playing ___ Not playing Not playing Activity Play with toy Play with toy ___Play with toy ___Play with toy alone alone alone alone ___ Play with toy Play with toy Play with toy Play with toy with peer with peer with peer with peer Weekly Total ___ Not Playing ___ Play with toy alone ___ Play with toy with peer Source The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University www vanderbilt edu csefel Sample Self Recording Implementation Checklist IMPLEMENTATION CHECKLIST Child Name Date Completed by Set up Did I Yes No Post the visual schedule on the wall Have materials ready cue cards center choice board first then board circle mini schedule scripted s
43. terest in interacting with play materials ___ require individual assistance with play ___ rarely initiate social interaction ____ insist on my turns ____ I have difficulty understanding social cues ___ have difficulty playing appropriately with peers ____ Other 4 PROBLEM BEHAVIOR ____ refuse to follow directions ___ engage in disruptive behavior during activities ___ engage in temper tantrums to get my needs met ___ use aggression to obtain or avoid objects or social interaction ____ use self injurious behavior to obtain or avoid objects or social interaction ___ frequently engage in the problem behavior ___ engage in a prolonged periods of problem behavior Other cues and prompts I have difficulty expressing needs ___ havea limited vocabulary for my age I have difficulty paying attention when my teacher gives me directions Other 48 COMMENTS Child Name Completed by Date Please check relevant items and make comments What happens just before the behavior What do adults peers do when problem behavior occurs 49 EVENTS AND FUNCTIONS ASSOCIATED WITH PROBLEM BEHAVIOR Why might the child be doing this Circle Time Told it is time to go to circle Peer gets a turn or being told to
44. 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 what the child obtains or avoids The last section Things I 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 My Teacher Has Observed is designed for teachers to identify child s needs for engagement in routines play and social interaction skills communication skills and challenging behavior Teachers can think about child s strengths and challenges in each skill area and types of challenging behavior to better understand child s difficulties in learning skills and behaviors that are important to enhance development and function in the environment Both the information obtained from this form and from My Teacher Wants to Know will guide you to identify developmental and functional skills and challenging behavior to target for intervention and design an effective behavior support plan The third form the Daily Routine is designed as an easy way for
45. the field We have now produced a third edition to provide additional strategies for toddlers who have challenging behavior provide information on how Creating Teaching Tools is used within the Pyramid Model framework and to offer guidance in how and when to use the Creating Teaching Tools materials In addition we have packaged the Creating Teaching Tools in a manner that makes it efficient for early childhood mental health consultants or behavior Specialists to use in their support of a classroom teacher 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
46. tories and activity materials Have child sit in a designated seat Seat a peer buddy next to child Implementation of Strategies Use first then statements Provide descriptive feedback for engaging in the activities o Show the child a sit picture to cue to sit po gt o Assure the child that teacher will be close by if he needs help Praise and attend to children who are on task when the problem behavior occurs Briefly withdraw attention and then redirect child with alternatives Remind child of the Turtle Technique steps when the problem behavior occurs Remind child that when the timer goes off then it will be his turn 56 Creating Teaching Tools we R for Young Children with Challenging Behavior Routine Based Support Guide Rochelle Lentini Bobbie Vaughn Lise Fox Kwang Sun Blair CLICK HERE TO OPEN ROUTINE BASED SUPPORT GUIDE
47. u 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 Thanks for using your words words Give child appropriate words to use to express emotion My TEACHER WANTS TO KNOW CHILD S NAME DATE How well dol Not so well Very well do in the morning do in the afternoon sleep nap l a 1 1 3 5 ra a eat lunch 1 5 am EE 1 3 5 ra play with another child 1 3 5 a inside 44 How do I let people know am angry or upset example crying screaming etc am happy example laughing hopping etc want something example reaching talking etc don t want something example push away say NO etc like something example smiling talking laughing etc don t like something example crying throwing talking etc What helps me when I am sad angry scared What makes me angry upset What makes me happy excited What do I 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
48. u close out this file and go to the Contents file 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 My Teacher Has Observed File E Events and Functions Associated with Problem Behavior File F Daily Routine File G Routine Based Support Guide File H Teacher s Support Planning Sheet File Sample Rating Scale 1 File J Sample Rating Scale 2 File K Sample Implementation Checklist 33 TABLE OF CONTENTS continued 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 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
49. upt 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 materials In this manual we present the steps you will take to use the materials to Support young children At the end of the User s Manual in the section titled Getting Started 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 offered by Creating Teaching Tools 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 The second edition of the materials offered an expanded set of strategies based on our continued work in PBS and the work of collaborators and teachers in
50. urn Told to line up or inputted during preferred activities Another child is first in the line Other Told to clean up or put toys away Told No Don t or Stop Removed from activity area Removed an object Teacher helps another child Other Told to go to the bathroom Prompted to wash hands Teacher helps another child Other Told his or her turn is over Told no or to play somewhere else Peer takes toys from him her Frustration or failure ona task Left alone or teacher helps another child Other Frustration or failure ona activity provided with a difficult age inappropriate or not preferred activity Prompted to complete a task Peer gets a turn Teacher helps or interacts with another child Other Provided with non preferred food Delays or withdraws demands Runs after him her Reprimands or scolds Puts in time out Offers of assistance Peers yell or call for the teacher Other Delays demands Allows access to preferred activities or objects Allows to get in line first Holds child s hands Peers yell or call for the teacher Other Delays or withdraws demands Allows access to preferred
51. vior and child s preferences Conduct a meeting to identify environmental stimuli associated with the child s problem behavior during targeted problematic routines i e environmental events that are occurring behavior the problem behaviors occur and to determine functions of the problem behavior and child s preferences on items activities or people These involve 23 e Selecting environmental stimuli contributing to child s problem behavior from Events and Functions Associated with Problem Behavior e Selecting functions of the problem behavior from Analyzing Environmental Events e Completing What dol get or get out of when I use challenging behavior e Completing My Preference Step 4 Design a support plan by selecting strategies from Routine Based Support Guide Based on information obtained from Step 3 design a support plan selecting behavior support strategies from Routine Based Support Guide Step 4 involves e Completing Teacher s Support Planning Sheet e Adapting suggested strategies to fit the classroom considering demands of the classroom and teacher teaching style e Individualizing the strategies to match child s developmental level and child s preferences e Listing the strategies in the planning sheet by function and by problematic routine Step 5 Implement the support plan and monitor child progress Implement the strategies within the target routines effectively and monitor changes in child
52. y 17 Using Teaching Tools for Toddlers The third edition of Teaching Tools includes additional strategies for toddlers Many of the strategies listed in the preschool version can be adapted for Supporting toddlers Understanding of behavioral expectations of toddlers is essential when adapting the preschool strategies to toddler setting or in using the strategies for toddlers Make sure e Your expectations are appropriate to the age and developmental level of the toddler e You keep your expectations clear and reasonable e You tell children what to do instead of what not to do to give clear guidance on you expect Behavioral Expectations of Toddlers Teachers and families should consider the following behavioral expectations of toddlers when using the Teaching Tools e Toddlers from 12 24 months v v v v v Learn and explore by using their five senses and feel and touch everything Enjoy exploring objects with others yet do not know how to play cooperatively Might say some words and a few phrases but they do not have verbal skills to communicate their frustrations or needs fully Might cry hit or bite to get their way to express emotions or to communicate with others Might show signs of anxiety during changes in the routines and when their familiar adults leave The signs of anxiety may be demonstrated by withdrawing crying clinging and wanting to be held Begin to assert independence often refuse to cooper
53. 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 10 information over a period of time e g two weeks a pattern of behavior may emerge at the end of that time The fourth form Events and Functions Associated with Problem Behavior is designed to help you assess child behavior in relation to classroom events that trigger child s challenging behavior typical teacher and peer responses that reinforce the child s challenging behavior and the possible function or purpose that the child s behavior serves The structure of this form guides you to assess the child s behavior based on problem routines or activities and to use the Routine Based Support Guide to select strategies to address the function of target challenging behavior The form will help you better understand the behavior and develop a more effective behavior support plan Step 3 Selecting Strategies Once you gather information from both forms you must identify what seem to be the triggers e 9 routines activities time of
54. young children with challenging behavior 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 following table provides a general overview of each folder where materials are located 14 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 tech
55. your classroom we feel confident that you will find a few new ideas for guiding and supporting young children with challenging We believe 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 challengin
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