- 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
- Caregiver'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
Weigh Your Options
Be Thoughtful About Preventions
Prevention Strategies can soften triggers or make the problem behavior irrelevant
- Anticipate and cue
- Prompt/cue children
- State clear and simple expectations
- Provide predictability
- Signal or warn
- Use "first-then" statements
- Use proximity
- Offer choices
- Embed preference
- Adjust length of activity
- Modify materials
- Use timers
- Allow for flexibility
Say What You Want to See, Not What You Saw
- Give children clear expectations
- 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!
- Follow non-preferred tasks with preferred tasks
- 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"
Roll With It, Sometimes Activities Can Perk Children's Interest or They Simply Flop...
- 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
- Ask the child what he/she wants to do
- Choice is a powerful teaching tool
- Follow the child's lead
Don't Throw in the Monkey Wrench, Stay Positive...
- Challenging behavior is challenging...
- Remind yourself you can support this child
- Teaching is your strength, this is a skill learning issue
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 represent steps within an activity
- Visual cues can be used to communicate clear expectations
Keep a Level Head, Teach the "Turtle Technique"
- Model remaining calm
- 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"
- Prepare children for possible disappointment/change
- Recognize and comment when children stay calm
- Involve families: teach the "Turtle Technique"
Don't Just Blow the Whistle, Coach Children to Think of a Solution...
- Remind children that for most problems there is a "solution" or a way to make it better...
- Cue them to: Stop! What's the problem-Think of a possible solution- What might happen-Give it a try...
- Assist children in problem solving, what could be done:
- Get a teacher
- Ask nicely
- Say, "Please stop."
- Say, "Please."
- Wait and take turns
Look at the Right Angle, Use the Child's Point of View...
- Get down on the child's level
- Place visual supports within the child's reach and view
- Room arrangement should work for the child and help prevent problem behavior
- Try to look through the lens of the child
Support Children So They Can Measure up, Feel Good, and Make Friends...
- 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
Shine the Light on Angles, Talk with the Family
- Family members are the child's primary teacher
- Be aware of and sensitive about family traditions and culture
- If needed, allow the child to bring a comfort item from home (fade over time)
Don't Let the Work Load Bring You Down, Ask for Help...
- Collaboration Works
- Surround yourself with individuals who are supportive and positive
- Share tasks with team members (family members and educational staff)
Give Children Tools
- Teach children "Feeling Vocabulary"
- Help children understand and label their own feelings and feelings of others
- Teach throughout the day
- In play, with stories, incidentally, through special activities
- Teach feeling words by pairing the word with a picture or photograph
- Teach/model what to do with a feeling "Boy, am I mad. I need to take 3 deep breaths and calm down."
|Avoid:||Say/Model:||Remember to add:|
|Don't run!||Walk||Way to go!|
|Use walking fee||I like how you're walking|
|Stay with me||Thanks for walking!|
|Hold my hand|
|Stop climbing!||Keep your feet on the floor||Wow!|
|You have both feet on the floor!|
|Don't touch!||Keep your hands down||You are such a good listener|
|Look with your eyes||you are looking with hands down|
|No yelling!||Use a calm voice||[In a low voice] Now I can|
|Use an inside voice||listen, you are using a calm voice|
|Stop whining!||Use a calm voice||Now I can hear you; that is|
|Talk like a big boy/girl||so much better|
|Tell me with your words what's wrong|
|Don't stand on that!||Sit on the chair||I like the way you are sitting!|
|Wow, you're sitting up tall!|
|Don't hit!||Hands down||You are using your words!|
|Hands are for playing||Good for you!|
|Use your words**||You’re playing nicely!|
|No coloring on the wall!||Color on the paper||Look at what you've colored!|
|Don't throw your toys!||Play with the toys||You're playing nicely|
|I really like to watch you play!|
|Stop playing with your food!||Food goes on the spoon and then in your mouth||Great! You're using your spoon|
|Say "all done" when finished||What nice manners, you said "all done;" you can go play now|
|Don't play in the water||Wash your hands||Thanks for washing your hands! I can tell they are really clean!|
|No biting!||We only bite food||You're upset, I understand. Use your words if you're upset**|
|Don't spit!||Spit goes in toilet/grass||Good using your words!|
|Use your words**||Thanks for using your words!|
**(Give child appropriate words to use to express emotion)
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