CE240 UNIT 4 SEMINAR

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WELCOME TO UNIT FOUR SEMINAR!

Wow! We are already in unit 4! How does that make you feel? I want to encourage you all to post into the discussion board throughout the week. In your chat time tonight, you might wish to discuss some of the time management strategies that have worked for you. Feel free to talk about other topics if you wish.

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WEEKLY REMINDERS

Complete readings and read Web Resources

Complete Learning Activities

Complete Discussion Board: Post detailed responses to discussion question (100 words or

more) Share detailed feedback with at least 2 classmates

Post response to Seminar Option 2 IF you do not attend seminar

Complete Graded Content Review

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LEARNING OUTCOMES FOR UNIT 4

Describe the characteristics of behavioral problems and the importance of reducing and preventing problems in the preschool classroom

Explain the purpose and importance of the Behavior Intervention Plan

Identify strategies for reducing and preventing behavioral problems in the preschool classroom

Describe techniques that facilitate quality care for a specific age group of young children with special needs.

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ACRONYMS

BIP: Behavior Intervention Plan

LRE: Least Restrictive Environment

IEP: Individualized Education Plan – a written plan for serving students with disabilities from 3-21 years of age

IFSP: Individualized Family Service Plan - a written plan for infants, toddlers, and families from 0-3 years of age

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ASSESSMENT AND EARLY INTERVENTION

Screening is performed on all the children in class for hearing and vision

Screening is a level of performance for a point in time only

The teacher uses a checklist to observe a child's play skills  

Family request that tests for their child are performed. Tests are taken by the clinician, speech language pathologist and school psychologist

(Allen & Cowdery, 2009, p. 290-295).

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FACTORS THAT CAN INFLUENCE BEHAVIORS

Normal deviations: understand that a child may display a negative behavior due to a circumstance (fear, hunger, illness, disability, etc.)

Fixed patterns of behavior may occur when attention is gained

Goodness of fit: how the child’s personality or temperament matches his environment

Appropriate social behavior should be expected by caregivers of child

Communication skills can influence behaviors

(Allen & Cowdery, 2009, 550-558).

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CHALLENGING BEHAVIORS

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ImpulsivityDisorganizedIrritablenessTemper tantrumsShort attention spanCompulsiveManipulativeUncooperativeWhiny or crying

TalkativeSeeks attentionMoodyRestless or

hyperactivityAvoids eye contactClingingNail bitingPlays aloneTired

FUNCTIONAL BEHAVIOR ASSESSMENT (FBA)

Identify the problem situation

Assess the child and the environment

Specify an objective for the intervention

Assess the function of the behavior

Identify a replacement behavior

Plan the intervention. Ensure the meaningful curriculum activities, frequent reinforcement, choice, and a predictable schedule are in place

Implement and carry out specified plan

Ongoing monitoring of child’s progress

(Allen & Cowdery, 2009, 554-558).

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WHAT IS THE PURPOSE OF A BIP?

Purpose is to help student receive education in LRE

Explains what strategies to use if student exhibits disruptive behaviors

Describes Program Modifications that child needs to succeed in environment

Describes Supplementary Aids and supports that will be made available to child

(LD online, 2008). 10

PROGRAM MODIFICATION

Assess the environment to see if the environment can be altered to eliminate the antecedent that trigger the behavior

Help the child with a communicative problem achieve more appropriate ways of communication

Develop an appropriate consequence to the behavior

Teach self monitoring skills

Consult with team of professionals

Collect data to evaluate effectiveness of plan

(Allen & Cowdery, 2009,565-580).

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APPLY STRATEGIES

Give warning that a transition to a different activity will take place before it happens

Check with child often to make sure that child is not overwhelmed with too many rules or directions

Give one or two step directions in a logical order to reduce frustration and miscommunications

Give the child realistic choices that promote responsibility and independence

(Allen & Cowdery, 2009, p. 563-580).

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MORE STRATEGIESFocus the child’s attention by doing one or

more of the following: use child’s name, eye to eye level, speak directly, check for understanding, model and practice expected behavior

Give enough time for child to comply with request before stating request for second time

Practice consistency and firmness when child is exhibiting non-compliant behavior

Make sound judgments13

SOME EXAMPLES OF VISUAL STRATEGIES FOR MANAGING BEHAVIOR

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MORE EXAMPLES OF VISUAL STRATEGIES FOR MANAGING BEHAVIOR…

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MORE EXAMPLES OF VISUAL STRATEGIES FOR MANAGING BEHAVIOR (PICTURE SCHEDULES)

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TIME TO SHARE

Discuss strategies for reducing and preventing behavior problems in the preschool classroom as well as share your experiences with behavioral problems.

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READING ASSIGNMENT IN UNIT 4

Read Chapter 18, pp. 549-584, in The Exceptional Child: Inclusion in Early Childhood Education

In your text Children with Special Needs in Early Childhood Settings, choose three (3) special needs to research and read the recommendations that accompany each topic.

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REFERENCES

Allen, E.K., Cowdery, G.E. (2009). The Exceptional Child: inclusion in early childhood education. Clifton Park: Thompson Delmar Learning.

Gorrill, L., Paasche, C.L, Strom, B. (2004). Children with Special Needs in Early Childhood Settings. Clifton Park: Thompson Delmar Learning.

LD Online Glossary. (2008). Retrieved April 30, 2008 from website: LD Online.

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