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Supporting Supporting Children with Children with Challenging Challenging Behavior at Behavior at School: Universal School: Universal and Selective and Selective InterventionsInterventions
CSEFEL Vanderbilt University Consortium
W.D. Tynan, Ph.D
Supporting Young Children with Challenging Behavior at School: Universal and Selective Interventions
Objectives• 1. Identify the most effective teachable moments
for supporting young children with challenging behavior.
• Identify important social emotional skills• Describe effective, evidence-based teaching
strategies to support social emotional development of young children and to manage challenging behaviors
• What are your behavior “hot buttons”?
• How does it make you feel?
Managing Personal Stress: Thought Control
Calming Thoughts“This child is testing to see where the limits are. My job is to stay calm and help him learn better ways to behave.”
“I can handle this. I am in control. They have just learned some powerful ways to get control. I will teach them more appropriate ways to behave.”
“I feel undervalued right now – I need to seek support from my peers and supervisor.”
Upsetting Thoughts
“That child is a monster. This is getting ridiculous. He’ll never change.”
“I’m sick of putting out fires!”
“I wonder if Walmart is hiring?”
Adapted from Webster-Stratton, 1999
Managing Personal Stress: Thought Control
Calming Thoughts
“Having him in my class is going to be a wonderful Professional Development experience.”
Upsetting Thoughts
“He ruins everything! This is going to be the worst year of my career”
Building Positive Relationships with Children
Play Time &
Attention
Home
visitsShare
Empathy
Notes
home
Happy
Grams
Child Behavior Problems at Home
Parent Criticism&
Discipline Difficulties
Behavior Problems at Home
Behavior Problems at School
Parent Discouragement& Isolation from School
Peer Rejection Ineffective Teaching Practices
AntisocialBehavior &
Academic Failure
Negative Reputation Of Child within Community of Parents
Parent Isolation & Depression
Poor Home-School Connections
ChildDepression
Deviant Peer Group
School Expulsion
Negative Reputation at School
Ripple Effects(adapted from C. Webster-Stratton, 1997)
Age 2Non-pervasive
Age 3-6
Age 7-8Pervasive
Creating Supportive EnvironmentsCreating Supportive Environments
Positive Relationships with children, families Positive Relationships with children, families and colleaguesand colleagues
Social EmotionalSocial EmotionalCurriculum/Curriculum/InstructionInstruction
IndividualizIndividualized ed
InterventionInterventionss
Program-wide Positive Behavior Support
Fox, Dunlap, Hemmeter, Joseph, & Strain, 2003
Supportive Environments: The Big Picture
• This is a place you can trust– Safe– Predictable– Helpful
• This is a caring place– Relationships– Recognizing and responding to emotions
• You belong here, We belong hereYou belong here, We belong here– Uniqueness, diversity, individualityUniqueness, diversity, individuality– Community, caring working togetherCommunity, caring working together– Developing an ethos of friendshipDeveloping an ethos of friendship
Designing Supportive Environments
• Classroom arrangement
• Schedule
• Transitions
• Activities and experiences
Classroom Arrangement
• Classroom is designed with a variety of areas with easily viewed
boundaries• Avoid wide open spaces• Materials are organized and in good
working order – before children arrive
Schedule
• Consistent and predictable schedule is available in a developmentally appropriate way
• Alternate active and vigorous activities with less active experiences
• Addresses social emotional skills
Transitions
• Eliminate unnecessary transitions and wait time
• Teach the expectations during transition time
• Use pictures and other consistent and salient cues
• Provide choices
Interactions
• Adult-adult interactions– Model positive social skills
• Adult-child interactions– Catch ‘em being good!
Identifying the Teachable Moments
Identifying Teachable Moments
Identifying Teachable Moments
Teach Me What to Do Instead
• Following rules, routines and directions
• Identifying feelings in self and others
• Controlling anger and impulse• Problem solving• Friendship skills
Following rules, routines and directions
• Have a few simple rules for the classroom
• Involve the children in developing the rules
• Teach the rules systematically• Reinforce the rules at high rates at
the beginning and at lower rates throughout the year
Sample Rules
– Share materials
– Use an inside voice
– Listen to the teacher
– Touch gently
– Use walking feet
Show me five!
Emotional Literacy
• Emotional Literacy is the ability to identify, understand, and express emotions in a healthy way.
Children with a strong foundation in emotional literacy:
• tolerate frustration better, • get into fewer fights, • engage in less self-destructive behavior,• are healthier, • less lonely, • less impulsive, • more focused, and • they have greater academic achievement.
Identifying feelings in Self and others
• Increasing emotional vocabularies
• Learning how to recognize feelings in self and others
• Emotional regulation (i.e., “calm down”)
• Empathy training
Increasing Feeling Vocabularies•Direct teaching•Incidental teaching•Use children’s literature•Use songs and games•Play “How would you feel if?”•Checking in•Feeling dice and feeling wheels
Feeling Wheel
• Learning to recognize how someone else is feeling– Facial cues– Body language– Tone of voice– Situational cues
Identifying feelings inSelf and others
Identifying feelings in Self and others
• Increasing emotional vocabularies
• Learning how to recognize feelings in self and others
• Emotional regulation (i.e., “calm down”)
• Empathy training
Relaxation thermometer
Take 3 deep
breaths…1..2..3
Adapted from Incredible Years Dinosaur School
Take a Deep Breath
Smell the flowers Blow out the candle
Relaxation thermometer*
*Source: Incredible YearsPhoto by Carolyn Webster-Stratton
1. Reading of Affective Cues
•self•others
2. Interpreting of Affective Cues
•cause•intent
3. Clarifying of interpersonal goals
4. Generating of solutions
5. Making a decision
6. Acting on decision
Joseph & Strain, 2003
Controlling anger and handling disappointment
• Recognizing that anger can interfere with thinking
• Recognizing anger in oneself and others
• Managing anger and controlling impulse (the turtle technique)
Feeling finger prints*
*Source: Elias and TobiasPhoto by Carolyn Webster-Stratton
Turtle Steps
*Source: Incredible Years
Photo by Carolyn Webster-Stratton
Turtle Shells
*Source: Incredible Years
Photo by Carolyn Webster-Stratton
*Source: Incredible Years Photo by Carolyn Webster-Stratton
Green = Good, Go ahead
Yellow = Feeling Uncomfortable, Be cautious
Red = Anger, STOP
Handling disappointment
• Teach (“maybe next time”)
• Prepare (“I can only choose one person to be my helper”)
• Prime (“If I don’t choose you and you feel disappointed, what can you do?”)
• Reinforce (“Wow, you really handled that well! Way to go!”)
Reinforce Social Emotional Skills in Informal and Formal Ways
•InformalHugs, high fives, praise, winks, smiles, thumbs-up
•FormalCertificates/ Notes home“Blast off”Friendship LoopsNobel Peace PrizeSuperfriend Cape
Friendship Loops
Strategies for Developing Friendship Skills
• Modeling principles• Modeling with video /puppets• Preparing peer partner• Buddy system• Priming• Suggesting play ideas• Direct modeling• Reinforcement
Friendship skills
• How to give suggestions (play organizers)
• Turn taking • Understanding how and when to
give an apology• Sharing toys and other materials• Being helpful
Friendship skills
• Learning alternative responses to being teased, bullied or yelled at
• Saying nice things
• www.csefel.uiuc.edu
• www.challengingbehavior.org
ELO for Alex
Initiating with a peer
Problem
Solving
Identifying Emotions
Sharing/
Taking turns
Arrival Alex is the greeter (17) Share his cubby with a peer
As greeter, help children “check in”
One pen for check in
Circle Collect names Can’t find calendar number; one too few carpet squares
Sing Happy and You Know it, Read On Monday when it rained
Hand out materials
Free Choice “Buddy Play day” Limit number of children at sensory table/have Alex choose an area last
Feeling Face Bingo at Literacy Corner/Mirror play
Marble maze at Table Toys
Snack Snack Helper Put one unsliced apple on table
Make fruit/vegetable faces One pitcher of juice and small cups
Outside Teeter totter, bat & glove, parachute
Only put out one tricycle Statue tag In charge of water pitcher and cups
It isn’t “either”/ “or”Integrating Emotional and Early Literacy
•Social stories
•Write about children’s emotions (dictation)
•Have word cards available with emotion words and pictures
•Read children’s books and discuss characters’ problems/solutions
•Read children’s books about emotions