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TRANSCRIPT
Slide 1 Reducing Challenging
Behavior by Clarifying
Expectations, Rules,
and Routines
Presented by:
Kim Juhl,
Region 6&8 PDF
Hollie Pater,
ECSE Coordinator
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Slide 2 Participants will…
Learn about the importance of using
visuals to teach
Learn what are program-wide
expectations vs. classroom rules
Learn the importance of teaching
expectations to children in a manner that is
developmentally appropriate
Learn strategies and techniques to teach
clear expectations
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Slide 3
Children At-
Risk
Children with
persistent
challenges
High quality
early
education
Social Skills
Instruction
Individualized
Behavior
Support
All Children
The Pyramid Model: Promoting Social and Emotional
Competence within Early Education and Care Environments
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Slide 4 Pyramid Model
Universal Strategies to Support All Children
Relationships
Partnerships with Families
Supportive Environments
Secondary Interventions for Children At-Risk
Teaching Social Emotional Skills Intentionally and
with Intensity
Tertiary Interventions for Children with Severe
Challenging Behavior
Individualized Positive Behavior Support
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Slide 5
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Slide 6 Expectations
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Slide 7 What research tells us…
“Children are less likely to engage in
problem behavior when they know what to
do, how to do it, and what is expected.”
~ Hemmeter, M.L., Ostrosky, M., & Fox, L. (2006). Social and emotional foundations for early
learning : A conceptual model for intervention. School Psychology Review, 35 (4), 583-601.
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Slide 8 What research tells us…
“Environments that are
engaging, predictable, and
characterized by on-going
positive adult-child
interactions are necessary
for promoting children’s
social and emotional
development and
preventing challenging
behaviors”.
~ Hemmeter, M.L., Ostrosky, M., & Fox, L. (2006). Social and emotional foundations for early
learning : A conceptual model for intervention. School Psychology Review, 35 (4), 583-601.
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Slide 9 What are Clear Expectations?
Clear expectations define what needs to be done and how
to do it appropriately.
Try to use the following 3 key elements:
Who – Use child’s name.
“Amanda, please come here.”
What – Be specific, tell the child what you want
them to do.
“Philip, I need you to wash your hands and then come
to the table.”
How – What are the steps to follow
“Terrence, first ask for the toy, and then wait for Erica
to answer you.”
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Slide 10 Table Talk:
Clarify These Expectations
“Use your words”
“Is that a good choice?”
“Be nice”
“In our classroom we
follow the rules”
“What should you say?”
“You know what’s next.”
“Calm down”
“Stop”
“Do you need to go
back to the baby
room?”
“Are you being safe?”
“I know you know the
rules.”
“You need to listen”
“Where should you be
right now?”
“Sit”
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Slide 11 Setting Up Program-Wide
Expectations
What are Program-Wide Expectations?
Small number (2 to 5)
Apply to staff, family, and children
Developmentally appropriate
Staff are involved in the process
Posted in classroom and common areas
Why have Program-Wide Expectations?
Creates a shared focus and language across program
Communicates positively what is desired
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Slide 12 …having the classroom
expectations in the
room helped him know
what this new school
of his was expecting
and he really couldn’t
argue because it was
posted for him to see
and was reviewed at
every turn he made.
Ms. Melissa, Co-Director
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Slide 13 Partnering With Families
Announcing to FamiliesCreate a family friendly storybook that explains the program expectations
Create parent posters to send home --- or fridge magnets, chore charts, etc.
Put a banner up that announces the effort
Brochure to send home
Make buttons that say “Ask me about PBS”. Have staff wear the buttons and be ready to explain the new initiative
Adopt a symbol (e.g., star, heart, hands). Send a symbol home and describe the initiative on the back.
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Slide 14 Partnering With Families
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Slide 15 Partnering With Families
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Slide 16 Classroom Rules
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Slide 17 Classroom Rules
Have a few simple rules
Involve children in implementing the rules
Address:
Noise level; movement inside; and interactions
with property, peers, and adults
Post visually and at the child’s eye level
Teach rules systematically
Place classroom rules on a cue card ring for
portability
Teach rules every day, throughout the day
Name the rule and have a child demonstrate the
rule (right vs. wrong)
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Slide 18 Classroom Rules
Looking Eyes Gentle Hands
Walking Feet Listening Ears
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Slide 19
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Slide 20 Stop and Go Activity
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Slide 21 Program-Wide Expectations
vs. Classroom Rules
Expectations are
General
Broadly stated
Applicable to all
people in all settings
Rules are
Specific
May apply to limited
settings
Clarify behaviors for
settings
Observable and
Measurable
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Slide 22
I am a Problem Solver
Go up the ladder and down the slide
Be a Superfriend
Walking feet
Respect myself and others
Stay with my group
Feet on the floor
Safety First
EXPECTATION
RULE
EXPECTATION
EXPECTATION
EXPECTATION
RULE
RULE
RULE
Program-Wide Expectations
vs. Classroom Rules
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Slide 23 “Rules Activity Ideas” for
Centers
Work together with a friend
Model sharing the toys
Soft voices when talking with friends
Be the leaderAssign a leader to help with “directing” clean-up
Clean-up song
Use puppets in circle to demonstrate being safe and being a friend in centers by role playing the above
Catch kids doing the rules and give “high five”
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Slide 24 “Rules Activity Ideas” for
Centers (Continued)
Set “block building height”; play “measurement games”
Tent talk: build table tents or pop-up tent
Play “Stop and Go” game in circle prior to centers
Create kid-made photo scripted stories about rules in centers
Have clean-up teams
Post “helping hands” on walls in various centers as you catch kids doing great things
Have “friend toys” that can only be used with a partner
What are some new ideas?
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Slide 25 Library Center Rules
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Slide 26 Circle Time Rules
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Slide 27
Household Rules
Encourage families
to create household
rules.
Help them make
rules that teach their
children what TO DO.
Provide strategies
to use for teaching
and reinforcing the
rules.
Partnering With Families
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Slide 28 VISUALS
Think about how adults use visuals…
Don’t
Forget
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Slide 29 Origami Activity
Are Visuals Really That Important?
Follow the directions on each page to
construct your Origami Crown.
Direction for the Origami activity were obtained from: http://www.origami-fun.com/origami-crown.html
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Slide 30 Step 1
Start with a square paper.
1. Fold the paper in half, and open it.
Then, fold the paper in half once again, in the
other direction, and open it.
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Slide 31 Step 2
2. Now fold all the corners into the center.
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Slide 32 Step 3
3. Turn the model over and fold the top and
bottom towards the center.
(When you do this, the triangular flaps
should pop out from underneath.)
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Slide 33 Step 4
4. Fold the bottom triangle upwards.
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Slide 34 Step 5
5. Fold the 2 bottom corners upwards to the base
of the triangle.
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Slide 35 Step 6
6. Fold triangle back down
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Slide 36 Step 7
7. Rotate the model and repeat steps 4-6.
4. Fold the bottom triangle upwards.
5. Fold the 2 bottom corners upwards to
the base of the triangle.
6. Fold triangle back down.
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Slide 37 Step 8
8. Now you need to open up the model to
complete your crown. Open the flaps
outward and shape the inside into a square
shape.
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Slide 38 Step 9
9. Turn over the model and wear your crown!!
How did it turn out?
Would you like to try again with visuals?
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Slide 39 VISUAL SCHEDULES
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Slide 40 VISUAL SCHEDULES
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Slide 41 Paint the Picture,
a Visual Can Speak a Thousand
Words…Photograph schedules give children a
clear sense of time and expectations within a routine
Mini schedules allow for predictability with individual activities within the daily schedule
Activity task sequences represents steps within an activity
Visual cues can be used to communicate clear expectations
Lentini, R., Vaughn, B. J., Fox, L., & Kwang-Sun Blair (2009). Creating teaching tools for young children with
challenging behavior (3rd edition). Tampa, Florida: University of South Florida.
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Slide 42 Arrival Mini-Schedule
Teaching Tools For Young Children (TTYC): http://www.challengingbehavior.org/do/resources/teaching_tools/ttyc_updated_zip.htm
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Slide 43 Schedule Review
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Slide 44
Schedule and Routines
“Getting Ready for
School” Visual
helps families prepare the child for leaving home and going to school.
provides predictability with a “schedule” of clear expectations around the morning routine.
Lentini, R., Vaughn, B. J., Fox, L., & Kwang-Sun Blair (2009). Creating teaching tools for young children with
challenging behavior (3rd edition). Tampa, Florida: University of South Florida.
Partnering With Families
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Slide 45 VISUAL CUES
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Slide 46 Visual Cues
Make portable by placing visuals on a cue card ring
Assist with teaching children what TO DO: routines, expectations, and new skills to replace problem behavior
Get child’s attention before directing/cueing
Give the child an opportunity to respond
Give only one directional cue at a time
Follow through with positive
acknowledgement
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Slide 47 Visual Cues
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Slide 48 Portable Rules with Stop Sign
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Slide 49 Routine Visual Cues
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Slide 50
Go Play.
Pull down pants &
underwear.
Go Potty.
Wipe & flush.
Wash hands.
Pull up pants &
underwear.
Dry hands.
Teaching Tools For Young Children (TTYC): http://www.challengingbehavior.org/do/resources/teaching_tools/ttyc_updated_zip.htm
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Slide 51 ENVIRONMENTAL CUES
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Slide 52 Environmental Cues
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Slide 53 Environmental Cues
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Slide 54 Environmental Cues
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Slide 55 Cue to Stop
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Slide 56
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Slide 57 Stop and Go for Outside
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Slide 58 MAKE AND TAKE Activities
Stop and Go Activity
Portable rules with Stop Sign
Visual schedule (via email)
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Slide 59 Websites
Free Label Maker & Visual Scheduleshttp://www.environments.com/community/landing.aspx?campaignid=1993
Teaching Tools For Young Children (TTYC): http://www.challengingbehavior.org/do/resources/teaching_tools/ttyc_updated_zip.htm
www.vanderbilt.edu/csefel
www.challengingbehavior.org
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Slide 60 CSEFEL’s Additional Resources
www.vanderbilt.edu/csefel
Check out “What Works Briefs”
and “Training Kits”
Brief 3: Helping Children
Understand Routines and Classroom
Schedules
Brief 15: Using Choice and
Preference to Promote Improved
Behavior
Brief 22: Acknowledging Children's
Positive Behaviors
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Slide 61
Go to “Practical Strategies”
“Scripted Stories for Social
Situations Tip Sheet”
Go to “Family Tools”
Teaching Your Child To: Cooperate
with Requests
Go to “Training Modules:
Preschool”
Tips and Ideas for Making Visuals
to Support Young Children with
Challenging Behavior
CSEFEL’s Additional Resources
www.vanderbilt.edu/csefel
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Slide 62
Citation for this training:
Wimmer, A. & Lentini, R., (2011). Reducing
challenging behaviors by clarifying expectations,
rules, and routines. USF’s Program-Wide Positive
Behavior Support Training Series. Hillsborough
County, Fl.
Emails
Kim Juhl, Region 6&8 PDF [email protected]
Hollie Pater, ECSE Coordinator [email protected]
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