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Taking the Bite Out of Difficult Behavior in Young Children: Intensive Interventions (Tier 3) on SEL Pyramid Developed by Angela Searcy, M.S. [email protected] 708-845-2343/866-660-3899

Taking the bite out of challenging behaviors alliance handouts

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Page 1: Taking the bite out of challenging behaviors alliance handouts

Taking the Bite Out of Difficult Behavior in Young Children: Intensive Interventions (Tier 3) on SEL Pyramid

Developed by

Angela Searcy, M.S.

[email protected]/866-660-3899

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Angela Searcy [email protected] 708-845-2343• Angela Searcy M.S., D.T.holds a B.A. degree in English and secondary education with

teacher certification though the state of Illinois and a M.S. degree in early childhooddevelopment fromErikson Institute, with a specialization in Infant Studies and a credentialin developmental therapy. Angela is aDiversifying in Higher Education in Illinois FellowatArgosy University in the Doctor of Education Program

• Angela is the owner and founder ofSimple Solutions Educational Services, has over 20years of experience in the field of education, is an approved professional developmentprovider by theIllinois State Board of Education, and Texas ECI. She acted as anprofessional development provider forCenter on the Social and Emotional Foundationsfor Early Learning (CSEFEL) at Vanderbilt University, the Multis ensory TrainingInstitute (MTI) in Needham,MA and the Angela currently is a professionaldevelopmentInstitute (MTI) in Needham,MA and the Angela currently is a professionaldevelopmentprovider for Teaching Strategies, LLC, Lakeshore Learning, Carson CA andEriksonInstiute

• Angela is also a professor atRasmussen College, a Head Start CLASS Reviewer, a PDIcoach with the Ounce of Prevention and the host of Angela Searcy’s SimpleSolutionsInternet Radio Show11am CST on www.globalnewsforum.com

• A former associate at theNeuropsychology Diagnostic Centerin Orland Park, Illinois,Angela has specialized training in neuroscience and is a nationally recognized speaker.Shehas been featured on Chicago Public Radio’s Chicago Matters , Chicago Parentand Chicago Baby Magazines and is a regular speaker for the Learning and theBrain Conference Sponsored by Harvard, Yale and Stanford Universities.

Simple Solutions Educational Services © 2006

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Simple Solutions Educational Services

on Facebook

Simple Solutions Educational Services © 2006

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Angela Searcy’s Simple Solutions Show!

EVERY Sat at 11am CST @

Simple Solutions Educational Services © 2006

EVERY Sat at 11am CST @ www.globalnewsforum.com

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What is CSEFEL?The Center on the Social and Emotional

Foundations for Early Learning

www.vanderbilt.edu/csefel

A Federally Funded Center Focused on Improving the Social Emotional

Partners:• Vanderbilt University• University of Illinois at Urbana-Champaign• University of Colorado at Denver• University of South Florida• ZERO to THREE• Georgetown Center for Child and Human Development

A Federally Funded Center Focused on Improving the Social Emotional Outcomes of Children Birth to Age Five.

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Wrong Way – Right Way

Wrong Way• General intervention for

all behavior challenges• Intervention is reactive

Right Way• Intervention matched to

purpose of the behavior• Intervention is proactive• Intervention is reactive

• Focus on behavior reduction

• Quick fix

• Intervention is proactive• Focus on teaching new

skills• Long-term interventions

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Teaching is all about Learning

• Intensive Intervention calls for intensive reflection

• You only have the power to change yourself

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All Strategies based on Function of Behavior

Simple Solutions Educational Services © 2006

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Not Sure About the Hypothesis?

• What would make the challenging behaviorstop ? Is it something you would provide or allow the child to access? Or is there something to remove? Or can you allow the child to leave?remove? Or can you allow the child to leave?

• If still unsure, collect more data in the same context.

• Some challenging behavior may have the same form but serve multiple functions .

• Some challenging behaviors may begin around one function (e.g., escape) and continue to serve another function (e.g., gain attention).

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Behavior support Plans

• This is a THREE tier approach to dealing with challenging behaviors

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Next Step Change You!

Simple Solutions Educational Services © 2006

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• Students respond better to adults who take a personal interest in them.

• Develop positive relationships with all studentsall students

• Make sure the ratio between positive and negative experiences for students is about 5 positives for every negative.

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Building Positive Relationships Building Positive Relationships Building Positive Relationships Building Positive Relationships

with Studentswith Studentswith Studentswith Students

• Paper Clip Test

• Take 10 paper clips-Move a paper clip from Move a paper clip from right pocket to left each time you make a negative comment ---if you don’t have any paper clips after a half hour add more positives!

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Your Behavior Is Key

• “• Do As I Say, Not As I Do” does not work• Short phrases are key—two sentences or

less—even things like “Stay on task” or less—even things like “Stay on task” or “Focus”

• Brain reacts to positive statements• Lengthy arguments muddy the waters• Youth look to role models, and at-risk

youth may not have many

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• “That was a great mistake. It really helped us see what you don’t understand yet.”

HelpfulHelpful

• “Well, that didn’t work – what are some strategies you could try now? “

What next?What next?

• “Well, that didn’t work – what are some strategies you could try now? “

What next?What next?

• “Class, who would like to share an interesting mistake and tell us what they learned from it?”

ShareShare

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Video 3b.2: Observation Vignette #2

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Video 1.2: Transitions to Centers

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Simple Solutions Support!

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Parent book:How I should Hang out my Coat

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Designing Classroom RoutinesRoutine Desired

BehaviorSignal Teach

RoutineEntering Class Walk in,

sit down

start bell ringer

High five/greeting walking in the door

Positive and Negative Examples first week of class/ongoing/who will get the sticker???sticker???

Obtaining class attention

Students need to stop whatever they are doing and immediately look in my direction

Teacher says “class”

lights out singing bowl

Positive and Negative Examples first week of class/ongoing/who’s the fastest??? FAST PASS

Getting Help during seat work/group time

Use 3 before me Visual on Wall as reminder/direction chart

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RAH – at Adams City High School(Respect – Achievement – Honor)

RAH Classroom Hallway/

Commons

Cafeteria Bathrooms

Respect Be on time; attend

regularly; follow

class rules

Keep location neat,

keep to the right, use

appropriate lang.,

monitor noise level,

allow others to pass

Put trash in cans,

push in your chair,

be courteous to all

staff and students

Keep area clean, put

trash in cans, be

mindful of others’

personal space, flush

toilet

Achievement Do your best on all

assignments and

assessments, take

notes, ask questions

Keep track of your

belongings, monitor

time to get to class

Check space before

you leave, keep track

of personal

belongings

Be a good example

to other students,

leave the room

better than you

found it

Honor Do your own work;

tell the truth

Be considerate of

yours and others’

personal space

Keep your own

place in line,

maintain personal

boundaries

Report any graffiti

or vandalism

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Simple Solutions Before Children come to school in Indiana

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First Then

First/Then Photo Schedule

SnackWash hands

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3 Before Me3 Before Me3 Before Me3 Before Me

1. Think to myself

2. Check the direction chart.2. Check the direction chart.

3. Ask a Classmate

If you still need help clip your name to the chart for teacher help.

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Song Choices

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Students love choices and challenges!Whenever possible, give students choices -whether it's a long-range project on a country they select, or coloring a map with crayon, marker, or colored pencil! I try to give as many "small" forced choices as possible, even if it "small" forced choices as possible, even if it seems insignificant. Linda NormanAyer Middle SchoolAyer, MAGrade Levels: 6-8Read more on TeacherVision: http://www.teachervision.fen.com/slideshow/classroom-management/52282.html#ixzz1LP9U9fhM

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THINK-TAC-TOEChoose three!

Draw a picture of

the main

character.

Perform a play

that shows the

conclusion of a

story.

Write a song about

one of the main

events.

Write a poem

about two main

events in the story.

Make a poster that

shows the order of

events in the story.

Dress up as your

favorite character

and perform a events in the story. events in the story. and perform a

speech telling who

you are.

Create a Venn

diagram

comparing and

contrasting the

introduction to the

closing.

Write two

paragraphs about

the main

character.

Write two

paragraphs about

the setting.

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Entrée (Select One)•Draw a picture that shows what happens during photosynthesis.•Write two paragraphs about what happens during photosynthesis.•Create a rap that explains what happens during photosynthesis.

Diner Menu – Photosynthesis

Appetizer (Everyone Shares)•Write the chemical equation for photosynthesis.

Side Dishes (Select at Least Two)

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Side Dishes (Select at Least Two) •Define respiration, in writing.•Compare photosynthesis to respiration using a Venn Diagram.•Write a journal entry from the point of view of a green plant.•With a partner, create and perform a skit that shows the differences between photosynthesis and respiration.

Dessert (Optional)•Create a test to assess the teacher’s knowledge of

photosynthesis.

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How WE Wait –Mom/ Dad/Ya Ya!

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Child holds chart at circle time featuring

HSCI Curriculum Modifications Module

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circle time featuring reminders of expected behavior

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Daddy, Papa, This is what I can do when I feel sad…

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Logan Square

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NAEYC says…Read Story While children Act it Out

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Let children Discover new things at Center Time

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By building this puzzle on a tray, this child is able to

put the puzzle away intact, and continue

working on it at a later

HSCI Curriculum Modifications Module

working on it at a later time.

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HSCI Curriculum Modifications Module

Here a child is not yet using a functional grasp, so a materials adaptation is created by using a table easel to help her keep her hand in the appropriate position.

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Next Step Change You!

Simple Solutions Educational Services © 2006

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“ If a child doesn’t know how to read, we teach .

If a child doesn’t know how to swim, we teach .

If a child doesn’t know how to multiply, we teach .

If a child doesn’t know how to drive, we teach.If a child doesn’t know how to drive, we teach.

If a child doesn’t know how to behave,

we……..... …….teach? ……punish?

Why can’t we finish the last sentence as automatica lly as we do the others?”Tom Herner (NASDE President ) Counterpoint 1998, p. 2)Tom Herner (NASDE President ) Counterpoint 1998, p. 2)

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Identifying Teachable Moments

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Change Child!

Simple Solutions Educational Services © 2006

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Turtle Technique

Recognize Recognize

that you that you

feel angry. feel angry.

“Think” “Think”

Stop.Stop.

Go into shell. Go into shell. Take 3 deep Take 3 deep breathes. breathes. And think And think calm, coping calm, coping thoughts. thoughts.

Come out Come out of shell of shell when calm when calm and think of and think of a solution.a solution.

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Centers!

Turtle Box

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On Monday When It RainedBook Nook Activity Example

“I feel excited when I get to go to my friend Coby’s

house to play.”

“I feel upset when my mommy didn’t get me

anything.”

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On Monday When

it Rained

Glad MonsterSad Monster

Hands Are Not for Hitting

Book Nookshttp://www.csefel.uiuc.edu/practical-ideas.html

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The Solution Kit

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Simple Solutions at Christopher House Logan Square!

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Walk away• Would this help you

calm down?• Is it safe to walk away

now?• Did you ask permission

• Do’s • Do tell others “I need

to walk away now. We can talk later”

• Did you ask permission to walk away from an adult?

• How would everyone feel?

• Would it make things worse?

can talk later”• Don’t • Walk away while

children are speaking to you

Simple Solutions Educational Services© 2010 [email protected] 866-660-3899

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Problem Solving Steps

Would it be safe?Would it be fair?How would everyone feel?

Step 2

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Video 1.5: Stop/Go Teaching Rules

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Go and Stop Rules!

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Teach Rules in theContext of Routines

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Feeling Dice/Feeling Wheel

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Simple Solutions Adaptation

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Anger ScaleDifficulties What Does it Look Like ? How Does it make you

Feel?

5 Screaming, throwing,cursing

Hot, see red

4 Walking away-but adult or student won’t let me

Trying to calm myself, sweating, getting hotor student won’t let me sweating, getting hot

3 Yelling Getting mad, body tight

2 Arguing –but calm Getting frustrated

1 Try to ignore the problem-don’t respond

Ok -cool

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Lose a Game…Win a Friend!

• Being a sore loser can then led to not only losing the game but a friend!

• You can play and win • You can play and win another time

• Everyone should get a chance to win

• Win a friend by saying “good game”

Simple Solutions Educational Services© 2010 [email protected] 866-

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Change Child!

Simple Solutions Educational Services © 2006

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Change Consequences

Simple Solutions Educational Services © 2006

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Simple Solutions Adaptation at Ezzard Charles Montessori

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Replacement Skills Cue Cards

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Change Consequences

Simple Solutions Educational Services © 2006

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