United 4 Children Reframing: A new way to look at social-emotional development and challenging behaviors. Gina Dattilo Inclusion Specialist extension 35

This is us!!!

Find others with the same sticker! 3 If you had all the money needed where would you travel to? If you could ‘go to lunch’ with someone who would it be? What is the craziest gift you ever received? When it snows do you want to be inside or outside?

Missouri Inclusion Team We want you to be brain builders too! 4 Gina Dattilo & Lisa Eberle-Mayse Gina Dattilo, Karen Base, Jennifer Rush, Kris Royer and Jan Inman

What pushes your buttons?

Changing Your Perspective

united4children.org Reframing

united4children.org Reframing Upsetting Thoughts “That child is a monster. This is getting ridiculous. He’ll never change.” “I’m sick of putting out fires!” Reframe it! “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.”

Reframing Upsetting Thoughts “I wonder if the corner grocery is hiring?” “He ruins everything! This is going to be the worst year of my career.” Reframe it! “I feel undervalued right now – I need to seek support from my peers and supervisor.” “Having her in my class is going to be a wonderful Professional Development experience.”

Reframing Activity In pairs or in small groups: See Handout 1.3 (Reframing Activity) Read the four examples listed and generate two to three other challenging behaviors and how you might reframe each one. In reframing the challenging behaviors, do not come up with solutions but rather restate the behaviors to make them more manageable. Be prepared to share your ideas with the large group.

Some Sobering Facts…

An estimated 9 to 13% of American children and adolescents between ages 9 to 17 have serious diagnosable emotional or behavioral health disorders resulting in substantial to extreme impairment. (Friedman, 2002)

Students with SED miss more days of school than do students in all other disability categories (U.S. Department of Education, 1994) More than half of students with SED drop out of grades 9-12, the highest rate for all disability categories. (U.S. Department of Education, 2002) Of those students with SED who drop out of school, 73% are arrested within five years of leaving school (Jay & Padilla, 1987)

Children who are identified as hard to manage at ages 3 and 4 have a high probability (50:50) of continuing to have difficulties into adolescence (Campbell & Ewing, 1990; Egeland et al., 1990; Fischer, Rolf, Hasazi, & Cummings, 1984).

Early appearing aggressive behaviors are the best predictor of juvenile gang membership and violence. (Reid, 1993)

When aggressive and antisocial behavior has persisted to age 9, further intervention has a poor chance of success. (Dodge, 1993)

Of the young children who show early signs of challenging behavior, it has been estimated that fewer than 10% receive services for these difficulties. (Kazdin & Kendall, 1998)

Preschool children are three times more likely to be “expelled” then children in grades K-12 (Gilliam, 2005)

There are evidence based practices that are effective in changing this developmental trajectory…the problem is not what to do, but rests in where and how we can support children and help families access services.

How do children develop Social- Emotional Skills? Through a series of developmental stages, AND Through planned, intentional teaching, just like all the academics.

“No significant learning occurs without a significant relationship” ~Dr. James Comer

Fill Your Bucket As we focus on children, we have to remember we cannot give from an empty bucket. It’s just as important for you to fill your bucket as it is to fill those around you.

Experiences united4childre n.org

“Every child needs one person who is crazy about him.”

Photograph Visual Schedule 25

“We Care” Centers Write notes or make pictures for children who were not at school Breathing breaks throughout the day Built-in rituals & celebrations

This is us!!!

Wilkinson Preschool (Boonville, Missouri)

This is us!!!

Classroom Example 36

Turtle Technique Recognize that you feel angry. “Think”Stop. Go into shell. Take 3 deep breathes. And think calm, coping thoughts. Come out of shell when calm and think of a solution. 37

Tucker Turtle Takes Time to Tuck and Think A scripted story to assist with teaching the “Turtle Technique” By Rochelle Lentini March 2005 Created using pictures from Microsoft Clipart® and Webster-Stratton, C. (1991). The teachers and children videotape series: Dina dinosaur school. Seattle, WA: The Incredible Years. 38

Tucker Turtle is a terrific turtle. He likes to play with his friends at Wet Lake School. 39

But sometimes things happen that can make Tucker really mad. 40

When Tucker got mad, he used to hit, kick, or yell at his friends. His friends would get mad or upset when he hit, kicked, or yelled at them. 41

Tucker now knows a new way to “think like a turtle” when he gets mad. 42

He can stop and keep his hands, body, and yelling to himself! 43

He can tuck inside his shell and take 3 deep breaths to calm down. Step 3 44

Tucker can then think of a solution or a way to make it better. Step 4 45

Tucker’s friends are happy when he plays nicely and keeps his body to himself. Friends also like it when Tucker uses nice words or has a teacher help him when he is upset. 46

The End! 47

It’s Time To… Decide what you can do? Complete your evaluation Have A Great Weekend!