I like to work with kids that most teachers consider difficult Barb O’Neill, Ed.D boneill@csufresno.edu 2016 NAEYC Conference I like to work with kids that most teachers consider difficult Transforming your relationships and work with preschoolers who use challenging behavior Who is good at this? Likes it? Loves it? Robert and Annalee (Dora, pretend play w/ dolls, perserverant w/ key) ….introduce myself – reggio inspired center and consultant Think of your robert or annalee – behavior, time of day, interests/strengths - Next slide: my goal for you is to begin to transform your r’ship…(3 steps) - tell them on the next slide

Using improv principles and play Transform your Relationship to Working With Children Who Use Challenging Behavior 3 steps Step 1: Decide you got this Using improv principles and play Step 2: Build your relationship with the child Step 3: Take your DAP* temperature and revitalize your teaching *Developmentally Appropriate Practice

Prevention. Outcomes not good. yellow - me.robert, you are here, great blue - DAP (most children) green (5-15%) red( 1-9 % personalized behavior plan - not getting into that today ---> 20%, 4 children a year, PART OF YOUR JOB http://challengingbehavior.fmhi.usf.edu/do/pyramid_model.htm

Step 1: Decide you got this!

What do you need to let go of to transform your relationship to working with children who use challenging behaviors? that experience with Robert the idea that I am not good at this and never will be anger with Annalee’s grandma because she doesn’t set limits at home fear, past experiences, frustration with parents, frustration with my director, that experience with Robert, my ego, the idea that I will never be good at this, I haven’t had sufficient training... hand out the blue sheet of paper HAVE THEM CRUMPLE IT AND OPTIONALLY PUT IN MY BAG

What do you want your relationship to working with children who use challenging behavior to be? I am confident, knowledgeable and successful in working with children who use challenging behavior. I am confident, knowledgeable and successful in working with children who use challenging behavior...and I love doing it! I collaborate successfully with my co-teacher and children’s families to teach children to self-regulate and play cooperatively with peers. hand out the yellow sheet of paper

I GOT THIS

Step 2 Build your relationship with the child play with the child in his or her preferred activities use the improv principle “yes, and”

and revitalize your teaching Transitions Group Time Social Skills Curriculum Step 3 Take your DAP temperature and revitalize your teaching

Transitions Do you give children a warning before transitions (eg. 5 mins until clean up)? Do you also give personalized/additional transition reminders to struggling children? Do you use gestures/ pictures to let children know about transitions? Do you make sure children are rarely left waiting with nothing to do (at the door, at the snack table, before group time)? Do you sing transition songs with embedded directions about behavioral expectations?

Group Time 6. Do you use “let’s” to convey behavioral expectations (“let’s all...”)? 7. Do you embed lots of opportunities for children to call out answers in unison and repeat your words (key phrases of a story, directions, words, definitions, key ideas, etc…)? 8. Do you embed opportunities for children to copy motions and pretend with you (eg. “let’s put on our weather reporter hats and glasses and look out the window!”)? 9. Do you use a puppet or persona doll during teacher-led activities? 10.Do you make sure children are not being asked to wait a long time while classmates speak? (Pro tip: show and tell - break into groups, 1 share per day, or forget it!) ?

Social Skills Curriculum 11. Do you use charts, memory games, or other activities that teach identification of feelings? 12. Do you read books about emotions, sharing, friendship, and being part of a community? 13. Do you teach social skills throughout the day by prompting children to say things like, “can I have it?” “trade?” “stop”? Not just “use your words” 14. Do you use puppet shows, persona dolls, or roleplays to demonstrate behavioral expectations, what to do when you are upset, etc…? 15. Do you use “friendship activities” at circle time?

Transitions Do you give children a warning before transitions (eg. 5 mins until clean up)? Do you also give personalized/additional transition reminders to struggling children? Do you use gestures/pictures to let children know about transitions? Do you make sure children are rarely left waiting with nothing to do (at the door, at the snack table, before group time)? Do you sing transition songs with embedded directions about behavioral expectations?

Individual schedules or reminder cards Use Your Daily Schedule Use picture cues and gestures!

Group Time 6. Do you use “let’s” to convey behavioral expectations (“let’s all...”)? 7. Do you embed lots of opportunities for children to call out answers in unison and repeat your words (key phrases of a story, directions, words, definitions, key ideas, etc…)? 8. Do you embed opportunities for children to copy motions and pretend with you (eg. “let’s put on our weather reporter hats and glasses and look out the window!”)? 9. Do you use a puppet or persona doll during teacher-led activities? 10.Do you make sure children are not being asked to wait a long time while classmates speak? (Pro tip: show and tell - break into groups, 1 share per day, or forget it!) ?

Social Skills Curriculum 11. Do you use charts, memory games, or other activities that teach identification of feelings? 12. Do you read books about emotions, sharing, friendship, and being part of a community? 13. Do you teach social skills throughout the day by prompting children to say things like, “can I have it?” “trade?” “stop”? Not just “use your words.” 14. Do you use puppet shows, persona dolls, or roleplays to demonstrate behavioral expectations, what to do when you are upset, etc…? 15. Do you use “friendship activities” at circle time?

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