Whining Crying Screaming Kicking Hitting Breath holding Flailing of arms and legs
Dictionary.com says a tantrum is “a violent demonstration of rage or frustration; a sudden burst of ill temper” Being a elementary and special education teacher I will face temper tantrums I am currently a nanny of 5 kids under 5 I see temper tantrums everyday
Over the past 3 or 4 months he had become increasingly irritable and has frequent temper tantrums He is distracted in class, often plays by himself and shuns peers At home he spends most of his time playing video games and watching TV Gained 10 pounds in 2 months Always tired and not sleeping well Parents got divorced 6 months ago No longer wants to play with football Hasn’t initiated playing with friends in 3 months
Cody was diagnosed with MDD It’s important to gain knowledge of students background If there is a problem ask for help It’s important to realize that there is always a reason behind a temper tantrum Dig deeper help a child
When looking at temper tantrums it is important to notice the Antecedent, Behavior and consequence Collecting baseline data will provide a clear understanding of why behavior is happening and a basis to start intervention Data should be graphed so it is clear and understandable
Transitions could include transitioning from schools, jobs, classes and activities I will focus on transitioning between classes and activities. Preschoolers spend between 20-35% of time in transitions This can include 15-20 transitions and 70 minutes of instructional time
Appropriate transitioning is a skill preschoolers will need for their entire life Always have a planned strategy for all transitions during the day Plan which staff members are going to be with which students
Unwanted activities are often a cause of temper tantrums Picking up toys is a great example of an unwanted activity Preferred items and objects as distracters, prespecified reinforcers, high probability request and an alternative activity Preferred items and objects as distracters could be as simple as snapping fingers from one activity to the next Prespecified reinforcers is when a preferred item is made available directly after the transition
High probability requests identify a sequence of activities that the student would like to engage in These include jumping jacks, high fives, patting back, snapping fingers and clapping At the beginning of the transition give a sequence of preferred activities for the student to complete Varying the sequence of requests is important to keep the student engaged Alternative activities would include the teacher given the student two activities to choose from. It is important the alternative activities are closely related
Pairing students is an effective strategy in reducing tantrums in the hallway Pair a student who has trouble following directions and one the follows directions well Pair a highly active student with a student who has motor delays Pairing also increases peer to peer interactions and reduces clicks in classroom Tantrum Behavior is distracted
Some students display tantrum behavior because that have trouble processing language Visual cues are a effective way of eliminating frustration Clear pictures of what happens before, during and after the task/transition visually reminds students what they are supposed to be doing A picture calendar of the day allows for students to see what is coming next. This should be posted clearly in the classroom
Communication should be implemented between team members, parents and anyone who works with the child Consistency of implementing interventions is a must!
Wilder, D, Chen, L, Atwell, J, Pritchard, J, & Weinstein, P. (2006). Brief functional analysis and treatment of tantrums associated with transitions in preschool children. Journal of applied Behavior Analysis, 38, 103-107. Thelen, M. (1979). Treatment of temper tantrum behavior. Journal of Clinica child psychology, 140. Luiselli, J, & Murbach, L. (2002). Providing instruction from novel staff as anantecedent intervention for child tantrum behavior in a public school classroom. Education and Treatment of Children, 25(3), 356-365. Roberson, A. (2008). Ten-year-old with irritability and temper tantrums. Pediatric Nursing, 34(5), 426-427 Olive, M. (2004). Transitioning children between activies: effective for decreasing challenging behavior. Beyond Behavior, 11-16 Potegal, M, & Davidson, R. (2003). Temper tantrums in young children: 1. behavioral composition. Developmental and Behavioral Pediatrics, 24(3), 140-147.
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