Presentation on theme: "Angela Riggs 2014 INA Annual Conference Resources for PCS (Picture Communication Symbols) The Technical Assistance Center on Social Emotional Intervention."— Presentation transcript:
Resources for PCS (Picture Communication Symbols) The Technical Assistance Center on Social Emotional Intervention for Young Children – www.challengingbehavior.org www.challengingbehavior.org Children With Special Needs: http://www.childrenwithspecialneeds.com/in dex.php/downloads.html http://www.childrenwithspecialneeds.com/in dex.php/downloads.html Google Images
Picture Cues: help to communicate ideas and aid in memory retention for both children and adults.
Strategies to Guide Behavior Active Listening Prevent, prevent, prevent… by creating a safe and child friendly environment Set clear expectations and boundaries Establish routines Give age appropriate choices Positive Reinforcement Redirect Model appropriate behavior BE CONSISTENT
Materials needed to create guidance tools: File folders – any color Library card holders (clear) or you may use envelopes that you cut (Velcro can be used instead of the card holders and magnets) Wooden sticks Magnets Paper clips Tape or glue stick Scissors Paper Printed pictures – may be black and white or color
Label Feelings and Emotions Children sometimes have difficulty expressing themselves. Young children benefit from picture communication systems that give them a voice and help them name their feelings. If you notice some irritability or cross behaviors, pull out the Feeling Wheel and allow the child to share. This could be a way for children to vent their emotions just like adults do but without the drama and words. Then parents and teachers can suggest ways to help deal with those emotions or redirect them in positive ways. Sometimes acknowledging and respecting their feelings is all that is needed. When the child feels understood or valued, they can feel relieved.
Create a Choice Board Use Picture Communication Symbols to provide children with age appropriate choices for free time. The younger the child the fewer the choices. Example: For a 3 year old, you may only provide 2 choices such as glue and paste and puzzles. Example: For a 5 year old, you may provide 4 or 5 choices such as art, puzzles, story time, music and computer time. Choice Boards give children opportunities to make decisions and have some control over their actions/activities. However, it is the parent/teacher that sets the boundaries by choosing the choices.
First and Then To encourage children to complete chores or homework before doing a more desirable activity use the First and Then chart for redirection. If the child can see the agenda of tasks, then they may be more cooperative. However, be prepared to stick to the routine. Don’t fall to negotiations or let a child slide. Be consistent.
Establishing Routines Establishing routines give children security and positive guidance that promotes success. Morning and Evening Routines clearly displayed with picture communication systems or charts encourage autonomy and limit negative nagging and excessive talk during transitional times. These transitional times are most often the start or end to a day that are most difficult for children that struggle with change. Having a consistent routine that they can clearly see with pictures allows the child to have some control and ability to management their behaviors. When children successfully follow the posted routine parents/teachers can give positive feedback and reinforcement that further promotes autonomy and good choices.
Chore Chart This chart can be modified to include chores around the house, daily self-help tasks or grooming, homework or other age appropriate tasks for children. The goal of the chart is to encourage children to complete tasks without nagging and constant reminders. If the child has a picture communication system, then they can self-regulate and get immediate feedback when they complete the tasks. The hope is that they will make good choices, as well as manage their behavior without lots of talk and negative feedback from the parent or teacher. Parents or teachers should develop the jobs or tasks that are age appropriate and not overwhelming. These tasks are best when they can be chunked into smaller parts. Example: telling a child to clean their room may be very overwhelming to a 3 year that doesn’t even know where to start. If you have a picture of picking up all blocks and putting them away, the child can be successful at that task without the need to problem solve on how to get started. Then if you follow-up with positive comments after completing the task, you reinforce the behavior you want.