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Getting Behaviors on Track Presented by: Patricia F. Glenn, Ed. S. President, Practice In Motion, Inc.

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Presentation on theme: "Getting Behaviors on Track Presented by: Patricia F. Glenn, Ed. S. President, Practice In Motion, Inc."— Presentation transcript:

1 Getting Behaviors on Track Presented by: Patricia F. Glenn, Ed. S. President, Practice In Motion, Inc.

2 Typical Challenging Behaviors Biting Biting Hitting Hitting Spitting Spitting Tantruming Tantruming Throwing Kicking Using profanity Verbally argumentative

3 Frequent Causes for Challenging Behaviors Assumptions Assumptions –We can not assume a child truly understands the expectations Unclear Expectations Unclear Expectations –Desired expectations must be taught for various locations (home, school, and community)

4 Results of Unchecked Behaviors Destroys self-esteem Destroys self-esteem Weakens confidence Weakens confidence Leads to depression Leads to depression Diminishes motivation Diminishes motivation

5 The Impact of Communication Deficits on Behavior Much like with an infant Much like with an infant –Outburst, crying, and inappropriate behaviors require support Needs are not easily identified or expressed Needs are not easily identified or expressed High emotions decrease expressive communication High emotions decrease expressive communication Children need support to express thoughts Children need support to express thoughts Language Impairments increase behavior challenges Language Impairments increase behavior challenges

6 Clear, Concise, and Consistent Communication Communicate exactly what you mean Communicate exactly what you mean Be consistent Be consistent Let NO mean No Let NO mean No –No is absolute regardless of conditions (example: playing with matches, knives, electrical outlets etc…) Everything else can be given with a condition Everything else can be given with a condition example: “you may have that after we finish the story”

7 Predictability Minimizes Behavior Challenges Prepare children for change and transitions Prepare children for change and transitions –Unfamiliar expectations –Require more time needed to adjust Demonstrate routines Demonstrate routines –Talk about the order of the day –Provide visuals In the morning In the morning Throughout the day Throughout the day

8 Coaching –Lead by example –Provide direct instruction –Offer support and encouragement –Errorless Learning: Tell, Show, and Do

9 Direct Instruction Give clear concise steps Give clear concise steps Limit the directions to promote 100% success Limit the directions to promote 100% success Reframe misbehaviors without excessive focus on the wrong doing Reframe misbehaviors without excessive focus on the wrong doing

10 Model Show children exactly what to do Show children exactly what to do You are a model and you are always on stage You are a model and you are always on stage Children are observing even when you think they are not Children are observing even when you think they are not Use consistent language Use consistent language Point out examples of desired behavior Point out examples of desired behavior Be fair with all children Be fair with all children

11 Role Playing Provides direct instruction and model expectations Provides direct instruction and model expectations Provides the opportunities to practice the desired behavior Provides the opportunities to practice the desired behavior Provides an opportunity for praise Provides an opportunity for praise Provides the opportunity to correct immediately and start again Provides the opportunity to correct immediately and start again All children can receive support from parents, siblings, and other family members All children can receive support from parents, siblings, and other family members

12 Children Want to Please Communication may be unclear Communication may be unclear Children want structure and predictability Children want structure and predictability Children want to be acknowledged Children want to be acknowledged Assumptions have to be checked Assumptions have to be checked Just because you told them does not mean they got it. Just because you told them does not mean they got it.

13 On The Right Track 5 to 1 praise for every redirection/correction 5 to 1 praise for every redirection/correction Praise for attempts Praise for attempts Notice and acknowledge small successes Notice and acknowledge small successes Praise specific noticeable behaviors Praise specific noticeable behaviors Bottom line (Praise more and correct less)

14 Closing Word It is an honor and privilege for: Practice In Motion, Inc. to serve you today We look forward to seeing you at our next training.

15 For more information about PIM, Inc. Visit our or contact our Thank you for your attendance! The floor is now open for questions. Please help us improve our services by completing our evaluation form.


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