CE240 UNIT 4 SEMINAR Strategies for Addressing Individual Needs Professor Sophia Syrengelas *Feel free to chat as you enter the room 1

Seminar Agenda Weekly and Seminar Reminders FYI…BS in Early Childhood Development Unit 4 Reading Assignments Learning Outcomes Unit Overview: acronyms, factors contributing to behavior, challenging & functioning behavior, BIP, program modification, strategies Time to share/discuss Weekly Quote

WEEKLY REMINDERS Complete readings, Web Resources, and Learning Activities Complete Discussion Board: Post detailed responses to discussion question (100 words or more) Share detailed feedback with at least 2 classmates Encourage and participate in continuous discussion Be sure to remain “scholarly” and professional Post response to Seminar Option 2 if you do not attend seminar Complete Graded Content Review me if you turn in late work 3

FYI…

READING ASSIGNMENT IN UNIT 4 Read Chapter 18, pp , in The Exceptional Child: Inclusion in Early Childhood Education In your text Children with Special Needs in Early Childhood Settings, choose three (3) special needs to research and read the recommendations that accompany each topic. 5

LEARNING OUTCOMES FOR UNIT 4 Describe the characteristics of behavioral problems and the importance of reducing and preventing problems in the preschool classroom Explain the purpose and importance of the Behavior Intervention Plan Identify strategies for reducing and preventing behavioral problems in the preschool classroom Describe techniques that facilitate quality care for a specific age group of young children with special needs. 6

ACRONYMS BIP : Behavior Intervention Plan LRE : Least Restrictive Environment IEP : Individualized Education Plan – a written plan for serving students with disabilities from 3-21 years of age IFSP : Individualized Family Service Plan - a written plan for infants, toddlers, and families from 0-3 years of age 7

ASSESSMENT AND EARLY INTERVENTION Screening is performed on all the children in class for hearing and vision Screening is a level of performance for a point in time only The teacher uses a checklist to observe a child's play skills Family request that tests for their child are performed. Tests are taken by the clinician, speech language pathologist and school psychologist (Allen & Cowdery, 2009, p ). 8

FACTORS THAT CAN INFLUENCE BEHAVIORS Normal deviations: understand that a child may display a negative behavior due to a circumstance (fear, hunger, illness, disability, etc.) Fixed patterns of behavior may occur when attention is gained Goodness of fit: how the child’s personality or temperament matches his environment Appropriate social behavior should be expected by caregivers of child Communication skills can influence behaviors (Allen & Cowdery, 2009, ). 9

CHALLENGING BEHAVIORS 10 Impulsivity Disorganized Irritableness Temper tantrums Short attention span Compulsive Manipulative Uncooperative Whiny or crying Talkative Seeks attention Moody Restless or hyperactivity Avoids eye contact Clinging Nail biting Plays alone Tired

FUNCTIONAL BEHAVIOR ASSESSMENT (FBA) Identify the problem situation Assess the child and the environment Specify an objective for the intervention Assess the function of the behavior Identify a replacement behavior Plan the intervention. Ensure the meaningful curriculum activities, frequent reinforcement, choice, and a predictable schedule are in place Implement and carry out specified plan Ongoing monitoring of child’s progress (Allen & Cowdery, 2009, ). 11

WHAT IS THE PURPOSE OF A BIP? Purpose is to help student receive education in LRE Explains what strategies to use if student exhibits disruptive behaviors Describes Program Modifications that child needs to succeed in environment Describes Supplementary Aids and supports that will be made available to child (LD online, 2008). 12

PROGRAM MODIFICATION Assess the environment to see if the environment can be altered to eliminate the antecedent that trigger the behavior Help the child with a communicative problem achieve more appropriate ways of communication Develop an appropriate consequence to the behavior Teach self monitoring skills Consult with team of professionals Collect data to evaluate effectiveness of plan (Allen & Cowdery, 2009, ). 13

APPLY STRATEGIES Give warning that a transition to a different activity will take place before it happens Check with child often to make sure that child is not overwhelmed with too many rules or directions Give one or two step directions in a logical order to reduce frustration and miscommunications Give the child realistic choices that promote responsibility and independence (Allen & Cowdery, 2009, p ). 14

MORE STRATEGIES Focus the child’s attention by doing one or more of the following: use child’s name, eye to eye level, speak directly, check for understanding, model and practice expected behavior Give enough time for child to comply with request before stating request for second time Practice consistency and firmness when child is exhibiting non-compliant behavior Make sound judgments 15

SOME EXAMPLES OF VISUAL STRATEGIES FOR MANAGING BEHAVIOR 16

MORE EXAMPLES OF VISUAL STRATEGIES FOR MANAGING BEHAVIOR… 17

MORE EXAMPLES OF VISUAL STRATEGIES FOR MANAGING BEHAVIOR (PICTURE SCHEDULES) 18

TIME TO SHARE! Discuss strategies for reducing and preventing behavior problems in the preschool classroom. Share any experiences you have had with behavior issues in the classroom. 19

REFERENCES Allen, E.K., Cowdery, G.E. (2009). The Exceptional Child: inclusion in early childhood education. Clifton Park: Thompson Delmar Learning. Gorrill, L., Paasche, C.L, Strom, B. (2004). Children with Special Needs in Early Childhood Settings. Clifton Park: Thompson Delmar Learning. LD Online Glossary. (2008). Retrieved April 30, 2008 from website: LD Online. 20

Weekly Quote "I feel life is a journey and we all have to learn to ride the storm, for some of us it can seem more like a tidal wave, but with every storm the sun eventually comes back out." -Alyson Bradley