1. Brain Break O Lord, you have searched me and known me!
You know when I sit down and when I rise up; you discern my thoughts from afar.
You search out my path and my lying down and are acquainted with all my ways.
Even before a word is on my tongue, behold, O Lord, you know it altogether.
You hem me in, behind and before, and lay your hand upon me.
Such knowledge is too wonderful for me; it is high; I cannot attain it.
Where shall I go from your Spirit? Or where shall I flee from your presence? If I ascend to heaven, you are there! If I make my bed in Sheol, you are there!
If I take the wings of the morning and dwell in the uttermost parts of the sea, even there your hand shall lead me, and your right hand shall hold me.”
‭‭Psalms‬ ‭139:1-10‬ ‭ESV‬‬

2. Crisis Management and Behavior Challenges
Lori Thieme

3. Child Abuse Accusations
Documentation
Suspension pending investigation
Mandated reporting when accused
Handling the Media
Designated spokes person
Crafting media statements
Know your rights

4. Crafting a media statement
It is important to establish a positive climate through a credible and compassionate voice to the public. Our major goal is to always let the community know (through the media) that members of the local association are concerned about the welfare of all students, while also being committed to ensuring that members are treated fairly.

5. Components Acknowledge the Seriousness of the accusation Action Steps
Assurance

6. Behavioral Challenges and Abuse Accusations
Young children are being expelled from at an astonishing rate, often because of challenging behaviors such as aggression, tantrums, and noncompliance.
New support and resources
Restraint
Expulsion Policy

7. https://youtu.be/YdboRK0uA-8

8. Step 1 Prevention Build relationship
Provide an engaging environment and DAP activities
Set very clear and specific expectations
Teach self control and emotional management
Offer choices and natural consequences possible

9. Step 2 Behavior Plan
Observe the child and write down when behavior occurs and what may trigger the behavior.
Choose a few goals of what you want to see happen during these times and strategies for teaching desired behavior
Meet with the parents and involve them in the plan by asking them what behavior they are seeing at home and give suggestions and strategies.

10. What can I do to prevent the problem behavior?
Why?
What can I do to prevent the problem behavior?
What can I do if the problem behavior occurs?
What new skills should I teach?
hild wants objects/activity that another child is using
And has difficulty waiting turn
  Provide multiples of same items/activities that have high child preference
  Anticipate when the child wants an object/activity, and cue to ask to join in play (“Can I play?” or “Can I have a turn?”)
  Use first-then visual cue “first ask, then play”
  Use a “my turn” visual cue chart for highly preferred
objects/activities
  Provide positive verbal support for play between
children and when child use new skill instead of
challenging behavior
  Use “Turtle Technique” with visuals and puppet to
discuss and model “anger control” when waiting for his/her turn and throughout the day
  Remind child to ask to play
  Remind child to ask for a turn
  Offer alternate activity/toy
  Remind child of when his/her turn is on
the “my turn” chart
  When child continues to demand the
objects/activity engaging in problem behavior, then use “first-then” statement (e.g., “First, Carl, and then your turn”) and be calm about the problem behavior
  Validate child’s emotion “I know you want the toy now. You can’t hit. Hitting hurts.” Then provide the child with alternatives
  Teach the child to ask to use object or activity
  Teach child to wait turn
  Teach child to “think of a solution” (what
could he/she do: get another item, ask to join, ask other child to let him know when he/she is done)
  Teach child to make choices
  Stay close by to child to scaffold
interaction just in case the peer doesn’t
want to give toy
  Teachthechildtousethe“Turtle
Technique”: recognize feeling of anger, think “stop”, go inside “shell” and take 3 deep breaths, think calm, think of a solution

11. Sample Plan Daily Behavior Chart Activity/ Desired Behavior Reward
Reward
Consequence
Notes
Circle Time
Will sit quietly with the other children on the rug.
Free Play Centers
Use words when wanting a toy. Play only with the toys given to her.
Clean Up Time
Work with the other children to clean up her toys.
Small Groups
Will stay in small group area and work independently.

12. Step 3- Behavioral Specialist
Call a Behavioral Specialist to observe the child.
Work to provide help and resources
#turtle

13. A Word About Restraint
Physical restraint is defined as a personal restriction that immo- bilizes or reduces the ability of the child to freely move his or her torso, arms, legs, or head.
The term does not include a physical escort involving a temporary touching or holding for the purpose of inducing or guiding a child to walk to a safe location. There are other forms of physical contact that do not constitute restraint. Brief physical guidance, instructional prompting, physical support, and comforting are not instances of restraint. Young children often wish to be held and holding and soothing young children is not considered restraint.