1. Sarah Cordett, M.A. 1

2. Agenda Recap of Unit 3 Case Study Unit 4 Topics  Defining challenging behaviors  Functional Behavior Assessment (FBA)  Prevention strategies Unit 4 project

3. Individualized Family Service Plan IFSP: An IFSP is a planning document that describes services for children ages 0-3 with disabilities. Purposes: For family members and professionals to work together to identify priorities, resources and concerns To identify and organize resources to support families (Allen & Cowdery, 2009)

4. Individualized Family Service Plan Steps: Pre-referral and conferencing Identification of needs Evaluation (Allen & Cowdery, 2009)

5. Individualized Education Program IEP: An IEP is a document required for every student with a disability that outlines intervention services. Teacher input is essential  Assessment  Adaptation and modification of classroom activities  Evaluation (Allen & Cowdery, 2009)

6. Individualized Education Program Requirements: Assessment Annual goals Specific services to be provided Evaluation (Allen & Cowdery, 2009)

7. Case Study The school nurse checks the hearing and vision of all the children in a Head Start classroom. The teacher uses a checklist to observe a child's play skills. Based on family concerns, a kindergarten student is tested by the speech language pathologist and school psychologist. (Allen & Cowdery, 2009, p. 284)

8. 8 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.

9. Topics in Unit 4 You will be reading about in the text: Defining challenging behaviors Functional Behavior Assessment (FBA) Prevention strategies

10. 10 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 Question: What is an example of a fixed pattern of behavior? (Allen & Cowdery, 2009, 550-558).

11. 11 Goodness of fit: how the child’s personality or temperament matches his environment Communication skills can influence behaviors Questions (Allen & Cowdery, 2009, 550-558).

12. 12 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 (Gorrill, Paasche, & Strom, 2005, p. 40-41).

13. 13 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, 556).

14. 14 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. 563-580)

15. 15 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

16. 16 Discuss strategies for reducing and preventing behavior problems in the preschool classroom. Share your experiences with behavioral problems.

17. 17 Create a chart that demonstrates techniques that facilitate quality care for a specific age group of young children with three (3) separate special needs characteristics. You will find the resources for this project in your text Children with Special Needs in Early Childhood Settings. After choosing a specific category of special needs, look under the column labeled Recommendations. Check that the techniques you describe are developmentally appropriate for your age group.

18. 18 Page 1: Title Page with your information Page 2: Chart with three rows and columns 1st Column: Condition, disorder, or specific special needs 2nd Column: Characteristics 3rd Column: Quality Care Technique(s) Page 3: Reference Page with resources listed

19. 19 The chart was professionally completed with three or more conditions, disorders and/or specific special needs. (___/50 points) The chart provided characteristics of these needs as well as quality care techniques that appropriately address these conditions. (___/50 points) The project contained a separate title page, properly formatted, a separate reference page and was typed using a 12 point font (Ariel or Times New Roman). (___/20 points)

20. 20 Read the link from LD Online in the Information Box. Share:  What are three (3) strategies for reducing and preventing behavior problems in the preschool classroom?

21. 21 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.

22. Have a good week!