"Practical Behavior and Environmental Supports for the Inclusive Preschool Classroom

- Taylor Hagemeyer & Gina Ohnesorg Author

04/06/2023 Added

76 Plays

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2023 Conference Session

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[00:00:00.090]Solutions to our social problems.
[00:00:02.370]And then obviously you wanna have
[00:00:03.480]a visual schedule for the day.
[00:00:04.500]I bet most preschool classrooms have that
[00:00:06.240]and that's great and keep referring back to it.
[00:00:08.550]And then visual timers are a great resource
[00:00:10.950]you can use for how much time each part of our day is
[00:00:14.610]and taking turns.
[00:00:16.110]And then how many students can play in each interest area
[00:00:18.330]is a great visual to have.
[00:00:19.530]I'm sure you have something similar like that.
[00:00:21.540]And then I have this Helper of the Day lanyard
[00:00:23.730]that my son Ian is wearing.
[00:00:25.140]And so this lanyard just gives everybody
[00:00:27.600]the power to do the things.
[00:00:28.800]So they have it and they love that I have a lanyard
[00:00:31.290]and then they have a lanyard and it lets us know
[00:00:33.360]who's actually allowed to turn off the lights.
[00:00:34.980]And then it helps the kids who are not necessarily
[00:00:36.810]looking around at their peers
[00:00:38.280]and knowing who's the helper of the day
[00:00:39.510]just 'cause I said it,
[00:00:40.740]to know who's actually allowed
[00:00:42.690]to do the powerful things in pre-K.
[00:00:44.940]And then we have some student specific visual aids,
[00:00:47.220]like first, then boxes or pouches,
[00:00:48.960]or when, then however you say it.
[00:00:50.400]And then individual visual schedules
[00:00:52.110]and we'll talk about that.
[00:00:54.600]So this website right here, challengingbehavior.org,
[00:00:58.890]is a free social emotional resource,
[00:01:00.390]it's through the pyramid model.
[00:01:01.830]A lot of Nebraska schools are using that right now
[00:01:03.660]but I just wanted to remind you,
[00:01:04.680]if you have never seen it before or introduce you to it,
[00:01:07.440]that it is an amazing resource.
[00:01:09.090]It has solution kit cards,
[00:01:11.730]it has free printable social stories,
[00:01:13.230]it has things like this with all of the emotions on it
[00:01:16.740]and it's all free and it's really amazing
[00:01:18.600]and it has home and school resources.
[00:01:20.160]So be sure to check that one out
[00:01:21.780]if you haven't for your classroom.
[00:01:24.600]Now we're gonna watch a video of me
[00:01:26.520]doing the solution cards, which are these right here,
[00:01:30.480]problem solutions with my pre-K class
[00:01:33.180]And just so you can see a way that you can use visuals
[00:01:35.880]in your classroom that also have to do with social skills.
[00:01:40.350]Ready? We're gonna talk about our solutions.
[00:01:42.120]Okay, so I'm gonna ask you.
[00:01:43.830]So Pierce, what is this solution?
[00:01:46.578]I'll give you a hug. You could ask for a hug.
[00:01:48.570]When's the time that you could ask for a hug?
[00:01:51.295]When you're sad?
[00:01:52.128]If you're sad you could ask for a hug. Perfect.
[00:01:54.120]Jet, what is this one buddy?
[00:01:56.690]Ask a teacher.
[00:01:57.523]Ask a teacher for help.
[00:01:59.040]When is a good time to ask for help?
[00:02:01.041]When your stuff breaks?
[00:02:02.780]If your stuff breaks.
[00:02:03.900]That's a perfect example.
[00:02:05.100]Yes, you could ask for help.
[00:02:06.960]Okay, Amelia, do you remember our new one?
[00:02:09.781]Use kind words.
[00:02:10.614]Use kind words.
[00:02:11.520]Can you show me an example of kind words?
[00:02:13.710]How could you ask me to stop taking something from you?
[00:02:19.634]I can say, please stop.
[00:02:20.772]You could say, please stop.
[00:02:21.605]How could you ask me if I want to play with kind words?
[00:02:26.075]How could you ask me to play with you in kind words?
[00:02:29.370]Sometimes I say no.
[00:02:31.170]Yeah, we don't say, can you play with me?
[00:02:32.686]What do you say?
[00:02:33.774]Can you play with me please?
[00:02:35.168]Can you play with me please?
[00:02:36.200]Sometimes I say no? Sometimes they say no.
[00:02:39.628]Okay, what is a time, Lincoln, we would use this one?
[00:02:43.320]Listening to Lincoln.
[00:02:44.688]Please stop? This says, please stop.
[00:02:46.082]When do we need to say it?
[00:02:48.660]When someone's- Bothering us.
[00:02:52.276]Let Lincoln talk.
[00:02:53.109]Bothering us or we don't listen.
[00:02:55.778]Please stop. Or we don't hit him.
[00:02:59.040]We never hit him.
[00:02:59.880]We say please stop when someone's bothering us.
[00:03:01.950]We never hit him. Okay.
[00:03:04.710]Everly, what's this one?
[00:03:07.186](group chatter) We're listening to Everly.
[00:03:08.190]When is the time we would ignore someone, Aidna?
[00:03:11.215]When someone's scaring you.
[00:03:13.710]Oh, if someone scares you,
[00:03:14.610]you could ignore them, I'm gonna ask Aidna.
[00:03:15.917]Aidna, when's a time we could ignore people?
[00:03:17.730]Freak out.
[00:03:21.228](Taylor shushing) Listening to Aidna.
[00:03:23.281](group chatter)
[00:03:26.243]If they were yelling at you.
[00:03:27.930]Jet, look what she said.
[00:03:28.920]If they were yelling at you you could move away
[00:03:30.570]and play somewhere else and ignore it.
[00:03:32.610]That's a good option.
[00:03:33.960]Okay, here's one of our last ones.
[00:03:35.490]Case, what is this one buddy?
[00:03:38.266](child moaning)
[00:03:39.467]Trade. Trade!
[00:03:41.220]How do you trade with someone? Will you show me?
[00:03:43.620]If you have this and I have this,
[00:03:46.500]here you hold this, ask me to trade.
[00:03:47.970]Will you sit up so I can see your eyes?
[00:03:50.220]Thank you.
[00:03:51.210]How can we trade? Show me, what do we do?
[00:03:53.340]Ask me with your words. Say it.
[00:03:55.870]Can we please trade? Can we please trade?
[00:03:57.540]Yeah sure, I'll give that one. Thank you.
[00:03:59.127]Did we do it right, friends?
[00:04:00.330]Yeah. We did.
[00:04:01.500]Thank you, Case, for being good example.
[00:04:03.840]We could trade.
[00:04:04.860]What if a friend says, "No, we're not trading,
[00:04:07.507]"I don't wanna do it, never ever."
[00:04:10.170]What could we do, Blake?
[00:04:11.003]Set a timer.
[00:04:13.472]Set a timer! That's right, set a timer!
[00:04:15.412]We could ask a teacher, "Can you set a timer for that toy?"
[00:04:18.510]and that would be a good thing.
[00:04:19.740]Okay, here's our last one
[00:04:21.507]and I want you guys to whisper it in your hand.
[00:04:24.480]What is this one? Whisper it in your hand.
[00:04:28.560]Ready? Shake it up.
[00:04:30.570]Okay, let it out. (indistinct shouting)
[00:04:36.060]When would we take a break, Gunner?
[00:04:41.196]What? If you're mad you could take a break.
[00:04:43.797]How else could you be feeling if you need to take a break?
[00:04:45.794]Cry!
[00:04:46.804]If you're crying could take a break.
[00:04:50.550]Oh Everly, good example.
[00:04:51.780]If you're tired you could take a break.
[00:04:53.610]That's perfect. (group chatter)
[00:04:59.340]So that last one they were doing looks like this,
[00:05:01.020]take a break, I know you can't see all of them,
[00:05:02.820]but they come in all sorts of different things
[00:05:04.530]on that challengingbehavior.org
[00:05:05.730]and I wear them on my lanyard.
[00:05:07.020]We have 'em posted all over the room.
[00:05:08.550]They're just really a great way to remind kids,
[00:05:10.980]kind of visually, what they need to be doing.
[00:05:13.920]Okay, these are some examples of individual visual schedules
[00:05:16.590]that have been used in my pre-K program.
[00:05:18.120]I like the ones with the little doors that close over them
[00:05:20.250]because then you don't lose the pieces.
[00:05:21.720]And then one of my coworkers shared with me her Elsa one,
[00:05:24.150]trying to get Elsa to the castle
[00:05:25.380]by completing each step of the potty routine.
[00:05:27.900]So you can just make it really individualized for kids.
[00:05:30.840]And Elsa gets to the castle every day now,
[00:05:32.700]ever since she started using this.
[00:05:36.658]This is my favorite way to make a first, then visual.
[00:05:39.180]So, show of hands if you use first, then. Okay.
[00:05:43.020]So this is my favorite way to make it,
[00:05:44.580]maybe you have your own favorite way,
[00:05:45.840]I like pencil pouches but I like these the best
[00:05:48.300]because you can put whatever you're using in the box
[00:05:50.490]and carry it around with you and also the little pieces.
[00:05:53.400]This one does have a picture of food and stuff
[00:05:55.350]and I know we wanna move away from using food all the time.
[00:05:57.540]This was not for an autistic student,
[00:05:58.830]it was for a kid who needed constant changing reinforcement
[00:06:01.650]and so that's why that's on there.
[00:06:02.880]But I do like those boxes and I have an example up here
[00:06:05.580]if you wanna come see later.
[00:06:09.870]Okay, so this is going to be
[00:06:11.790]a game changer for your classroom.
[00:06:13.050]You probably have a way, if you work in pre-K,
[00:06:15.750]to say who can play in what area,
[00:06:17.370]how many kids can play there,
[00:06:19.260]and in my adventures out in the world,
[00:06:21.360]being an early childhood special ed teacher,
[00:06:22.890]I have seen classrooms do it so many different ways.
[00:06:25.080]So I've seen kids putting sticks in a jar,
[00:06:27.480]Velcro things you know next to the center,
[00:06:29.850]signing up with a teacher, many different ways.
[00:06:32.340]The problem with some of those
[00:06:33.750]is that kids who need more support,
[00:06:36.120]like our autistic learners,
[00:06:37.290]are not necessarily looking around the room
[00:06:39.210]to see how many kids can play where,
[00:06:40.800]they don't necessarily care
[00:06:42.390]what's on the shelf right next to the toy
[00:06:44.520]and they sometimes are not aware
[00:06:46.890]that the stick represents anything
[00:06:47.730]and it's not just this arbitrary stick
[00:06:49.680]you're forcing them to carry around.
[00:06:52.980]So whatever you decide to use,
[00:06:54.810]make sure that it represents the child to them.
[00:06:57.510]And so in our classroom we do little pictures,
[00:06:59.460]you can see in that little yellow chart
[00:07:01.170]with their names on it and then we transition
[00:07:02.760]to just names later for some of the kids.
[00:07:05.490]And then you also wanna see if there's behavior issues,
[00:07:07.560]look at maybe the toy and the way it's presented.
[00:07:10.590]So I had a issue with my Legos there,
[00:07:12.750]I broke 'em into four boxes.
[00:07:14.790]Melissa and Doug boxes are the absolute best,
[00:07:17.130]so if you ever have any save them for things like this.
[00:07:20.310]So four kids can still play in Legos
[00:07:21.900]but now they put their individual picture on each box
[00:07:23.940]and they have to check out a Lego box from me
[00:07:25.770]instead of all fighting out of one thing
[00:07:27.780]and then there's not enough guys, they always tell me.
[00:07:29.617]"Mrs. H, there's not enough guys,"
[00:07:31.290]and so we make sure at the end of the day,
[00:07:32.820]my para, her biggest job ever is I'm like,
[00:07:35.167]"Get the guys in the box." (laughs)
[00:07:40.530]Oh sorry, me too, me again.
[00:07:42.870]So show of hands, who uses visual timers in their classroom?
[00:07:46.020]There you go. Awesome.
[00:07:47.760]So I don't have to explain this too much
[00:07:48.900]if you're already using them.
[00:07:49.733]This one's my favorite and I have a link at the end
[00:07:52.320]with all my stuff on it and I have an Amazon list
[00:07:55.200]with all the things from this presentation
[00:07:56.640]if you need another one.
[00:07:57.960]So you can use visual timers for all these different things.
[00:08:04.140]So defining spaces for students' bodies
[00:08:06.300]or supplies is also helpful for them
[00:08:08.490]to learn personal space boundaries
[00:08:10.080]and to practice regulation of their bodies
[00:08:12.210]as well as organizational strategies.
[00:08:14.340]So here are some ideas of how you can create boundaries
[00:08:16.590]in your classroom or at home.
[00:08:18.300]If you don't have a rug that already has
[00:08:20.250]a design on it with boundaries or personal spaces,
[00:08:23.190]you can use tape squares or circles.
[00:08:25.650]You can also tape a square for the child's chair to stay in
[00:08:29.400]or I've seen it done for a whole table or desks too,
[00:08:32.910]just to help define those spaces more visually.
[00:08:36.510]If you want to, too, a new idea
[00:08:38.520]that I learned is to use wiki sticks.
[00:08:40.500]So if you're doing a worksheet and that's overwhelming
[00:08:42.990]or if you have a child who is struggling
[00:08:45.420]to color in the lines,
[00:08:46.860]you can put the wiki sticks on the area
[00:08:49.140]that they need to focus on
[00:08:50.460]or around the whatever area
[00:08:52.770]that you want them to color within.
[00:08:54.330]So it just provides an extra boundary for them.
[00:08:57.930]Using bins and other containers
[00:08:59.460]can also help keep those toys
[00:09:00.720]and school supplies contained
[00:09:03.570]and it helps create less visual clutter as well.
[00:09:10.440]So here's one more page of my book,
[00:09:12.055]kind of highlighting some of the sensory differences
[00:09:14.820]some students might have.
[00:09:15.720]So it's important to be aware of sensory differences
[00:09:18.060]in a busy classroom.
[00:09:19.170]So this page, you can read it but I'll read it to you, says,
[00:09:21.967]"No one seems to notice things quite the way I do.
[00:09:24.127]"Can you hear a light bulb turning on
[00:09:25.597]"or feel the color blue?"
[00:09:27.210]And this page was written
[00:09:28.620]because a student I always had working with me
[00:09:30.810]when I was a special education teacher before
[00:09:32.490]would always tell me that the light was noisy,
[00:09:35.460]I couldn't even hear it but it was bothering her a lot,
[00:09:38.010]and then she would always want me
[00:09:39.060]to turn one of the lights off
[00:09:39.990]and then everything she ever used
[00:09:41.340]she wanted it to be blue and I kept asking her,
[00:09:43.237]"It's okay, why do you want it blue?"
[00:09:44.520]She's like, "It just feels better, Mrs. H.
[00:09:46.987]"Blue feels better," and so that kind of inspired this one.
[00:09:52.290]We didn't tell you either,
[00:09:53.160]but you do have a sticker that you can keep
[00:09:55.440]that has one of the illustrations from the book
[00:09:59.250]and one of your students.
[00:10:01.020]So, children that present
[00:10:02.430]with sensory processing difficulties
[00:10:04.110]might appear to be over responsive or under responsive
[00:10:06.870]to certain types of sensory input.
[00:10:08.700]Over responsive means that they're quick
[00:10:10.500]to notice information received from their senses
[00:10:12.720]or are highly aware, so a little bit of some sensory input
[00:10:16.260]could seem like a lot to a child that is over responsive.
[00:10:19.290]Under responsive means that they do not notice
[00:10:21.420]or process the information received
[00:10:23.100]from their senses as well.
[00:10:24.390]So they seek extra sensory input
[00:10:27.030]or they might need support from others
[00:10:28.500]to register that sensory input.
[00:10:30.720]So it's important to note
[00:10:31.800]that some students can be over responsive to some senses
[00:10:35.040]and under responsive to others at the same time.
[00:10:37.380]It's not an all or nothing or always.
[00:10:40.050]So you could be over responsive to touch
[00:10:42.150]and avoid wearing tight clothes,
[00:10:44.100]but you might also be under responsive to movement
[00:10:46.170]and appear to be always on the go.
[00:10:50.040]So on these next slides I'm going to go through
[00:10:52.590]the seven senses and explain what they may look like.
[00:10:55.260]The slides will provide you strategies to try.
[00:10:57.450]So I'm not gonna read the strategies from the slide
[00:11:00.300]so you can do that later or you can do it as I go.
[00:11:03.360]But the first one is proprioceptive
[00:11:05.100]and it's the awareness of where your body is in space.
[00:11:07.980]It's very important to the brain
[00:11:09.660]'cause it plays a large role in self-regulation,
[00:11:12.030]coordination, posture, body awareness,
[00:11:15.000]the ability to focus, and speech.
[00:11:16.980]So children who are clumsy, uncoordinated
[00:11:19.800]and sensory seeking are often experiencing
[00:11:21.821]proprioceptive dysfunction.
[00:11:23.730]Signs of it include pushing, riding too hard, playing rough,
[00:11:27.810]banging or shaking feet while sitting,
[00:11:29.850]chewing, biting, climbing on everything,
[00:11:32.640]jumping off of things and liking tight clothes.
[00:11:35.580]So children who have underdeveloped skills in this area
[00:11:37.770]might fall outta their chair,
[00:11:39.210]need to touch the wall as they walk in the hall
[00:11:41.520]or often be bumping into classmates.
[00:11:43.500]And this sensory area is kind of a new thing for me.
[00:11:46.950]I'm a school psychologist so I do a lot of observations
[00:11:50.220]for behavior and I would see behavior,
[00:11:52.620]but the occupational therapist that I worked with
[00:11:54.570]was helping me notice it might be a sensory seeking behavior
[00:11:57.870]instead of the child just doing something
[00:12:00.810]that we don't want them to do.
[00:12:01.710]So that's why there's a lot of sensory things in here
[00:12:04.110]'cause I've found that it's really important,
[00:12:05.550]especially for the preschool age.
[00:12:08.340]The next one is the vestibular system
[00:12:10.530]and it's located in our inner ears.
[00:12:12.210]It helps regulate your sense of body,
[00:12:14.520]or balance and body control.
[00:12:16.110]So being oversensitive in this area
[00:12:17.970]can lead to a debilitating response to motion,
[00:12:20.310]which will usually look like motion sickness,
[00:12:23.490]and an under responsive system demonstrates
[00:12:25.500]as a need to seek out movement.
[00:12:27.060]So it's gonna appear like hyperactivity
[00:12:29.580]or a desire to be on the move all the time.
[00:12:32.280]These children will be eager to accept
[00:12:34.710]all of that rough and tumble play
[00:12:36.300]or the rides out at recess,
[00:12:38.820]or even at a fair or a carnival.
[00:12:40.260]They're really just gonna be seeking those.
[00:12:42.450]Gymnastics is a good activity for students
[00:12:45.510]who are under responsive to that type of sensory input.
[00:12:52.980]So the tactile sense helps us interpret information
[00:12:55.860]about pressure, texture, movement, vibration,
[00:12:59.490]temperature and pain.
[00:13:00.960]It also provides us with information about what we need
[00:13:03.240]for visual perception, body awareness and motor planning.
[00:13:06.150]So your touch seeker is gonna seek it out.
[00:13:08.100]They're gonna touch everything
[00:13:09.240]and they might appear to have a high pain threshold.
[00:13:12.210]They may self injure, like chew on themselves
[00:13:15.180]or chew on inedible items or clothing
[00:13:17.580]and they may seek out physical touch
[00:13:19.110]and different textures to experience.
[00:13:21.120]A touch avoider is going to withdraw from
[00:13:23.190]or avoid those tactile experiences.
[00:13:25.410]So they may find another person's touch feels unpleasant
[00:13:29.100]or even painful and they might avoid getting messy,
[00:13:32.070]like all your messy play,
[00:13:33.870]they might be adversive to certain foods,
[00:13:36.360]brushing their teeth, bathing, or even having a haircut
[00:13:39.120]and then they also might not like wearing certain textures
[00:13:42.210]because of how it feels.
[00:13:46.890]A person who's over responsive to oral sensory input
[00:13:50.880]may prefer foods that are very spicy.
[00:13:53.070]They may even pick up, taste or eat non-edible items,
[00:13:56.160]such as grass and stones.
[00:13:58.050]A person with an under responsive oral sensory system
[00:14:01.110]may experience taste and flavors
[00:14:02.670]that are too strong for them
[00:14:04.080]so they may have a limited diet
[00:14:06.570]that's limited to just things that they can tolerate.
[00:14:08.910]It could be the odor or the texture
[00:14:10.620]that's just too difficult for them to cope with.
[00:14:16.650]Smell is strongly linked to our emotional responses.
[00:14:21.030]There are certain sense that can overwhelm those
[00:14:23.220]who are oversensitive to olfactory sensory input.
[00:14:26.340]So just want you to think about, in your classroom,
[00:14:28.350]do you diffuse oils
[00:14:29.760]or do you have your Scentsy things plugged into the wall?
[00:14:32.730]That can really create problems for some students
[00:14:36.180]that just can't handle those smells.
[00:14:38.490]As well as thinking about what perfume or cologne
[00:14:42.390]or hair products or body wash products
[00:14:44.580]that you use and the scents that they may give off.
[00:14:48.076]And then the other side of that is there are students
[00:14:49.950]who may sniff everything 'cause they want that input
[00:14:52.980]and it can be helpful to put,
[00:14:54.810]you might be able to spray a scent
[00:14:56.340]on a little piece of fabric
[00:14:57.570]and put that in their sensory bin
[00:14:59.340]or their calm down space
[00:15:00.450]so that they have access to that scent if they need it.
[00:15:03.330]And then not everybody else has to smell it as well
[00:15:05.910]if they don't want to.
[00:15:08.910]There's several ways
[00:15:09.750]to have sensory challenges with hearing.
[00:15:11.970]One may have difficulty filtering and processing sounds
[00:15:14.880]so loud noises like alarms can cause physical pain for some,
[00:15:18.840]others seek out the high volumes
[00:15:20.790]to get the stimulation they require.
[00:15:22.770]So many of the strategies that we provide
[00:15:24.780]are usually to reduce noise in a classroom
[00:15:28.320]and then it's more difficult to find ways
[00:15:30.270]to make more noise for the students that need it.
[00:15:32.880]But a couple ideas could be standing closer
[00:15:34.890]to that student when you're giving directions
[00:15:37.050]or allow that student to use headphones during
[00:15:39.270]the free play or work time so that they can have music
[00:15:42.960]or whatever noise input that they need.
[00:15:48.600]A child who's under responsive to sight
[00:15:51.030]may seek experiences to boost that visual input.
[00:15:53.730]So they might be captivated by small details
[00:15:56.130]that are unnoticed by others
[00:15:57.930]or may be found staring into light sources.
[00:16:00.810]Patterns and colors may also be fascinating.
[00:16:03.630]A child who's under responsive to site
[00:16:05.340]may find it particularly difficult
[00:16:06.780]to use or maintain eye contact
[00:16:08.850]and what can appear like rudeness
[00:16:10.230]may actually be a reluctance to participate in an action
[00:16:12.960]which will cause them physical pain or anxiety.
[00:16:18.810]A sensory diet is a group of activities
[00:16:21.120]that are specifically scheduled into the child's day
[00:16:23.370]to assist with attention, arousal and adaptive responses.
[00:16:26.880]So when you start with a sensory diet
[00:16:28.800]it's gonna be on a very rigid schedule
[00:16:31.170]and that will be needed to help get the child
[00:16:32.910]the breaks that they need at first.
[00:16:34.650]But the goal is to have the child be able
[00:16:36.540]to recognize when they need a break
[00:16:38.910]and to be able to choose independently
[00:16:40.860]from a menu of choices to help them get that break.
[00:16:43.680]So you're gonna start with helping them a lot with it
[00:16:46.170]and then the goal is, as they learn and grow,
[00:16:49.140]that they can take care of those needs themselves.
[00:16:56.130]So this is an autism specific spotlight.
[00:16:57.960]We have a few of these throughout our presentation
[00:16:59.640]because this is the autism conference.
[00:17:00.990]So again, everything we're talking about
[00:17:02.340]is gonna benefit all learners in your classroom.
[00:17:04.200]But here's some specific things just to remember.
[00:17:07.500]So children with autism often thrive on routine.
[00:17:09.600]Obviously, a lot of us know that.
[00:17:12.090]Routines and predictability are very important
[00:17:14.430]to young children, all young children,
[00:17:16.200]especially our autistic learners,
[00:17:18.150]and it's important to consistently use supports
[00:17:20.070]that children need that are working.
[00:17:21.390]And I know you guys know this, but just as a reminder,
[00:17:24.210]it's important that they have access
[00:17:25.470]to supports in all school settings.
[00:17:26.910]So I teach in a full day pre-K and I have kids
[00:17:29.370]that if I forget something that they need
[00:17:31.260]in classroom with me to music class,
[00:17:33.930]I have to go get it because they're gonna need it.
[00:17:36.180]You can't just be like, "Oh you'll be fine this one time."
[00:17:37.890]No, they still need it even if it's in a different class
[00:17:39.900]with a different teacher and kind of using
[00:17:41.070]your team of teachers to talk about, this is why,
[00:17:43.560]it's not just a distraction, those kind of things.
[00:17:46.320]Visual supports are also very beneficial
[00:17:48.150]to neurodivergent learners across the board
[00:17:51.120]and they will also benefit all three to five year olds.
[00:17:53.190]So don't ever feel like, I'm doing all this work
[00:17:55.440]and it's just this one kid in my classroom,
[00:17:57.900]it's gonna benefit all of them,
[00:17:58.860]'cause again, they can't read.
[00:17:59.970]So visual things are good
[00:18:02.070]and that includes all the things we talked about,
[00:18:03.480]like the timers and the solution cards and all of that.
[00:18:07.380]Okay, now we're gonna talk about
[00:18:08.430]some social and behavior strategies
[00:18:09.930]and here's one more page of my children's book.
[00:18:11.610]So the opposite page continues
[00:18:12.870]the little line of animals and says,
[00:18:14.617]"My friends all play together,
[00:18:15.817]"I want to join their fun,
[00:18:17.287]"but I'm busy with my toys
[00:18:18.457]"that I line up one by one,"
[00:18:20.130]and this actual picture was based off of something
[00:18:22.200]I saw at work one day.
[00:18:23.940]So we're gonna talk about some positive behavior strategies
[00:18:26.850]we can use to motivate all learners in our classroom
[00:18:28.890]and not just single out one or two kids that we have
[00:18:31.350]or three or four kids and then some social skill support
[00:18:34.560]for the classroom to support everyone too.
[00:18:41.400]So this is just a list of our favorite social
[00:18:43.680]and behavioral strategies for young learners
[00:18:44.513]and we're gonna cover them in more depth
[00:18:46.620]on the following slides.
[00:18:51.090]So sticker charts.
[00:18:52.470]I don't know if any of you guys use sticker charts.
[00:18:53.850]You raise your hands again if you do.
[00:18:55.440]Okay, so I know it's an extrinsic motivation
[00:18:57.600]so stick with me.
[00:18:58.740]I'm gonna get you on my side with the stickers.
[00:19:01.650]So when rewarding positive behavior
[00:19:03.240]and keeping our youngest learners engaged,
[00:19:04.710]it's important to keep switching up the rewards
[00:19:06.450]and frequency that you use.
[00:19:08.010]You don't need to fall into the trap
[00:19:09.330]of thinking young kids should work for you
[00:19:10.920]just because you say they should
[00:19:12.210]or because they did yesterday.
[00:19:13.890]They have immature brains, they are egocentric.
[00:19:16.410]I don't feel like it's bribery
[00:19:17.790]if it's working for a paycheck
[00:19:19.020]and I don't go to work for free
[00:19:20.130]and preschoolers really don't go to work for free.
[00:19:23.280]It's okay to fade that back as they learn more skills
[00:19:26.310]but at the beginning you need to get their buy-in
[00:19:27.810]as you're building that relationship with them.
[00:19:30.180]So it's their very first experience usually in pre-K,
[00:19:32.940]being asked to do harder things
[00:19:34.470]than they would be at daycare with free play,
[00:19:36.090]and at home with mom and dad,
[00:19:38.400]for adults that are not their parents,
[00:19:39.630]so they're not as familiar with them.
[00:19:41.790]So I feel like it's okay to use tangible rewards at this age
[00:19:44.490]and you will obviously work towards intrinsic motivation
[00:19:46.950]as they get older, but they're, again,
[00:19:48.450]they're three to five years old,
[00:19:49.680]it's their first time being a human out in the world,
[00:19:52.020]not at their house,
[00:19:53.550]and it kind of just makes it fun for them.
[00:19:54.960]So some kids will need more frequent rewards
[00:19:57.210]and we can talk about that coming up.
[00:19:58.440]Again, it won't be one size fits all
[00:19:59.940]so I use these 10 frame sticker charts.
[00:20:01.740]They're from teachers, my teachers, many years ago.
[00:20:04.620]But I like it 'cause it has
[00:20:05.490]some pre-academic skills in there too
[00:20:07.170]and some kids I just cut the bottom row off
[00:20:08.760]and they only get five,
[00:20:09.593]some kids get a prize every single time they get a sticker
[00:20:12.420]and everyone in my classroom just knows
[00:20:13.920]kids get what they need and Mrs. H's room
[00:20:15.480]and it might not be the same.
[00:20:17.190]Some examples that my class really enjoys
[00:20:18.930]is they like the stickers, they like little prizes,
[00:20:21.930]they like smart smellies,
[00:20:23.040]which is these Chapsticks that I have
[00:20:24.420]that I rub on their hands and then they smell it,
[00:20:26.490]which is also really helpful
[00:20:27.450]for times when we do large group
[00:20:28.377]and I need them to be quiet
[00:20:29.610]so they're busy smelling their hands.
[00:20:31.890]And then you wanna be careful not to use food too often,
[00:20:34.440]'cause like I mentioned before,
[00:20:35.490]it can create unhealthy habits.
[00:20:36.750]So if you were to use food,
[00:20:38.940]I would never single it out for just one kid.
[00:20:41.190]Sometimes at the end of lunch I'm like,
[00:20:42.307]"You guys, you've been so quiet this whole lunch
[00:20:44.047]"and you've been so respectful to your friends,
[00:20:45.637]"I think we should all have chocolate chips for dessert,"
[00:20:47.610]and then we walk around
[00:20:48.443]and everybody gets two chocolate chips.
[00:20:49.650]So if you're gonna use food,
[00:20:50.483]make it like a fun experience,
[00:20:51.900]not singling out one kid
[00:20:53.520]and trying to get them to do things for M&Ms in my opinion.
[00:21:01.380]We're gonna kind of talk about
[00:21:02.370]how to handle the meltdowns that can happen in preschool.
[00:21:06.210]So when a student is in a meltdown
[00:21:08.100]they usually reach the fight, flight or freeze state
[00:21:10.350]where rational thinking stops
[00:21:11.700]and the emotional part of the brain,
[00:21:12.930]or survival mode, takes over.
[00:21:14.700]So when students are in this state,
[00:21:15.990]it can look like the following behaviors.
[00:21:17.970]They might kick, scream, push, spit, throw objects,
[00:21:20.640]glare at you, have fists
[00:21:22.830]or be gasping for breath when they're fighting.
[00:21:25.590]Flight can look like darting eyes, restlessness,
[00:21:27.780]excessive fidgeting or doing anything to get away from you.
[00:21:31.020]And freezing can look like holding their breath,
[00:21:33.150]feeling numb, being unable to move, daydreaming or whining.
[00:21:38.370]So once a child does flip their lid,
[00:21:40.410]which we'll learn about in the next video,
[00:21:42.390]you can't reason or rationalize with them.
[00:21:44.640]The behavior is a stress response.
[00:21:46.680]So being regulated doesn't always mean
[00:21:49.230]that you are calm and quiet,
[00:21:50.880]it just means that your energy level matches the task.
[00:21:54.270]So students need to be regulated
[00:21:55.770]before they're going to be able to think,
[00:21:57.360]learn and respond to you.
[00:21:59.130]So when a child's emotions are high,
[00:22:01.170]their logic and language are low.
[00:22:03.540]So in a meltdown, please don't reason with them.
[00:22:06.000]If you keep talking and talking and talking to them,
[00:22:08.010]you're gonna start sounding like Charlie Brown's teacher.
[00:22:10.710]So that's not the time to teach skills,
[00:22:12.360]it's not the time to reason.
[00:22:13.530]You need to connect and simply be with them
[00:22:16.710]until they are calm
[00:22:17.730]and then you can work on all of those skills.
[00:22:21.810]So here we have a short video
[00:22:23.310]that you could use with your students
[00:22:24.750]to explain how their brain works.
[00:22:26.130]It does have a lot of vocabulary in it though,
[00:22:27.720]so you probably have to pause and explain that
[00:22:29.220]to preschool in their appropriate language.
[00:22:36.823]Did you know (jazz music)
[00:22:37.890]that there are different parts in your brain
[00:22:39.441]and they each have a different job?
[00:22:42.510]Let's find out more about those two parts.
[00:22:46.231](foreboding music)
[00:22:51.840]Did you know that your brain has different parts
[00:22:55.770]and systems that have different jobs?
[00:22:58.830]Today we are talking about two parts,
[00:23:02.130]the limbic system and the prefrontal cortex.
[00:23:06.703]To help you understand
[00:23:08.010]we're going to use our hand and arm as a model.
[00:23:10.800]Your arm is like a spine,
[00:23:12.780]this part is the limbic system where your emotions are.
[00:23:16.410]These are emotions like anger, sadness, frustration,
[00:23:22.890]scared, shocked or feeling rejected.
[00:23:28.740]Your prefrontal cortex is where your thinking happens
[00:23:32.100]such as when you are learning.
[00:23:33.990]We call this upstairs,
[00:23:35.940]we call this downstairs.
[00:23:38.370]When you get angry or scared,
[00:23:40.680]or have a strong emotion,
[00:23:42.810]your brain goes to the downstairs limbic system.
[00:23:46.080]And you either freeze,
[00:23:49.320]fight,
[00:23:51.180]or take flight, that means runaway.
[00:23:54.660]We say that your brain gets flipped
[00:23:57.000]because you are no longer thinking clearly,
[00:23:59.910]but you are just using your emotions.
[00:24:02.310]Sometimes we say, "My lid is flipped,"
[00:24:05.580]you're going downstairs.
[00:24:08.550]The great news is that when we feel like
[00:24:10.470]we're going into our limbic system and flipping,
[00:24:13.530]we can use our words to name the emotion
[00:24:16.050]and see what we need and go back upstairs.
[00:24:19.080]Let's see what that might look like.
[00:24:21.630]I'm so mad that Angelina took my ball.
[00:24:23.880]I just wanna hit her.
[00:24:25.680]Uh oh, looks like she is going to flip her lid.
[00:24:29.190]She needs to take a deep breath
[00:24:31.167]and name what she is feeling.
[00:24:33.720]I'm feel angry. I want you to gimme the ball back.
[00:24:36.640]Looks like she is working in her upstairs brain again.
[00:24:40.920]Even if she doesn't get what she wants.
[00:24:43.200]She's in control of her own feelings again.
[00:24:46.140]So cheetahs, where are you gonna work today?
[00:24:47.970]Your downstairs or your upstairs brain?
[00:24:53.730]Okay, so this slide also has
[00:24:55.770]some strategies on it that you can use
[00:24:57.072]to help students return to a calm state
[00:24:59.220]where their upstairs and downstairs
[00:25:01.290]parts of their brain work together.
[00:25:03.030]So when a student needs help calming
[00:25:05.160]it's important to remain calm yourself,
[00:25:06.960]and I know that seems like common sense
[00:25:08.850]but a lot of times when I'm called in to help with behavior,
[00:25:11.550]the adult is also getting escalated themselves.
[00:25:14.700]So you just gotta take those deep breaths
[00:25:16.380]and try to remain calm yourself
[00:25:18.210]and just be sure not to ask the student
[00:25:21.030]to use any strategies that they haven't been taught already.
[00:25:24.810]So you're asking them to calm down and do things
[00:25:26.883]that you haven't taught them to do to calm down,
[00:25:28.950]that's not gonna work.
[00:25:30.360]You can create a calm down or sensory kit of items
[00:25:34.470]and strategies that work specifically for them
[00:25:37.050]and it can be difficult to make choices
[00:25:39.000]when you're in an escalated state
[00:25:40.860]or when you're dysregulated so you can offer them choices,
[00:25:43.440]usually two or three choices is recommended,
[00:25:45.390]otherwise it's overwhelming 'cause there's too many choices
[00:25:48.720]and you want to try to, if you can, have them do activities
[00:25:52.380]where they could cross their midline
[00:25:54.360]'cause that can encourage different parts of their brain
[00:25:56.370]to work and make them think a little bit again.
[00:25:58.800]Yoga, blowing bubbles, using fewer words and a softer voice
[00:26:02.550]and modeling deep breathing are also useful strategies.
[00:26:06.660]Did you know (jazz music)
[00:26:07.493]that there are different parts in your brain
[00:26:08.910]and they each have a different job?
[00:26:10.740]The clicker decided to play it again.
[00:26:18.430]Okay, so another way
[00:26:19.710]to help with positive behavior management
[00:26:21.630]is to build in movement throughout today.
[00:26:23.040]So you guys saw my class
[00:26:24.120]and they were not sitting all nicely
[00:26:26.370]and they were definitely moving.
[00:26:28.290]So scheduling movement breaks by breaking up sitting times
[00:26:30.900]throughout your day is important
[00:26:32.130]and then really remember that,
[00:26:33.507]and I always kind of forget this, eating is sitting too.
[00:26:36.360]So if they're struggling with something right after eating
[00:26:38.790]and you have some large group thing going on
[00:26:40.230]that's going terribly, it might be
[00:26:41.550]because they were all sitting for a really long time eating
[00:26:44.250]and then you have them sitting again.
[00:26:45.480]So just kind of breaking up your schedule
[00:26:46.800]when you start to make your schedules for next year,
[00:26:48.300]starting to look at those things
[00:26:49.380]and make sure you're breaking them up
[00:26:50.550]so that they have lots of movement.
[00:26:51.990]And then if you can't help it, sometimes,
[00:26:54.240]remembering to let them move
[00:26:55.470]while they're doing more sitting activities.
[00:26:58.470]So, during large group I had that thing
[00:27:00.300]where they whisper in their hand and shake it up,
[00:27:02.190]I have 'em do all sorts of things, they love it.
[00:27:03.840]Pass it to your other hand.
[00:27:04.767]Put it in your pocket.
[00:27:06.300]High five your partner with it.
[00:27:07.260]All the things, sometimes I let them scream it at me
[00:27:09.690]and yell it really loud.
[00:27:10.920]Usually not, sometimes I tell 'em to tell it to me
[00:27:13.230]in a robot voice.
[00:27:14.250]So just kind of getting their buy-in
[00:27:15.660]and things that you're teaching them are valuable
[00:27:17.700]and getting them participating and moving is great.
[00:27:20.400]And then you want to remember that
[00:27:23.160]just because they're not actually sitting
[00:27:24.840]and looking at you, doesn't mean they're not listening.
[00:27:26.520]So it's okay, my little buddy that was laying down,
[00:27:29.160]he's the youngest in our class, it's okay.
[00:27:31.080]One of my kids just stays in the back
[00:27:33.360]in our little play kitchen
[00:27:36.180]and just stands there by the door
[00:27:37.500]with the door in between him and me and just watches me.
[00:27:39.570]And he's there and he's listening
[00:27:40.830]and he's in his little fridge door and it's okay
[00:27:42.690]because he's listening and he'll answer the questions
[00:27:44.550]that I ask him to answer.
[00:27:49.710]Another thing that we like to talk about
[00:27:51.750]is building relationships.
[00:27:53.250]Relationships are central to the healthy development
[00:27:55.650]and academic performance of students
[00:27:57.210]because they foster trust
[00:27:59.160]and trust between the teacher and the student
[00:28:00.960]creates conditions for reduced anxiety
[00:28:03.360]as well as increased motivation.
[00:28:05.340]So trust sets your foundation for learning
[00:28:08.220]and some ideas we have on this slide
[00:28:10.560]to help build healthy relationships
[00:28:12.720]include sitting with the students during their work time
[00:28:15.660]and share your thinking with them.
[00:28:17.250]Listen to them, learn about what they like to do too.
[00:28:20.640]You can use specific content to share and develop ideas,
[00:28:24.450]so you might have to watch a lot of "Paw Patrol,"
[00:28:26.520]or "Bluey," or whatever it might be that year
[00:28:29.700]to learn what your students are really interested in
[00:28:31.680]so that you can have those conversations with them.
[00:28:34.260]Using a birthday chart just shows them that they all matter
[00:28:37.740]and that they're all part of that community.
[00:28:40.230]Throughout the day you can gather information
[00:28:41.880]about your students likes and dislikes
[00:28:43.350]and if you struggle to remember that all record it
[00:28:45.917]'cause then when you have to motivate them later
[00:28:48.450]you can pull it out and find out
[00:28:49.680]what they're really interested in.
[00:28:52.140]Scheduling one-to-one conferences with students,
[00:28:54.780]you can try to shoot for five minutes
[00:28:56.370]and meet with two students a week
[00:28:57.780]and then you should be able to get to every student
[00:29:00.000]throughout your quarter.
[00:29:01.800]You can use sticky notes.
[00:29:03.180]Leave them a short personalized note,
[00:29:04.590]read it to 'em and then have 'em send it home,
[00:29:06.000]show mom and dad.
[00:29:06.930]That builds your relationship with mom and dad too
[00:29:08.760]'cause sometimes we forget to contact parents
[00:29:11.730]unless it's something that's gone wrong
[00:29:13.530]and parents love to hear about all the good little things
[00:29:16.950]that their children are doing as well.
[00:29:18.990]And then if you have students who just need a little more
[00:29:21.780]help with that building a positive relationship,
[00:29:24.510]just check in with them more often.
[00:29:26.520]A really easy strategy that I share with all grade levels
[00:29:30.210]is try the 2x10 strategy,
[00:29:31.650]and that just means you check in with that student
[00:29:33.480]for two minutes and you talk about anything
[00:29:35.760]but the behavior that's a problem
[00:29:37.800]and you do it for 10 days, or 20 days,
[00:29:39.660]or however many days it takes.
[00:29:41.970]But I know we don't have a lot of time,
[00:29:43.800]but two minutes is really all that it takes
[00:29:45.900]to check in with that student and build that relationship.
[00:29:48.450]I started doing that one
[00:29:49.680]after Deann showed me her slides
[00:29:51.570]and it has changed my life in pre-K, it's amazing.
[00:29:53.670]My friends that are struggling
[00:29:54.900]are not struggling as much anymore.
[00:29:58.920]Another idea is called
[00:30:00.840]the teacher student game or the good behavior game
[00:30:04.110]and you can Google it and find a lot of things
[00:30:06.180]and we have a step-by-step guide
[00:30:09.120]linked on our resources page for it.
[00:30:11.130]But basically the good behavior game
[00:30:12.570]is a classroom management strategy
[00:30:14.010]that promotes the positive behavior
[00:30:15.960]and it has shown positive long-term impact for students.
[00:30:19.020]So students learn teamwork,
[00:30:20.400]they received positive reinforcement for promoting
[00:30:22.410]and following classroom rules,
[00:30:24.120]they practice monitoring and managing their own behavior.
[00:30:27.360]So you divide the class into teams
[00:30:29.250]and the point is given to a team
[00:30:30.990]for any inappropriate behavior
[00:30:32.370]that's displayed by one of its members
[00:30:34.440]and then at the end of your time of the game,
[00:30:36.570]the team with the fewest number of points,
[00:30:39.030]they win a reward, a group reward.
[00:30:40.650]And if you have two or more teams
[00:30:42.030]that keep their points below a certain level,
[00:30:43.620]then they can all get a reward.
[00:30:45.690]And so the program was first tested in 1969,
[00:30:48.090]so it's been around for a while,
[00:30:49.650]and there's lots of research behind it
[00:30:51.270]that show that it is effective
[00:30:53.160]for increasing on-task behavior
[00:30:56.100]while reducing the disruptions in the classroom.
[00:31:05.490]Okay, so we have another
[00:31:06.323]autism specific spotlight.
[00:31:07.590]So sometimes it can create a problem
[00:31:08.970]when you're trying to meet everyone's individual needs
[00:31:11.070]and then all of the kids, they're those recently toddlers,
[00:31:14.700]now preschoolers and they're still egocentric
[00:31:16.590]and they see their friends getting things
[00:31:18.120]and they all want the same things
[00:31:19.590]and I've heard that from educators
[00:31:20.970]in all the districts I visited,
[00:31:22.650]I would really love to do that for so-and-so
[00:31:24.030]but then everyone's gonna want it
[00:31:24.863]and it's gonna create a problem.
[00:31:26.880]So kind of a way I've mitigated that a little bit
[00:31:28.980]is in my classroom I focus on equity versus fairness.
[00:31:31.500]I obviously don't use those words with the kids
[00:31:33.180]'cause they're kind of big, but I say things like,
[00:31:35.677]"Everyone needs different things to learn at school,"
[00:31:37.770]and I usually wear glasses
[00:31:38.700]so I always point to my glasses and say,
[00:31:40.387]"I need glasses to learn at school.
[00:31:42.337]"So-and-so needs a toy to sit on the carpet
[00:31:44.347]"or so-and-so's not sitting on his dot and that's okay,"
[00:31:46.557]and then I praise them and I'm like,
[00:31:47.917]"But you are an expert at that
[00:31:49.807]"and you have learned it and I am so proud of you
[00:31:51.907]"and some of our friends are still learning
[00:31:53.467]"and it's okay to be learning things at different times,"
[00:31:56.310]and so then we talk a ton about it at lunch
[00:31:58.650]and all the time about things that we are experts on
[00:32:01.350]and things we are still learning.
[00:32:02.490]And I give them real examples all the time.
[00:32:04.500]My still learning is always math.
[00:32:05.790]Every time we do number things,
[00:32:07.710]I always talk about how like that's hard for me
[00:32:09.420]and so I'm still learning it and I'm still working on it,
[00:32:11.670]but then I praise them for something that they're experts at
[00:32:14.280]and I think it's just a beautiful thing
[00:32:16.620]when you see the kids in your classroom
[00:32:18.330]start to support each other
[00:32:19.980]and that's kind of what inclusion really is about,
[00:32:21.590]it is about talking to the typical peers
[00:32:24.660]about how to support and involve and love on their peers
[00:32:27.960]and let them be a part of it.
[00:32:29.070]So I have my kids do things,
[00:32:30.960]like one kid will run and turn off the lights all the time
[00:32:33.030]and they used to get all upset
[00:32:34.140]and he's not the helper and now they tell me,
[00:32:35.857]"It's okay, he's still learning,"
[00:32:37.560]and it just makes my heart so happy.
[00:32:48.090]Oh sorry, and Cari Ebert Seminars is a great
[00:32:50.340]neurodiversity affirming ideas and tips for early childhood
[00:32:54.540]and her son also is autistic,
[00:32:55.950]so if you look her up on anything, she has a website,
[00:32:58.230]you might know her, I think she's from Nebraska,
[00:33:00.060]and she's on every social media too, so she has lots of,
[00:33:05.550]sorry, she's not from Nebraska.
[00:33:07.050]I've seen her in Nebraska a lot of times. Thank you.
[00:33:10.020]Near Nebraska. Thanks.
[00:33:11.190]So you guys know her so look at her thing.
[00:33:18.870]All right, so here are
[00:33:19.703]some more calm down strategies.
[00:33:21.000]There's tons of things you can try,
[00:33:23.340]but we just wanted you to have a short list
[00:33:26.070]and it can take some trial and error
[00:33:27.420]to find out what works best for you
[00:33:29.220]and what works best for your students.
[00:33:30.630]So there's a plethora of ways to do deep breathing.
[00:33:33.330]So some of my favorites are triangle breathing.
[00:33:37.110]So once they learn what a triangle is,
[00:33:38.520]you just make the triangle in the sky or on your hand,
[00:33:42.750]but you just breathe in and hold it,
[00:33:44.700]breathe out and hold it, breathe in and just repeat.
[00:33:47.490]Can do that with a square as well or a lazy eight,
[00:33:50.640]you make an eight and you can pause in the middle
[00:33:53.160]and go around, or an infinity sign,
[00:33:56.250]one with more movement is a elephant.
[00:33:57.930]So you make your elephant trunk
[00:33:59.550]and you put your trunk up when you breathe in
[00:34:01.440]and then if you want to you can make
[00:34:02.610]really fun elephant noises when you breathe out.
[00:34:04.890]So that's fun.
[00:34:06.750]The lemon is just squeezing the lemon when you breathe in
[00:34:09.624]and letting it go when you breathe out.
[00:34:11.220]And Spider-Man, I mean they all love to do their webs.
[00:34:14.040]So you breathe in and then you do your webs
[00:34:15.630]and then you breathe out.
[00:34:17.400]Those are some breathing exercises.
[00:34:20.010]And before you use them with students
[00:34:21.630]you wanna make sure you teach 'em how to take deep breaths
[00:34:24.240]and that can be really difficult for the little ones
[00:34:26.580]'cause they like to get the air in their chest
[00:34:27.900]instead of their bellies.
[00:34:29.280]So you could have them lay on the ground
[00:34:31.050]and have a stuffed animal or a toy
[00:34:32.430]and they try to get that toy to go up and down
[00:34:34.320]when they get the air into their belly.
[00:34:36.450]You can also try to sniff the flower
[00:34:38.940]and blow out the birthday candle.
[00:34:41.580]Or you can try blowing bubbles or using balloons
[00:34:45.630]because you have to use deeper breath
[00:34:47.190]to be able to do those activities.
[00:34:49.590]Some other calm down strategies include
[00:34:51.330]a grounding technique
[00:34:52.170]that I'll talk about on the next slide.
[00:34:54.150]You can teach emotion words to students
[00:34:56.280]and practice what they look like in a mirror
[00:34:58.050]or play gestures with each other
[00:34:59.400]to try to guess what they're showing on their face.
[00:35:02.550]The mirror really helps though
[00:35:03.690]'cause sometimes they don't notice
[00:35:04.923]what their own face is doing.
[00:35:06.510]So if they have that mirror it helps make that connection.
[00:35:11.640]You can use relaxation scripts, singing, drinking water,
[00:35:15.270]just finding a way to distract them or redirect them.
[00:35:18.450]And positive affirmations, movement and giving yourself hugs
[00:35:21.990]are all things that can help students calm down.
[00:35:27.690]This is an example of a sensory anchor
[00:35:29.940]or a grounding technique.
[00:35:31.350]And a sensory anchor is just a behavior
[00:35:33.930]or a repetitive activity which helps the brain organize,
[00:35:36.570]calm, soothe, and achieve or maintain a ready state.
[00:35:39.930]So a sensory anchor helps the child feel grounded,
[00:35:42.510]in control of the movement, and provides a sense
[00:35:44.850]for the brain to organize and regulate.
[00:35:47.520]So you might see students lining up objects,
[00:35:50.070]making repetitive movements, chewing a non-food object,
[00:35:53.580]rocking, bouncing, repeating a script or phrase or tapping
[00:35:57.780]and those can all be grounding techniques
[00:36:00.030]or a sensory anchor for those children.
[00:36:02.520]So this graphic shows a grounding technique
[00:36:04.470]that can be useful to help you or your students
[00:36:06.360]reset their sensory system when they're stressed.
[00:36:09.150]So you start by acknowledging five things
[00:36:11.190]that you can see around you
[00:36:12.960]and then you move on to four things that you can touch,
[00:36:15.960]and then three things that you can hear,
[00:36:18.120]two things that you can smell,
[00:36:19.350]and one thing that you taste.
[00:36:21.450]And so once you have that done,
[00:36:22.800]it's kind of distracted you
[00:36:24.630]and just reset from the problem
[00:36:26.970]so you can calm enough to problem solve.
[00:36:32.940]So next we have a list of 10 practical techniques
[00:36:35.850]to reduce behaviors that are causing disruption
[00:36:38.460]and my hope is that you can find a new one to try
[00:36:41.010]or maybe just be reminded of some that you knew about
[00:36:43.230]but maybe you've forgotten to try recently.
[00:36:45.300]So stating the student's name helps cue them
[00:36:47.700]into the fact that you're actually talking to them
[00:36:50.040]and you wanna make sure that you use their preferred name
[00:36:51.990]because you know when my mom yelled Gina Marie,
[00:36:54.720]I knew I was in trouble, right?
[00:36:56.490]Especially if she added the last name on.
[00:36:58.650]But students are the same way.
[00:37:00.060]So, if you have a Ben in your class
[00:37:02.940]and you start calling him Benjamin,
[00:37:04.350]he is gonna cue in to that he has done something wrong.
[00:37:07.500]Or maybe you also wanna be careful
[00:37:09.720]not to call everybody sweetie or honey
[00:37:11.400]or buddy or whatever it may be.
[00:37:13.260]So just use their name.
[00:37:15.300]When you make a request, keep it positive
[00:37:17.820]and in a statement format
[00:37:19.170]and I forget to do this at home a lot too,
[00:37:21.270]but tell them it's time to go to the rug for listening games
[00:37:24.840]versus asking them, are you ready for listening games?
[00:37:27.270]Because we're not giving them a choice,
[00:37:28.680]we want them to go to the rug
[00:37:30.000]so you wanna use a statement.
[00:37:31.680]Using proximity when you make requests,
[00:37:34.140]get close and at their level,
[00:37:36.180]and remember your tone of voice and your voice level
[00:37:38.160]and just, again, remain calm.
[00:37:40.380]You wanna use eye contact when it's possible
[00:37:42.000]but don't force it.
[00:37:43.170]You wanna find a way just to ensure
[00:37:44.520]that you have their attention,
[00:37:45.420]kind of like Taylor talked about,
[00:37:46.650]that's gonna look different for all of her students.
[00:37:48.690]Some of them are gonna show
[00:37:49.710]that they're paying attention
[00:37:51.120]in a different way than others.
[00:37:53.100]Provide time to respond and that goes with the next one
[00:37:56.160]and not repeating the request over and over again
[00:37:58.470]because then it becomes nagging.
[00:38:00.660]Model, model, model, model again
[00:38:02.520]the behavior that you desire while you describe it,
[00:38:05.340]try to keep emotion out of it
[00:38:07.622]and you wanna try to have more times
[00:38:09.030]where you are asking a student
[00:38:11.070]to start a behavior than stop it.
[00:38:13.800]So you don't wanna be saying, "No no, stop, stop,"
[00:38:16.260]all the time.
[00:38:17.093]You wanna try to have more times
[00:38:18.330]where you're asking them to do something
[00:38:20.370]or to start a behavior
[00:38:21.310]and that just goes along with being proactive
[00:38:23.730]and setting the student up for success.
[00:38:26.250]And then when you see the behavior that you're requesting,
[00:38:28.260]provide praise for it and verbally reinforce that
[00:38:30.870]so it reinforces the compliance of their desired behavior.
[00:38:36.600]Here's some pictures of a technique
[00:38:38.280]that I've observed a teacher using,
[00:38:40.050]she calls it blurt beans, and she's using it for
[00:38:43.740]a whole classroom management technique.
[00:38:46.470]She gives each student a small container
[00:38:48.510]that they keep at their desk or their table
[00:38:50.610]and at the end of each day
[00:38:52.050]however many beans they have left,
[00:38:53.430]they pour that into their big container.
[00:38:55.800]So when the large container is full,
[00:38:57.240]the class gets to have an ice cream party.
[00:38:59.100]But what I love about it is there's also smaller rewards,
[00:39:01.440]for filling a third of the container
[00:39:02.820]or two thirds of the container.
[00:39:05.070]And so they get eight beans in the morning,
[00:39:07.740]not everybody has to get the same number of beans,
[00:39:09.630]that can be up to you,
[00:39:10.463]and then if they blurt throughout the day,
[00:39:12.180]they just have to place one of their beans
[00:39:13.740]into the blurt jar.
[00:39:15.300]So the teacher uses it for blurts 'cause that's the behavior
[00:39:18.180]she wanted to focus on her students
[00:39:20.220]but you could use it for other behaviors
[00:39:21.810]such as not hitting friends or using walking feet
[00:39:24.750]or staying in your space,
[00:39:25.800]following directions the first time,
[00:39:27.240]whatever behavior you want your class to be working on.
[00:39:29.910]So I also like it 'cause it gives each individual student
[00:39:32.370]something to work on.
[00:39:33.720]They can try to beat their own score,
[00:39:35.820]but it also has the whole group,
[00:39:37.470]the whole class working towards something
[00:39:39.210]and it's not an all or nothing.
[00:39:42.420]And if you wanted to or needed
[00:39:43.920]to keep individual data on students,
[00:39:46.020]you could just use however many beans
[00:39:47.910]they have left at the end of the day
[00:39:49.320]and your school psychologist will love you
[00:39:50.490]because you'll have data that they can track.
[00:39:53.040]And another strategy when I was teaching,
[00:39:55.440]it's not on the slide,
[00:39:56.670]but my favorite behavior management technique
[00:39:59.370]was just to write on our whiteboard a word
[00:40:01.650]that we were working on, like a character word,
[00:40:03.450]and usually I did responsibility
[00:40:05.310]'cause we worked on that all year,
[00:40:07.320]whether we were first graders or eighth graders.
[00:40:09.480]And so when I caught the whole class doing
[00:40:11.820]what was expected I'd erase a letter
[00:40:14.190]and once we got all the letters erased
[00:40:15.720]then we would vote on a reward, like an extra recess
[00:40:18.990]or my first graders love to watch some Spanish videos,
[00:40:22.320]you never know what your class is gonna like.
[00:40:24.150]But it also provided a break for me.
[00:40:27.477]And it wasn't something I had to carry in my pocket,
[00:40:29.445]it was always on the board so it queued me in to remind me
[00:40:33.000]to reward them for those positive behaviors.
[00:40:35.130]And I actually use that one with my class
[00:40:36.990]for rest time after Dana taught me this
[00:40:38.217]and I write quiet and then if we get them all erased,
[00:40:40.920]we get little things and it's changing my life.
[00:40:47.310]So some strategies for building motivation.
[00:40:49.440]So motivation also helps with getting
[00:40:51.150]those positive behaviors you desire.
[00:40:53.070]We've already talked about scheduling your day
[00:40:54.990]to provide the opportunities for movement
[00:40:56.940]mixed in with activities that require more sitting.
[00:40:59.550]That's also important to think about scheduling your day
[00:41:02.610]where you have preferred activities
[00:41:04.140]versus activities that are maybe less preferred,
[00:41:06.780]just like you would with a first, then chart.
[00:41:08.580]So first we have to do this that you don't like to do
[00:41:10.650]and then we can do something that you do like to do more.
[00:41:13.980]And another way is to provide meaningful choice.
[00:41:16.740]You can still control the choices that you offer,
[00:41:18.780]so do you wanna sit or stand,
[00:41:19.980]use crayons or colored pencils,
[00:41:22.140]or which book or which center type of things.
[00:41:24.570]Use verbal prompts before requiring
[00:41:26.790]the students perform a task independently.
[00:41:29.550]Okay, so you want to do like the I do, we do
[00:41:31.440]and then you do method.
[00:41:33.720]Using something that's meaningful to the child
[00:41:36.300]can also support them to do something difficult.
[00:41:38.490]So Taylor has an example of using "Bluey"
[00:41:40.920]on the child's chair.
[00:41:42.210]Yep, so I put Bluey on this friend's chair
[00:41:44.250]and I asked in my very best Bluey voice,
[00:41:46.080]which I'm not gonna do for you,
[00:41:47.525]if she'll sit and eat with Bluey
[00:41:49.890]'cause Bluey's lonely and she wants to eat with her.
[00:41:51.780]And then if she's not sitting,
[00:41:52.613]I take her off again and I ask her again, please sit down
[00:41:54.630]'cause Bluey wants to sit with you
[00:41:55.547]and it just works amazing.
[00:41:57.030]Now she has two Blueys
[00:41:57.863]'cause she's talked me into two Blueys, which is fine.
[00:42:00.420]And we have three Blueys cause I brought one with me,
[00:42:02.100]but there we go.
[00:42:04.050]So another way to build motivation
[00:42:05.460]is to build opportunities to respond
[00:42:07.440]and so some ways you can do that
[00:42:09.390]is if you're using students' names or sticks,
[00:42:11.910]put their name or their picture
[00:42:13.440]in two or three or four times more
[00:42:16.350]than you put in the students
[00:42:18.270]that don't need more opportunities to respond.
[00:42:20.190]So that just gives them more chances for their sticker card
[00:42:23.550]or whatever to get pulled and more opportunities to respond.
[00:42:26.850]Another way to build skills
[00:42:28.050]is through incremental rehearsal
[00:42:30.150]and I'll explain that in the next couple slides.
[00:42:32.880]And some teachers that I work with,
[00:42:34.980]when they have small groups,
[00:42:36.660]this was, I don't know, mind blowing at first I was like,
[00:42:39.097]"You don't have to see every group of kids every day
[00:42:41.917]"for the same amount of time."
[00:42:43.380]So you can schedule your small groups
[00:42:46.350]so that if you have students who are fine with that skill
[00:42:49.380]or above that skill,
[00:42:50.430]maybe you don't need to see them that day,
[00:42:52.500]maybe you check in with them once a week
[00:42:54.060]and then you have the students
[00:42:55.050]who need more practice with that skill
[00:42:56.550]so you're gonna see them for 20 minutes
[00:42:58.650]instead of five minutes, or whatever it is.
[00:43:00.780]But your group, you can really mess with your grouping
[00:43:03.210]and the times to make sure
[00:43:04.560]that all students get what they need.
[00:43:08.250]So incremental rehearsal basically is,
[00:43:11.220]a student is presented with flashcards
[00:43:13.170]containing unknown items, well one unknown item
[00:43:16.740]and you add it into an a bunch of known items.
[00:43:19.710]So you present known information along with unknown
[00:43:22.410]and that creates a high rate of success
[00:43:24.270]and can increase retention of the newly learned items.
[00:43:27.330]It gives them momentum
[00:43:28.290]because they know a lot of the items already
[00:43:31.050]and that increases your motivation.
[00:43:33.270]So research shows that the technique can be used with sight
[00:43:35.880]or vocabulary words, simple math facts,
[00:43:38.520]letter names and survival words and signs.
[00:43:41.820]And this slide shows the steps for the procedure
[00:43:45.210]and we have it linked on our resources too
[00:43:47.550]for more information on this strategy.
[00:43:49.710]But a known is generally something
[00:43:51.390]that the child can state quickly in two or three seconds
[00:43:53.850]because you want it to be automatic.
[00:43:55.680]If it takes longer than that,
[00:43:56.820]then it's one that they need additional practice on.
[00:44:00.840]So this is what your deck of cards would look like.
[00:44:03.510]You have 10 cards, so when you present it
[00:44:05.790]you start with the unknown every time
[00:44:07.620]and then you just add knowns in and when you're done,
[00:44:10.710]then that unknown that you've practiced becomes a known
[00:44:14.280]and it's the first known in your deck.
[00:44:16.560]So you'll still see it nine times
[00:44:18.480]the next time you go through it.
[00:44:19.830]But I tried to do this with my son, so we will see.
[00:44:23.223]He's kind of cute too, I think.
[00:44:30.240]Hi, this is my son, Ari.
[00:44:32.370]How old are you, Ari?
[00:44:34.050]Four.
[00:44:34.883]He is four and he's in preschool.
[00:44:36.570]Yesterday I went through some number cards with him
[00:44:38.880]and made a stack of known and unknowns.
[00:44:42.150]So we're seeing how this works.
[00:44:43.830]Okay, so I have nine cards that he knows
[00:44:46.860]and I'm gonna introduce one card
[00:44:48.210]that he didn't know yesterday.
[00:44:50.760]So Ari, do you know this number?
[00:44:52.975]22.
[00:44:53.850]This number is 12. Can you say 12?
[00:44:56.215]12.
[00:44:57.405]Then you introduce a known.
[00:44:58.530]What's this number? Five.
[00:45:00.930]What's this number? 12.
[00:45:03.660]Good job. What's this one? Five.
[00:45:06.066]And how about this one? Four.
[00:45:08.925]Okay, this number? 12.
[00:45:11.826]Good job. This one? Five.
[00:45:13.866]This one? Four.
[00:45:15.586]This one?
[00:45:17.575]I think we go to four, three, two, one.
[00:45:20.866]No, we're not in order, Ari.
[00:45:22.285]What's this number? Eight.
[00:45:25.747]What's this one? 12.
[00:45:29.483]Five,
[00:45:30.634]four,
[00:45:32.413]eight,
[00:45:34.792]one,
[00:45:38.013]12,
[00:45:39.434]five,
[00:45:40.943]four,
[00:45:43.223]three.
[00:45:44.343]No, what that number you silly goose?
[00:45:47.465](Ari laughing)
[00:45:52.431]Eight. One.
[00:45:57.035]11. 11.
[00:45:59.850]Oh, there comes three.
[00:46:01.802]What's this one? So, 12.
[00:46:05.330]Five.
[00:46:06.882]Four.
[00:46:09.492]Eight.
[00:46:11.532]One.
[00:46:13.932]11.
[00:46:16.572]Three.
[00:46:18.631]One.
[00:46:19.971]12.
[00:46:21.171]Five.
[00:46:22.411]Four.
[00:46:23.922]Eight.
[00:46:25.420]One.
[00:46:27.251]12.
[00:46:29.132]One.
[00:46:31.951]Do you remember? 11.
[00:46:38.195]Three.
[00:46:40.480]Two.
[00:46:45.840]So I did go through the whole stack
[00:46:47.760]and it took us five minutes
[00:46:49.050]and as you could tell he had a lot of extra things going on
[00:46:51.690]and at one point he says chicken,
[00:46:53.010]I'm like, "It's not a chicken," but anyway,
[00:46:55.140]so I wanted to show you what it looked like
[00:46:57.480]and it feels like a long time,
[00:46:59.460]but really if you have five minutes
[00:47:01.159]to go through that with a child
[00:47:02.910]and if they didn't know the number 12,
[00:47:04.650]you see how many times he repeated that 12.
[00:47:07.200]So hopefully that helps it become a known.
[00:47:11.580]It's about being really fun and-
[00:47:13.680]Hi, this is my son.
[00:47:19.800]Here are some more positive reinforcement techniques
[00:47:22.590]that can help you build motivation.
[00:47:24.540]One of them is called the wandering social reinforcer,
[00:47:27.450]and all that means is that you wander around the classroom
[00:47:29.730]and you reinforce when you see the social behavior
[00:47:31.860]that you want to see.
[00:47:33.450]Chart moves, you use a dot to dot picture
[00:47:37.080]and when the student engages in the behavior
[00:47:39.300]that you're working on you have them connect a dot
[00:47:41.880]and you can wait to reward them
[00:47:43.410]when the whole picture is completed.
[00:47:45.450]Or you can have special mystery dots throughout it
[00:47:48.480]so they can get smaller rewards
[00:47:50.160]on random dots here or there when they connect them,
[00:47:53.431]and that kind of goes into mystery motivators,
[00:47:55.410]which is on there too.
[00:47:56.243]And there's a bajillion different ways
[00:47:57.600]to do mystery motivators
[00:47:58.590]and I could do a whole hour on that,
[00:47:59.940]which would probably bore you and I'm not going to.
[00:48:02.430]But mystery motivators, it just works like casinos
[00:48:05.160]because you never know when the reward's gonna be
[00:48:06.900]so it keeps you going.
[00:48:08.220]I mean there's science behind that, right?
[00:48:10.530]So, with a mystery motivator the reward can be the secret,
[00:48:14.310]or when you get the reward can be a secret
[00:48:16.290]so it just can help you.
[00:48:18.150]Motivation dots, you get those little stickers
[00:48:20.910]that people use for garage sales, the dot stickers.
[00:48:23.430]Give your students a place to keep them
[00:48:25.530]and when they engage in the behavior
[00:48:27.060]that you want them to engage in, give them a dot
[00:48:29.250]and then when they come to an item on a worksheet
[00:48:32.070]that they don't want to do or they don't know how to do,
[00:48:34.230]they can use a freebie dot and put it on there.
[00:48:36.300]Or if there's an activity they don't wanna engage in,
[00:48:38.730]they can use a dot.
[00:48:39.750]So that's just a way to help motivate them as well.
[00:48:47.910]Okay, so this is something
[00:48:48.870]I have in my classroom, I call it save it boxes.
[00:48:51.240]This is in the bottom of their cubbies.
[00:48:52.830]So I've noticed that some children respond better
[00:48:54.540]to clean up if they can save what they've been working on.
[00:48:56.970]For example, we have center time in the morning
[00:48:58.410]and in the afternoon, so for some of my students
[00:49:00.870]I have save it boxes for things they have built
[00:49:02.670]to play with next time.
[00:49:03.930]I feel like it's respectful to their hard work
[00:49:05.610]and it's inclusive of neurodivergent children
[00:49:08.520]who might really struggle with ending a task
[00:49:10.740]that they were working hard on, and again,
[00:49:12.600]not everyone in the classroom needs one of these.
[00:49:14.310]For about the first two weeks, I had 12 of them out of 15,
[00:49:17.700]and I let them all use them until they decided
[00:49:20.310]it's not really that fun to have a Tupperware in my cubby.
[00:49:23.400]But the kids that really need them,
[00:49:24.660]it's stuck out for them and they still have 'em
[00:49:26.640]and they always ask, "Mrs. H, can I save it?"
[00:49:27.960]and I'm like, "Yep," and we get their box down
[00:49:29.670]and they put it in there and everyone in the class knows
[00:49:31.680]do not touch the things in the Tupperware.
[00:49:34.440]So that's something you can use.
[00:49:36.810]Another thing I have found success with is, not yet please.
[00:49:39.900]So I allow some of my students to say, not yet please
[00:49:42.420]when I call them over to work at the table.
[00:49:44.130]And again, this was something I allowed everyone to do
[00:49:46.220]at the beginning and now I tell certain students
[00:49:48.510]that you're already an expert at that,
[00:49:49.860]you have to come when I call you
[00:49:50.921]'cause you're gonna go to kindergarten,
[00:49:52.140]those kind of conversations.
[00:49:54.060]But you really weed out the kind of kids
[00:49:55.680]that really need to be able to say, "Not yet please."
[00:49:57.930]They don't wanna stop what they're doing.
[00:50:00.120]So I allow them one time to say, "not yet please,"
[00:50:02.400]and then when they say it to me, I say,
[00:50:04.987]"Okay, you're gonna work in three minutes or five minutes,"
[00:50:06.900]and I let them choose
[00:50:07.733]and now we're at the point where they know it,
[00:50:09.180]the three friends that I do it with,
[00:50:10.920]and so I call them first because I know it
[00:50:12.570]and they say, "not yet please," and everybody's happy
[00:50:14.550]and then they come over at the next work
[00:50:16.830]and they always ask me how many works they have to do.
[00:50:18.540]So I tell 'em, "You have two works.
[00:50:19.657]"You can say not yet please on one of them."
[00:50:21.210]So kind of just meeting them where they're at
[00:50:23.520]and giving them some choice.
[00:50:28.080]We know that sometimes
[00:50:29.160]this is what it feels like to be a teacher,
[00:50:31.650]but data collection is also really important,
[00:50:34.680]especially for my job.
[00:50:35.970]So we're gonna give you
[00:50:37.380]some easy data collection strategies to try
[00:50:39.990]when you do need to collect data.
[00:50:43.440]So this is another one of
[00:50:44.370]my most favorite things in pre-K.
[00:50:45.930]So using a lap counter to take data.
[00:50:47.850]So what you would want to do
[00:50:48.750]is pick one measurable and observable behavior.
[00:50:51.450]Let's just say it's hitting friends.
[00:50:52.710]I'm sure no one's ever hit friends anywhere,
[00:50:54.930]but let's just say they were
[00:50:56.580]and you could count how many times it happened.
[00:50:58.350]You'd wanna assign it to one kid
[00:51:00.120]specifically if you're taking data for that child
[00:51:02.880]and then you record each day on a spreadsheet
[00:51:04.950]to see the trends and then you can prove to yourself
[00:51:07.170]that yes, it really is all the time
[00:51:09.690]or no, it was three times and I'm overreacting.
[00:51:12.720]So it's great though because it's hands free.
[00:51:14.610]Mostly it can be used by multiple staff members
[00:51:16.800]and then when you go to an IEP meeting
[00:51:18.450]or the school psychologist walks in and is like,
[00:51:20.557]"Well you can't just tell me it's always."
[00:51:22.650]You can be like, "It is always."
[00:51:26.484](everyone laughing)
[00:51:27.960]So the next two slides, it's a paper
[00:51:30.930]but I couldn't fit it all on one screen.
[00:51:32.940]So it's research from the University of Missouri.
[00:51:35.250]They found that using a direct behavior rating form
[00:51:39.330]was just as effective as having a person
[00:51:42.600]sit in your classroom and tally time on task and off task.
[00:51:45.930]So basically you are at the end of a class period,
[00:51:49.950]or whatever timeframe you're doing,
[00:51:51.660]you just circle the percentage of time
[00:51:54.000]that you felt that the student was engaging
[00:51:56.220]in on task behavior or disruptive behavior,
[00:51:58.620]or whatever it is that you're documenting.
[00:52:00.090]So it was like a game changer
[00:52:01.560]'cause I can get teachers to just circle something quickly
[00:52:04.440]and I don't have to sit in there and tally it.
[00:52:06.300]There are times when I still go tally,
[00:52:07.890]but anyway, if you want an easy way to collect data,
[00:52:11.250]check out, it's on our slide at the end too, a link to this.
[00:52:15.210]But it's called the direct behavior rating form.
[00:52:21.900]And I'd wanted to put in here too,
[00:52:24.000]Taylor talked about her solution cards that she uses.
[00:52:26.910]There's lots of social emotional curriculums out there.
[00:52:30.180]This is one that I like because it's fairly inexpensive.
[00:52:34.380]You don't have to attend five days of training
[00:52:36.660]to be able to do it.
[00:52:37.590]Really you don't need any training at all.
[00:52:39.540]It's semi-scripted and all of the worksheets
[00:52:42.180]or things that you need are included in the book.
[00:52:45.990]I have used it for older students.
[00:52:47.610]I have not used it at the pre-K level yet.
[00:52:50.040]I want to find a preschool teacher that will let me.
[00:52:52.650]But on the Castle website there are studies
[00:52:55.860]for effectiveness for grades one through six.
[00:52:58.050]It just hasn't been researched yet at that preschool level.
[00:53:03.450]All right.
[00:53:05.873]Now we have one last video
[00:53:06.720]kind of highlighting some autism specific things
[00:53:09.990]and then we'll have times for questions
[00:53:11.340]and we have prizes because it's pre-K
[00:53:13.530]so you should ask questions 'cause we have prizes.
[00:53:19.050]Hi friends. (jazz music)
[00:53:19.980]Let's talk about a way to make our pre-K classroom
[00:53:22.470]a little bit more inclusive for our autistic learners
[00:53:24.960]and kids with disabilities, delays and differences.
[00:53:28.140]So a lot of times in preschool there's a scene like this
[00:53:32.280]and there's someone playing on their own
[00:53:33.630]and there's other kids playing together,
[00:53:35.400]and it's fine to play on your own, it's not a big deal,
[00:53:38.340]but a lot of times we would focus on the student
[00:53:40.530]that's on his own and try to force him to go over there
[00:53:43.500]and the scene might look like this.
[00:53:45.660]My friends all play together,
[00:53:47.220]I want to join their fun,
[00:53:48.750]but I'm busy with my toys
[00:53:50.280]that I line up one by one.
[00:53:52.560]And so if we're gonna be more inclusive,
[00:53:54.840]we're gonna teach these kids how to notice this friend
[00:53:58.560]and how to play with him in a way that's meaningful to him.
[00:54:02.160]It's gonna do him no good if we try to force him
[00:54:04.620]to go over there over and over and over again
[00:54:06.420]and he doesn't want to.
[00:54:08.460]It's gonna do him a world of good if we teach the friends
[00:54:11.430]in his class to notice him, to respond to him,
[00:54:15.150]to interact with him and to make a difference in his life
[00:54:19.620]by befriending him.
[00:54:21.030]So inclusion is not really just about,
[00:54:23.790]and it's really not about the friend who is autistic
[00:54:28.140]or the friend who has a difference than the other friends,
[00:54:31.560]a friend who's learning differently.
[00:54:34.140]Inclusion is really about teaching the peers, in my opinion,
[00:54:38.160]how to incorporate other people
[00:54:40.560]and how to work with other people and how to cooperate
[00:54:43.770]and how to notice other people
[00:54:45.690]and how to go out of their way to make people feel welcome.
[00:54:49.020]That can even happen in preschool.
[00:54:50.550]So what that looks like as an adult is pointing out,
[00:54:53.197]"Oh my gosh, look at these awesome animals
[00:54:55.867]"that this friend lined up in a row.
[00:54:58.747]"That is so cool, I'm gonna count them really quick,"
[00:55:01.230]and just being interested in what he's doing
[00:55:03.960]and then doing some things as the adult
[00:55:05.670]that you know he likes and making it super fun
[00:55:08.490]so that the other kids want to come over
[00:55:10.050]and want to be a part of it.
[00:55:11.430]And then just kind of letting them play from there
[00:55:14.970]and supporting them and being there to support things like,
[00:55:17.730]you know that some of these friends
[00:55:18.960]might not share well together
[00:55:21.480]but that doesn't mean that they're not gonna play together
[00:55:23.220]and that doesn't mean that they're not gonna be
[00:55:24.570]out in the world together.
[00:55:25.500]So that's your job as an educator
[00:55:27.510]is to spread a little kindness and a little inclusion
[00:55:31.230]by making sure these friends are aware of this friend
[00:55:35.340]and that they are trying to be friends with him
[00:55:37.440]and that they are trying to be kind and that they understand
[00:55:40.770]that everybody learns a little differently and it's okay.
[00:55:46.140]That's all. Just a little thing.
[00:55:48.360]You can find this book,
[00:55:49.193]"Things That Rhyme with Autism"
[00:55:50.370]that I wrote for my pre-K students.
[00:55:54.690]Hi friends.
[00:55:55.620]Let's talk about a way to make our pre-K classroom a little.
[00:55:59.524]Okay, so now we have some for questions.
[00:56:01.500]And if you scan that QR code,
[00:56:02.940]you can have a link to my book
[00:56:04.260]and all my other things.
[00:56:05.324](indistinct talking off mic)
[00:56:08.847]And then I have an Amazon list with all of the things
[00:56:12.270]we shared for your environment that I made
[00:56:14.970]and it's called Autism Presentation, something like that.
[00:56:19.471]It's called behavior supports for your classroom.
[00:56:24.684]If you have questions.
[00:56:26.943](indistinct question off mic)
[00:56:40.560]That would be me.
[00:56:41.393]So using a music stand for vestibular movement, it can.
[00:56:48.360]You can just be able to move it wherever it needs to go.
[00:56:51.090]So they can move it closer to any of their,
[00:56:54.540]that what they need to hear,
[00:56:55.860]but it also provides them ability
[00:56:58.830]to move their body around wherever they need to
[00:57:00.660]'cause they're not like stuck in a chair.
[00:57:02.490]Does that help?
[00:57:07.590]Sorry, Zoom land. We can't like get the prize to you.
[00:57:15.801](indistinct question off mic)
[00:57:28.120]The Legos, specifically,
[00:57:30.240]are the only one in my classroom
[00:57:31.500]that I have split up like that
[00:57:32.910]and it's 'cause it's all the fighting
[00:57:34.140]all the time with the Legos.
[00:57:35.930]So I have a specific table that I have them sit at.
[00:57:37.909]So I say, "Take your box to table one,"
[00:57:40.050]and then they all go there
[00:57:41.070]and they're fine to play with each other.
[00:57:42.810]I'm good with that
[00:57:44.130]just as long as no one takes each other's guys,
[00:57:46.440]everyone has their own guys,
[00:57:47.460]and then when you're done
[00:57:48.750]just put your Legos back in your box.
[00:57:50.040]So they're able to sit together and I always ask them,
[00:57:51.907]"Do you wanna do the table or the floor?"
[00:57:53.400]But they usually choose table one.
[00:58:08.721]Go ahead.
[00:58:11.409](indistinct question off mic)
[00:58:42.210]Is it just the first coming into school
[00:58:44.250]and then he is okay the rest of the day?
[00:58:45.420]I'm just gonna ask a quick follow up.
[00:58:48.668](indistinct talking off mic)
[00:58:49.501]Okay, okay, they're asking for Zoom, a specific kiddo
[00:58:54.930]that they have that's non-verbal
[00:58:56.250]and then he's having a hard time.
[00:58:57.810]It's a negative experience when he first comes into school
[00:59:00.690]and he sees the door and it's overwhelming to him maybe
[00:59:02.820]and he's not liking it.
[00:59:04.770]I would say maybe just pair that with something positive,
[00:59:07.650]kind of like I did with the Bluey.
[00:59:09.120]That little girl that we use Bluey with,
[00:59:10.920]she's very much able to talk to me verbally,
[00:59:14.100]but sitting in the chair was so overwhelming to her
[00:59:17.280]and she would cry and she didn't wanna eat breakfast,
[00:59:18.690]and it wasn't even that she didn't want to eat,
[00:59:19.770]she didn't wanna just sit there
[00:59:20.790]'cause at her house she was able to run around and eat
[00:59:22.740]and so maybe pairing it with something he absolutely loves,
[00:59:25.320]if you have to tape a Spider-Man on the door,
[00:59:27.060]tape a Spider-Man on the door.
[00:59:28.140]If you have to give him a Spider-Man to hold
[00:59:30.030]the minute he gets there,
[00:59:30.863]I'm just saying this 'cause I have another kid
[00:59:31.890]we do this with, to walk it in.
[00:59:34.307]If you have to give him a special job,
[00:59:35.220]anything that's positive and super exciting to him,
[00:59:38.070]that's the first thing he sees.
[00:59:39.270]Don't make it be the door.
[00:59:40.380]Make it be that thing that he loves.
[00:59:43.980]I would just say too,
[00:59:44.813]you're working on building a relationship,
[00:59:46.950]so it's hard when they aren't communicating,
[00:59:49.680]but if there's, I know it'd be hard to take away,
[00:59:52.620]but if there's a favorite video,
[00:59:53.670]can you get him in the door to watch that video
[00:59:55.650]and then move on from there, whatever it is.
[00:59:57.570]But yeah, try to and work with your speech pathologist
[01:00:01.020]if that's not you too,
[01:00:02.538]how is this child learning to communicate
[01:00:04.800]and then if you can communicate that way with them
[01:00:07.530]that's gonna help build that relationship too.
[01:00:13.508](indistinct question off mic)
[01:00:16.650]Gina, is that electronic?
[01:00:19.350]She asked if the direct behavior rating form is electronic.
[01:00:23.100]It's a PDF.
[01:00:42.207]Here let me click, hold on a second.
[01:00:47.083]Does she have it?
[01:00:51.986](indistinct speaking off mic)
[01:01:05.367]Want me to click it?
[01:01:09.865]A little thing with it? Okay.
[01:01:13.206](indistinct talking off mic)
[01:01:16.836]Oh go ahead. Sorry.
[01:01:20.127](indistinct question off mic)
[01:01:31.690]Yeah, I'm sorry.
[01:01:32.760]She's asking about the strong start
[01:01:34.530]social emotional curriculum and she was saying,
[01:01:36.060]is that the only one you use
[01:01:37.230]because they just looked at it
[01:01:38.190]and there's only 10 or so lessons.
[01:01:39.540]So would you combine it with something else
[01:01:40.770]or would you just use that or what would you do?
[01:01:43.380]So what I've used,
[01:01:45.000]the strong kids is what it turns into for the older grades.
[01:01:47.760]So I've used the third through five
[01:01:50.550]and the six through eight
[01:01:51.870]and the lessons can be an hour to an hour and a half long.
[01:01:55.290]So I have 20 minutes in one classroom
[01:01:58.500]or 30 minutes in the other once a week.
[01:02:00.270]So you could do it once a month if you wanted
[01:02:04.170]to just do the whole lesson
[01:02:06.180]or it shows you how to break it up.
[01:02:11.250]They are longer. Yeah.
[01:02:12.450]And then you, I mean the teachers
[01:02:14.378]that I'm in their classroom then,
[01:02:16.590]at whatever skill we're working on that week or that month,
[01:02:19.290]if things pop up throughout the day
[01:02:21.366]they just reinforce that skill that they're working on.
[01:02:25.350]But yeah, and I mean I have pulled some things in
[01:02:28.260]from Teachers Pay Teachers to reinforce the skill or games.
[01:02:31.620]But you don't have to bring anything else in,
[01:02:34.620]that one curriculum should work.
[01:02:36.660]Yeah, and it'll have like trade books to read
[01:02:40.980]and things like that that you could pull in.
[01:02:42.960]Sometimes it will say that, yeah.
[01:02:45.090]You don't get those books
[01:02:46.298]but you can get 'em from your library or whatever.
[01:02:48.300]Yes, yes.
[01:02:50.887](indistinct talking off mic)
[01:02:54.690]Yeah, and Second Steps is fine
[01:02:56.520]and it's research based too, but it's expensive
[01:02:58.590]and it requires a lot of training.
[01:03:00.900]So I tried to find,
[01:03:02.310]my schools aren't real excited to do that
[01:03:04.920]so I was trying to find something that was gonna happen
[01:03:08.610]because it's not very expensive
[01:03:10.140]and you don't have to do lots of training.
[01:03:17.816](indistinct question off mic)
[01:03:28.230]Yeah, that's a really good question.
[01:03:29.370]I am not very good at that right now.
[01:03:34.080]Sorry, she asked how you share those skills
[01:03:36.330]out with families, social emotional skills out with families
[01:03:38.730]and I just said I haven't been good at that yet.
[01:03:41.880]Have you done that?
[01:03:43.050]I do a little bit.
[01:03:43.890]I mean, I don't use that curriculum yet.
[01:03:45.270]I think it looks awesome but I use ClassDojo
[01:03:47.727]and so a lot of times I put things that we're working on
[01:03:50.520]and I will send class wide, even videos on ClassDojo,
[01:03:53.910]of things I'm so proud of the kids doing
[01:03:55.530]and we talk about it
[01:03:56.430]and I just put a little blurb for parents,
[01:03:57.840]like, "Keep working on this at home.
[01:03:58.837]"You guys are awesome. Look at what we did in school today."
[01:04:01.320]So kind of just through Dojo
[01:04:02.310]and I've actually used a lot of videos this year
[01:04:04.138]instead of just pictures
[01:04:05.940]and I think parents really enjoy that
[01:04:07.140]'cause of the age that we live in.
[01:04:18.388](indistinct question off mic)
[01:04:26.458]Yeah.
[01:04:36.210]That's a great question.
[01:04:37.050]So she talked about those baskets
[01:04:38.790]that I have in the kids cubby
[01:04:39.750]and how do I decide what goes in there for sensory
[01:04:41.730]and all the different things.
[01:04:42.840]I honestly, this is gonna sound ridiculous,
[01:04:45.480]anything that they refuse to give back to me
[01:04:48.330]I put in that basket and when it becomes less fun,
[01:04:51.420]I take it out of the basket.
[01:04:52.860]It's not super scientific but in pre-K
[01:04:54.990]you kind of start to notice,
[01:04:56.338]I'm putting that in every day
[01:04:57.840]and then it becomes that person's
[01:04:59.190]and all the kids in the class are like,
[01:05:00.607]"That's so-and-so's whatever,"
[01:05:01.890]and they all start to realize it
[01:05:03.600]and so if it's a struggle to ever get it away,
[01:05:06.300]as long as it's not something dangerous or whatever,
[01:05:08.250]even if it's a random thing from my desk,
[01:05:10.050]I put it in there because if we're willing to sit at the rug
[01:05:12.900]to hold my eraser jar, then we're willing to do that.
[01:05:19.500]You have a Zoom? Another question on Zoom.
[01:05:22.528](indistinct question off mic)
[01:05:35.580]Okay, so this is a hard question.
[01:05:38.190]I will say too, as teachers,
[01:05:39.390]it's just hard to not get burned out too.
[01:05:41.310]Something that I tell my whole staff,
[01:05:43.260]and my mom taught this to me,
[01:05:45.060]she's an amazing special education director,
[01:05:48.840]is two days doesn't make a trend.
[01:05:50.730]So everyone can have two bad days,
[01:05:52.500]everyone can have two hard days.
[01:05:53.730]If it becomes more than two days,
[01:05:55.680]then you probably need to look at outside resources,
[01:05:57.960]if it's like more often all the time,
[01:06:00.330]but remembering you're not gonna win every time.
[01:06:02.250]So even if you take some steps forward and some steps back,
[01:06:05.460]look at the amount of time and then I just really,
[01:06:07.770]I like to use that little clicker thing
[01:06:09.210]and track things even for my own self
[01:06:11.070]to know it is getting better.
[01:06:12.840]So I like to take data to prove to myself,
[01:06:15.150]even if no one else ever uses it,
[01:06:17.250]that it is getting better.
[01:06:18.540]And then just remember to give people some grace period,
[01:06:20.730]two days, you can have two really bad days and it's okay
[01:06:23.097]and then after that go back to the team
[01:06:25.140]and talk about, this is really hard for a long time.
[01:06:28.350]So help me.
[01:06:36.600]Thank you guys. Yeah, thank you.
[01:06:39.313](audience applauding)

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"Practical Behavior and Environmental Supports for the Inclusive Preschool Classroom

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