"Practical Behavior and Environmental Supports for the Inclusive Preschool Classroom
- Taylor Hagemeyer & Gina Ohnesorg
Author
04/06/2023
Added
76
Plays
Description
2023 Conference Session
Searchable Transcript
Toggle between list and paragraph view.
- [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)
The screen size you are trying to search captions on is too small!
You can always jump over to MediaHub and check it out there.
Log in to post comments
Embed
Copy the following code into your page
HTML
<div style="padding-top: 56.25%; overflow: hidden; position:relative; -webkit-box-flex: 1; flex-grow: 1;"> <iframe style="bottom: 0; left: 0; position: absolute; right: 0; top: 0; border: 0; height: 100%; width: 100%;" src="https://mediahub.unl.edu/media/20651?format=iframe&autoplay=0" title="Video Player: "Practical Behavior and Environmental Supports for the Inclusive Preschool Classroom" allowfullscreen ></iframe> </div>
Comments
0 Comments