Working with Children with
Challenging Behaviors
Women’s Business Development Conference
June 20, 2015
Presenter: Sabrina Robertson, M.Ed., DT.
Learning Objectives

Teachers will be able to identify and manage challenging behaviors.

Teachers will gain an understanding of how to promote social competence in
the learning environment.
“Educating
the mind without
educating the heart is no
educating at all.”
~Aristotle
Relationships

Relationships are important in building social
emotional competence.

Research indicates that while development of socialemotional competence is of key importance during
preschool years, negative experiences during these
years can impair a child’s mental health and have a
detrimental effect on their cognitive, behavioral, and
social-emotional development.
Why Children Misbehave

One of the most common reason a child
misbehaves is because he or she is not getting a
need met.

Can you think of some unmet needs that might
cause children to behave badly??????????
Things to Remember

Every behavior has a motivation/cause find it out!

Model to teach appropriate behaviors-not to just
point out the bad ones

Always explain why the behavior is inappropriate
and express your expectations for the appropriate
behavior
Facts Every Teacher/Family Should
know

All behavior is a form of communication- A child’s problematic behavior is a sign
that he/she is upset and that something is not right.

There is always a reason for problem behavior-Children have sometimes trouble
communicating, because they may not know the words to describe how they are
feeling or what to do in a difficult situation. At these times children may act out
their feelings or needs.

There can be many reasons behind one specific behavior-such as being hungry,
scared, hurt, tired, bored, wet, sad, or sick. Some children have a hard time
expressing their needs and act out in ways that get them in trouble. Other
children may engage in destruction behavior, because they enjoy the physical
sensation, for example punching things or throwing objects across the room.

Adults can learn to understand and interpret all children’s challenging
behavior, those who display challenging behavior need the consistency of a
reliable and loving adult who will provide support and guidance, especially
during difficult times.

It is just as important to find the meaning in children’s behavior, it is equally
important to be aware of the meaning in their own behavior. Children learn a
lot through messages that adults send everyday.
Strategies for Understanding and Managing
Challenging Behavior in Young Children

Provide clear and concise directives.

Use a neutral voice and facial expression to
redirect children when they
“act out.”

Ignore negative behavior, as long as the child is
safe. Do not provide negative attention, such as
yelling, empty threats, This will only reinforce
negative behavior.

As soon as a child complies with behavior
directives, validate and praise them for their
efforts.
Teachers behavior that undermine
children behavior

Issuing empty threats


Using praise inappropriately


Using food as a threat, you won’t go outside if don’t come sit for
story time.
Good Job!.....Terrific!......Well done!........Looks Great!
Attributing needs to children excessively

You need to sit down, you need to wait until I call your name,
Please don’t use time-out.
Strategies for Foster challenging Behaviors

Communicate openly with parents

Express respect for children’s feelings

Establish authority and credibility

Redefining children’s character in positive terms

Encouraging impulse control

Accommodate individual differences

Invoking classroom rules

Strengthen prosocial dispositions

Appeal to children’s good sense

Use “feeling Faces” charts to help children develop a
stronger “emotional vocabulary,” so they can use words
versus “acting-out” behavior to express their feelings and
needs.
Tips for modifying the classroom
environment
De-clutter classroom
Label shelves and use clear bins
Less is better
Avoid using lots of colors on bulletin boards (over
stimulating)
Stick to neutral colors
Add new materials to interest areas monthly
Implementing intentional teaching
practices

Daily schedule using pictures with) a predictable routine
and review the routine several times a day.

Minimize changes and disruptions to the routine on days
when a child is struggling the most.

Preview the day’s events each morning with visual
prompts to help children know what to expect and to
encourage greater flexibility in engaging in each activity.

Establish very clear and consistent expectations for
children and review those expectations with them every
morning when they come to school and in the afternoon,
after they wake up from naptime.

Always have activities ready so children will not have to
wait.
Small Group activity

1. Child has trouble separating from parent.

2. Child has tantrums for long periods of time.

3. Child isolate him/herself from peers.

4. Child has limited language.
Think, Pair, Share

Programs will be able to share their experiences
in successful interventions that have been used at
their programs.
Questions????