Note: This PowerPoint is
intended for the sole use of the
participants registered in the
University of Maine’s Child Study
Center Early Childhood Training
workshop series. Any other use is
strictly forbidden
1
A special Thank you to the Davis
Family Foundation for their
generous grant to fund the
workshop series last year and this
year.
2
University of Maine’s
Child Study Center
Early Childhood Training Program
3
Classroom management and
reducing behavioral problems in
children.
• Decrease the Child’s opposition
with teachers
• Decrease negative behaviors and
noncompliance
• Decrease peer aggression and disruptive
behaviors in the classroom
4
What are symptoms of opposition and
negative behaviors and noncompliance?
5
• ODD: Oppositional Defiance Disorder
• ADHD: Attention Deficit Hyperactive
Disorder
• ADD: Attention Deficit Disorder
• Temper tantrums
• Different from natural
development (terrible 2’s,
early teen years)
6
ODD can cause clinical impairment in social,
academic or occupational functioning, and
is characterized by a recurrent pattern of
negativism, defiance, disobedience and
hostile behavior toward authority figures
which persists for a period of at least 6
months. (rules out natural development?)
7
• Learning disabilities is a term that
describes a heterogeneous (mixed bag)
group of disorders that impact listening,
speaking, reading, writing, reasoning,
math, and social skills.
• Learning disabilities do not go away.
8
• The difference between normal “BAD” behavior
and oppositional/defiant behavior is a matter of
degree, frequency, and intensity. (Kevin and
traveling, Mason and marker/door)
• Children with defiant tendencies display
disruptive behavior to the extent that it disrupts
their learning, school adjustment, home life
(lives) and sometimes with their social
relationships.
9
ODD is frequently a co-morbid condition with
ADHD, and can also be diagnosed along
with Tourette Syndrome, Obsessive
Compulsive Disorder, Anxiety and mood
disorders, Aspergers, language processing
impairments, sensory integration deficits,
or even nonverbal learning disabilities.
10
• 50-65% of defiant children have ODD and either
ADD or ADHD
• 35% of these children develop some form of
affective disorder
• 20% have some form of mood disorder, such as
bipolar disorder or anxiety
• 15% develop some sort of personality disorder
• Many of these children also have learning
disorders.
11
Characteristics include obnoxious
aggressive behavior and an intent to
bother people, particularly authority
figures. Authority figures include teachers,
parents, older siblings, grandparents, and
also may lash out at authoritarian rules
(school attendance, bedtimes, homework
deadlines, cleaning room, orderly desk,
personal grooming and appearance).
(not always ODD)
*child and bedtime routine
12
Some of these children share many of the
following characteristics:
--They possess a strong need for control
and will do anything to gain power
--they typically deny responsibility for their
misbehavior and have little insight into
how they impact others
(Ricky and his actions)
13
• The child is socially exploitive and very
quick to notice how others respond, and
then uses these responses to their
advantage in family or social
environments, or both.
14
The child can tolerate a great deal of
negativity, in fact sometimes seeming to
thrive on large amounts of conflict, anger
and negativity from others, and are
frequently winners in escalating battles of
negativity. (teacher get red, teacher crying,
I have a bad attitude) poker face
--any attention is good attention, and if they
can’t get good attention, they may go for
negative attention
15
Partial list of characteristics seen in defiant
children:
•
•
•
•
•
•
•
Getting angry easily
Arguing and talking back
Defying reasonable requests
Bucking rules
Intentionally bothering people
Pushing the limits
Not taking responsibility for mistakes or
misbehaviors
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•
•
•
•
•
•
Getting easily annoyed
Being resentful, spiteful, or vindictive
Speaking harshly
Being brutally unkind when upset
Seeking revenge
Having frequent temper tantrums ( out of
terrible 2’s timeframe)
• Parents of these children
describe them as being rigid and
demanding from an early age.
17
• Causes:
• 2 different theories
Developmental theory: suggesting that the
resistance is really a result of incomplete
development. For some reason, these
children never really complete the
developmental tasks that normal children
master during the toddler years. They get
“stuck” in the 2-3 year old stage of child
defiance and never really grow out of it.
18
Learning Theory: suggests that defiance
develops as a response to negative
interactions. The techniques used by
parents and authority figures on these
children bring about the disobedient
behaviors. The parents are not to blame
when this happens. The same techniques
work out quite well for “normal” children.
• Innate versus environmental
19
• Too much vs. too little structure
• In an overly structured environment
the parent is rigid and inflexible. They
micromanage and come down hard
on their children, controlling every
aspect of their lives. (ex: Tiger mom,
single child and overprotective parents)
• Children can exhibit defiance when parents don’t
provide enough structure by setting appropriate
boundaries, or establishing and following
through with consequences for misbehavior
(Sam’s club).
20
• DOES MY CHILD HAVE SPECIAL
NEEDS?
• All children are different.
• What’s causing the issue?
– Sneakers, parent working more, illness at
home, grandparent ill, money, parent issue
(impending divorce, daddy doesn’t live with us
anymore), loss of job, moving, family stress,
death in the family.
– Some of the disruptive behaviors are cause
specific, and can be dealt with in a simpler
manner.
21
• Look at your Childs temperament:
– some shy kids are labeled introverts,
social outcasts, “stuck ups”.
– Some active kids are called hyper,
difficult, mischievous, “purposely
against me”.
– Some temperaments can be changed or
tempered, some we need to learn how to work
with. (BREAKING A CHILD)
22
• How do you interact with your child?
– Are you causing some of the issues?
– Do you expect too much from your child?
(EX: Mason, 4 year old and sitting, raising the
bar)
– How do you view your role as a parent: friend,
teacher, guider?
– How much give and take is there?
– Are you clear in your expectations
– We take courses/have training for our jobs,
why not assistance for raising our kids?
23
ARE YOU THE INSTIGATOR?
24
• What is your temperament?
• For a child you are the most
important person in their life.
•
But that usually changes as
they grow, and they will grow.
• Are you adapting to them as they change?
(no; why; can I; how come; pleeaassseee, mommy
mommy mommy, daddy daddy daddy, what does this
mean???)
Objectively take a step back
25
• HOW IS THE FAMILY LIFE?
• What affects one child may affect others.
• Behavior issues can be learned by
siblings.
• Attention seeking by siblings
or spouses.
• How is married life?
• Finances, work, drug & alcohol use.
• Education level not always a great
indicator of parenting skill
26
Avoiding conflict
• Avoiding conflict is not avoidance, it’s akin
to picking your battles
• Clear language and expectations
• Age appropriate (tall 3 year old)
• Walk away
• Keep calm
• Find out the child's “end game”
• What do you know about your child?
27
• Build on the positives, give the child
APPROPRIATE praise and positive
reinforcements when they show flexibility or
cooperation.
Put yourself in time out.
• Apologize when you’ve made a mistake. Good
modeling.
• Manage your own stress. All work and no play…
28
How to decide too much vs. too little?
or….
where can we find the perfect parent
with all the answers?
29
• How pervasive a problem?
• SOME SAY ONE 1 IN 14 TO 1 IN 7 HAVE
BEHAVIOR ISSUES (7-15% OF
POPULATION).
• Are we pushing too hard, thus causing
some of the problems?
30
• Preschoolers are expelled 3 times more
frequently than children in grades K-12
31
• National Center for Early Development
and Learning (2000) indicated that 46% of
kindergarten teachers reported that more
than half of the children in their classes
were not ready for school, that is, they
lacked the self-regulatory skills and
emotional and social competence to
function productively and to learn in
kindergarten.
• Will public pre-K’s help with this problem?
32
• Similarly, several Head Start studies
suggested that between 16% and 30% of
preschool children in those classes posed
ongoing conduct problems for teachers.
• Question: is it child, or teacher/parent, or
both?
(Party, shirts, language and soap,)
33
• The Early Child Longitudinal Survey
(ECLS), in a national representative
sample of over 22,000 kindergarten
children, suggests that exposure to
multiple poverty-related risks increases the
odds that children will demonstrate less
social competence and emotional
regulation and more behavior
problems than more
economically advantaged
children.
34
• How to diagnose behavior issues?
• Across the board assessments
----Horribly expensive
---- insufficient personnel to conduct
assessments
---- too long a time lag for treatment.
----Unnecessary?
35
Who should do the
testing/screening to form a
diagnosis?
36
•
•
•
•
•
•
Pediatricians
See child infrequently
See child short periods of time
Rely heavily on parent feedback
Training for behavior diagnoses?
Direct observation of child’s issues?
• Good part of a team approach
37
• Parents
Lack of training
Bias
Professional understanding of issues?
Understanding of developmental stages?
Denial
Checklists available (Dr. LaFreniere)
Used by early education staff also
38
• There is increasing evidence to suggest
that teachers efforts to involve parents in
ways to support their children’s learning at
home (through phone call, newsletters,
suggested homework activities, etc,) and
in developing coordinated home/school
behavior plans have positive effects on
children’s academic, social and emotional
competence.
Shouldn’t it be built into work week?
39
•
•
•
•
•
•
Early Education Staff
Childcare, preschool, early public school
Training
Direct observation
Time period of observation
Comparison of other children of similar
age
• Interactions with family members
• Unbiased (?) filler of the blanks
40
• Mental Health Professionals
• Professional training
• Access to comprehensive diagnostic
testing materials
• Knowledge of development
• Interaction with early education staff and
family
• Facility to conduct therapies
41
• Who makes the diagnosis?
EVERYONE
WORKS
TOGETHER
42
Diagnosis made, now what to do?
Accept diagnosis? (I think you’re full of ..,
His father was the same way at that age,)
Team treatment.
Family, program and
therapists working together.
Clear, consistent communication a must.
Follow treatment plan…can you?
10 experts, 6 different ways to proceed,
which way do you go?
43
• For parents, follow the plan that you can
STICK WITH.
• Is there a weak link?
Too difficult, too strenuous, too unnatural,
too expensive plans may not work. If not
workable, inform team immediately for
revisions or additional assistance or
services.
44
• For teachers in public school, special staff,
supplies and scheduling are available.
• For preschool/child care staff, backing of
Director/supervisors essential, as well as
other staff, and family.
• One-on-one or additional staffing needed?
• Workshops for staff specific to situation.
• Patience and persistence to deal with
situation.
45
• Treatment plans too numerous to mention
here.
• Medications
• Herbal treatments
• Diet (JUMPING ON ANOTHER CHILD)
• Treatment facilities
• In-home staffing/therapy
• Respite care
46
Treatment needs to be designed for YOUR
child and YOUR family or center.
Whatever treatment plan chosen, done in
conjunction with family.
47
•
•
•
•
•
•
•
•
•
•
•
•
10+ C’s
Clear language
Calm manner
Concise explanations/directions
Consistent
Caring
Choices
Consequences—taken away, given back
Communication
Changes
Confidentiality
+1
48
• Parent & family training & intervention
(dog obedience classes)
• Effect on family
– Explanations (communication)
– Individual time
– Deal with perception of favoritism
among siblings
– Parent time
(perfect parent?)
49
And
now
a
word
from
our
sponsor.
50
• When to effect change?
•
•
•
•
•
Only when ready to deal with issues/changes
Talk about/discuss at a neutral time
Don’t talk in front of children (parents/teachers)
Make few changes at a time
Parents (adults) on same page before enacting
changes (ext. family, friends)
• Time
51
Steps to take in dealing with targeted issues.
Cognitive competence: a pupils general feeling of doing
well at school.
The anticipation of success probably promotes and
enhances on-task orientation.
Atkinson (1964) states that motivation is highest when the
task is perceived as appropriately challenging and the
chance of successful accomplishment is above 50%
(Bru, 2006)
52
• Bandura (1997) maintains that a personal
belief in self-efficacy influences how much
effort an individual will expend and how
long they will persevere in the face of
obstacles or even failure (Bru, 2006).
• Make the tasks, activities, programs more
relevant and fun for the students--not
watering down or dumbing down the
materials, just making them apropos to the
students.
53
Effective classroom management can help
to decrease disruptive classroom behaviors
and increase student engagement in
academic tasks.
Poor classroom management has been
linked to long-term negative behavioral
and social outcomes for students
54
• There is substantial evidence indicating
that well-trained and supportive teachers
who use high levels of praise, proactive
teaching strategies, and non-harsh
discipline can play an extremely important
role in fostering the development of social
and emotional skills and preventing the
development of conduct disorders in
young children.
55
• What type of praise?
• Overdone and overused?
• Using several names when dealing with
specific issues
• Storytelling (fishing story)
56
• Having a supportive relationship with at
least one teacher has been shown to be
one of the most important protective
factors influencing high-risk children’s later
school success (Webster-Stratton, 2008).
“Don’t teach to be remembered, teach to
be enjoyed”. (Kevin Duplissie, August 16,
2012).
• (Best Buy, parade, SAT’s, MIT)
57
• Classroom management
– Physical placement of chairs, desks, etc
– Vision placement of staff
– Discourage inside running aisles
– Visually encouraging without too much “noise”
– Height of materials for viewing and for use
– Availability of useful materials
– Permission for use?
– Proper care of materials
– Do children have ownership in program?
58
ESTABLISH ROUTINE
59
• Encourage participation of all children
• Encourage participation of all staff
• Encourage participation of families where
and when appropriate
• Encourage staff feedback to staff
• Encourage staff feedback to parents
• Encourage staff feedback to children
60
• Time for variety of activities
• Play time inside and out
– Large motor/large muscle play
– Play with, but don’t overtake
– Let child take some of the lead
– Explain game, but remember learning curve
– Don’t’ be afraid to be silly with child
– Make the connection
– Don’t preach
61
• Staffing
• Appropriate number to meet program
needs (public pre-k’s)
• Appropriate language in program
• Appropriate language to children:
– Asking or telling?
– Encouraging or discouraging?
– Difference between “that’s a good job” and “I
like the way you did XXXXX”
– Variety of training programs
– Bring in appropriate “self”
62
• Staff engaged with children
Visual cues
Verbal cues: language and tone
Physical cues
Staff placement
Looking down or looking at
Staff relationships with co-staff, parents,
children and directors
Staff wanting to be there
It’s not just a job, it’s an adventure
63
• Modifications in program content
– Divide materials into small manageable units
– Present material in systematic fashion
– Ex: numbers and counting
– Posters
– Varied counting materials available
– Make a game of counting things at cleanup
time
– Make a game of counting boys and girls
64
• Adapt materials ex: Planting seeds
–
–
–
–
–
–
–
–
Counting seeds
Count cups needed for all kids
Counting spoonfuls of sand needed
Counting spoonfuls of water needed
Counting how many days until sprouting
Counting how many inches grown in day/week
Draw pictures of activity
Counting flowers/buds
– Don’t overdo things—not everything needs to be a
teachable moment
65
• Use clay/play dough to make the seeds
• Place pictures children made on walls
– Kids will go count “their stuff” on their own
– Cook with items planted (peas for snacks,
carrots for snacks, etc.)
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• Additional presentations and practice
– Show & Tell
– Calendar time
– Invite guests to discuss subject matter
– Natural environment (Madison, STOP)
Increased use of graphs, charts, posters, books
Allow children access to these varied materials
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• Active student and staff involvement
– Present material in song fashion
– Present material in dance fashion
– Present material in drawn fashion
– Create a game to present material and
incorporate materials
70
Modifications in student work product
adapt task characteristics/requirements
clay, play dough,
group work (cooperation, social networking, peer
influence, peer measure)
allow extra time (parents rushing in to go home)
Still have expectations, but can they be adapted?
71
• DECREASING PEER AGGRESSION IN
THE CLASSROOM (WORKS FOR HOME
TOO).
72
• DEAL WITH THE ISSUE HEAD ON
• Books: Baby Faces; If you’re angry and you
know it; The way I feel; Why should I listen; Why
should I help; I’m so grumpy; David goes to
school; No David; Alexander and the terrible,
Horrible, no good, very bad day; On Monday; It
looked like spilt milk; I love school.
• Great conversation starters
• Book clubs
73
• Picture cards
• Show me your XXXXXX face
• What would you do if I came to school
XXX?
• If I had a bad day what could you do to
make it better?
• If YOU had a bad day, what could we do to
make it better?
• If YOU had a bad day, what could your
parents do to make it better?
74
• Talk about Feelings
DON’T SMILE!!!!!!!!!!!!!!
75
• If YOU had a bad day, what
could YOU do to make it
better?
76
MAKING
A
CHILD
SAY
SORRY
77
• Help them make choices:
– Fingers
– Repeat offenders
– Choices and consequences
– Shakespeare had it right: Thrice is mine…
– Team consistency (including parents)
– Face needs to show importance of words
– Set the stage (semester starting, new child
starting, CLEAR reminders of routine, rules
and expectations)
– ASK THE KIDS TO HELP
78
• Sharing
• Emotions
• Cooperation (use teachers for
example, act it out)
• Screaming and yelling
79
• Make school fun:
• The Kissing Hand; Huggly goes to school;
Spot goes to school; Mouse’s First Day;
It’s Time for School Stinky Face; and
others.
• USE YOUR TALENTS
• Ask KIDS for suggestions for snacks for
the month
• Field trips
• Varied activities (woodworking)
80
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• Is routine too rigid or structured?
• Are the expectations of the children too
high?
• Is there adequate coverage?
• Are there adequate staff?????
• Do the staff have management support?
• Do the staff have parental support?
• Do the staff have each others back?*****
82
• Obtain objective assessment from staff
who work with child.
• Use checklists to verify objectivity
• Are you in agreement that there is an
issue that needs to be addressed? If so…
83
• Set up a meeting with parent's.
• Assure them you are there for child and
family.
• Have examples of the “issue at hand”.
• Are parents seeing issues at home also?
84
• Have specific examples of how you are
dealing with issue at school.
• Illustrate that staff and program are here to
help with the issue.
• Have paperwork (articles, program guides,
etc.) as handouts to parents.
• Ask if regular meetings would be of
assistance?
85
Assure them that asking
child to leave program
is the last resort (and it
should be last resort).
86
Use behavior charts
How will staff use them?
How will parents use them?
Does the child know about
them and what they are for?
Do they go back and forth between school
and home?
87
Rewards and punishment
If they lose something (taken away,
punishment), are they allowed to earn it
back?
How long before they receive reward?
• Has that been explained well to child, staff
and family?
88
The Daily and Weekly Point Sheet chart can
be used to track progress. These charts
can be modified to fit the individual child
and/or teacher's needs.
89
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• At the end of each week, a photocopy of
the Weekly chart is made for the teacher's
records. Students are then permitted to
take their copy home. Some parents like to
use these charts along with the daily point
sheets to help motivate the students with
rewards at home.
91
• Parents must be reminded to accentuate
the positive. Periodically remind them that
the point sheets and monthly charts are
tools of communication. Help them see
that even though a student may have low
points for a particular day, he or she still
may have made good choices.
• Remind them of the positives, not just
focusing on the negatives.
92
• REINFORCERS
• The following list of reinforcers is only a
start. Ask the students what they want to
earn. Be observant to detect their least
favorite activities. For the plan to work,
there must be things students want to
avoid as well as things they want to earn.
93
• Primary reinforcers include food items
and drinks. These work best with younger
students and with any age when stress
factors are high. Permission from parents
is sometimes needed. Primary reinforcers
might include the following:
• Candy
Juice
Fruit
Crackers
Soda
Cookies
• Cake
Pizza
Chips
Pretzels
Ice cream
Marshmallows
94
• Secondary reinforcers include tangible items. It is wise
to discuss in advance with the students what items they
prefer to avoid purchasing too much. Free samples and
donations are often available. Some suggested
secondary reinforcers are:
•
•
•
•
•
Posters
Erasers
Cars
Notebooks
Sports cards Visors
Nail polish
Stickers
Pens
Sunglasses
Caps
Pencils
Markers
Clothing
Cologne
Dolls
Bubble baths
Jewelry
Games
Silly straws
95
• Social reinforcers are the highest level of
reinforcement. It is not recommended that
groups begin earning these at
first unless adult supervision is
always available. The students
will be earning time and the right
to use whatever materials are
necessary. Points can be paid
by the minute.
96
Painting Models
Coloring
Clay
Playing outside
Game time
Computer
Library
Films
Listening to tapes or records
Visiting another classroom
Helping in the office
• Excerpted from Tough to Reach,
Tough to Teach.
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100
101
102
103
104
105
106
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• What behaviors are you trying to change?
108
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115
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• Don’t forget the power of the words
• I LOVE YOU
• I’M PROUD OF YOU
• YOU DID A GREAT JOB.
117
• DON’T FORGET THE POWER OF THE
WORDS
I LOVE YOU
I’M PROUD OF YOU
YOU DID A GREAT JOB
118
119
• DON’T FORGET THE POWER OF THE
HUG.
120
• DON’T FORGET THE POWER OF THE
TIME SPENT WITH MOM, DAD, OR
TEACHER, OR DOING SOMETHING
THE CHILD WANTS TO DO.
121
QUALITY NOT QUANTITY
122
• Not meant to be all-inclusive.
• Can talk more about any of these slides in
live workshop on Oct 26..
• Never stop learning from other teachers,
parents, or the kids themselves.
123
REMEMBER
TO
HAVE
FUN.
They will grow up quickly.
Before we know it, they are up & gone
Don’t rush childhood.
Don’t forget to smile.
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• Upcoming workshops:
• Toilet training. Please send your proven
and creative tips to me to include for all to
see and try.
126
Time for a fishing story?
127