CE240-Welcome to Unit 4CE240-Welcome to Unit 4

Strategies for Addressing Strategies for Addressing Individual NeedsIndividual Needs

CE240-Welcome to Unit 4CE240-Welcome to Unit 4

Strategies for Addressing Strategies for Addressing Individual NeedsIndividual Needs

Christine Terrill

Good Evening to all!

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Wow! We are at the end of unit 4! How does that make you feel? I want to encourage you all to post into discussion board throughout the week. In your chat time tonight, you might wish to discuss some of the time management strategies that have worked for you. Feel free to talk and share strategies!

Welcome to Unit Four Seminar!Welcome to Unit Four Seminar!

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Questions before we start?Questions before we start?

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Weekly RemindersWeekly Reminders

• Complete readings and read Web Resources

• Complete Learning Activities

• Complete Discussion Board:• Post detailed responses to discussion question (100

words or more)• Share detailed feedback with at least 2 classmates

• Post response to Seminar Option 2 IF you do not attend seminar

• Complete Graded Content Review

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Learning Outcomes for Unit 4Learning Outcomes for Unit 4• Describe the characteristics of behavioral problems

and the importance of reducing and preventing problems in the preschool classroom

• Explain the purpose and importance of the Behavior Intervention Plan

• Identify strategies for reducing and preventing behavioral problems in the preschool classroom

• Describe techniques that facilitate quality care for a specific age group of young children with special needs.

Course outcomes practiced in this unit:• CE240-1: Identify common disabilities among young

children with special• CE240-2 Explain the necessity of early identification of

special needs and the importance of early intervention • CE240-3: Describe characteristics of effective

strategies for young children with special needs

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AcronymsAcronyms

BIP: Behavior Intervention Plan

LRE: Least Restrictive Environment

IEP: a written plan for serving students with disabilities from 3-21 years of age

IFSP: a written plan for infants and toddlers and families from 0-3 years of age

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Individualized Family Service PlanIndividualized Family Service PlanIFSP:• An IFSP is a planning document that describes

services for children ages 0-3 with disabilities.Purposes:

• For family members and professionals to work together to identify priorities, resources and concerns

• To identify and organize resources to support families

(Allen & Cowdery, 2009)

Individualized Family Service PlanIndividualized Family Service Plan

Steps:• Pre-referral and conferencing

• Identification of needs• Evaluation

(Allen & Cowdery, 2009)

Individualized Education ProgramIndividualized Education Program

IEP:• An IEP is a document required for every student with a disability that outlines

intervention services.• Teacher input is essential

• Assessment• Adaptation and modification of classroom activities• Evaluation (Allen & Cowdery, 2009)

(Allen & Cowdery, 2009)

Individualized Education ProgramIndividualized Education Program

Requirements:• Assessment• Annual goals• Specific services to be provided• Evaluation

(Allen & Cowdery, 2009)

(Allen & Cowdery, 2009)

Assessment and Early InterventionAssessment and Early Intervention Screening is performed on all the children in

class for hearing and vision Screening is a level of performance for a point

in time only The teacher uses a checklist to observe a child's

play skills            Family request that tests for their child are

performed. Tests are taken by the clinician, speech language pathologist and school psychologist

(Allen & Cowdery, 2009, p. 290-295).

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Factors that can influence behaviors Factors that can influence behaviors • Normal deviations: understand that a child may

display a negative behavior due to a circumstance (fear, hunger, illness, disability, etc.)

• Fixed patterns of behavior may occur when attention is gained

• Goodness of fit: how the child’s personality or temperament matches his environment

• Appropriate social behavior should be expected by caregivers of child

• Communication skills can influence behaviors(Allen & Cowdery, 2009, 550-558).

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ImpulsivityDisorganizedIrritablenessTemper tantrumsShort attention spanCompulsiveManipulativeUncooperativeWhiny or crying

TalkativeSeeks attentionMoodyRestless or

hyperactivityAvoids eye contactClingingNail bitingPlays aloneTired

Challenging BehaviorsChallenging Behaviors

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

*Please click on the challenging behaviors link below*Please click on the challenging behaviors link below

*Please meet back here in 5 minutes*Please meet back here in 5 minutes

Question after the video…Question after the video…Have you had any experience with challenging Have you had any experience with challenging behaviors?behaviors?

*Please click on the challenging behaviors link below*Please click on the challenging behaviors link below

*Please meet back here in 5 minutes*Please meet back here in 5 minutes

Question after the video…Question after the video…Have you had any experience with challenging Have you had any experience with challenging behaviors?behaviors?

You Tube Field Trip

Functional Behavior ManagementFunctional Behavior Management• Identify the problem situation• Assess the child and the environment• Specify an objective for the intervention• Assess the function of the behavior• Identify a replacement behavior• Plan the intervention. Ensure the meaningful

curriculum activities, frequent reinforcement, choice, and a predictable schedule are in place

• Implement and carry out specified plan• Ongoing monitoring of child’s progress(Allen & Cowdery, 2009, 556).

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What is the purpose of a BIP? What is the purpose of a BIP?

o Purpose is to help student receive education in LRE

o Explains what strategies to use if student exhibits disruptive behaviors

o Describes Program Modifications that child needs to succeed in environment

o Describes Supplementary Aids and supports that will be made available to child

(LD online, 2008).

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Program ModificationProgram Modification

-Assess the environment to see if the environment can be altered to eliminate the antecedent that trigger the behavior

-Help the child with a communicative problem achieve more appropriate ways of communication

-Develop an appropriate consequence to the behavior

-Teach self monitoring skills-Consult with team of professionals -Collect data to evaluate effectiveness of plan(Allen & Cowdery, 2009,565-580).

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Apply strategiesApply strategies

~Give warning that a transition to a different activity will take place before it happens

~Check with child often to make sure that child is not overwhelmed with too many rules or directions

~Give one or two step directions in a logical order to reduce frustration and miscommunications

~Give the child realistic choices that promote responsibility and independence

(Allen & Cowdery, 2009, p. 563-580).

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More StrategiesMore Strategies

~Focus the child’s attention by doing one or more of the following: use child’s name, eye to eye level, speak directly, check for understanding, model and practice expected behavior

~Give enough time for child to comply with request before stating request for second time

~Practice consistency and firmness when child is exhibiting non-compliant behavior

~Make sound judgments

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*Please click on the interpreting behaviors link below*Please click on the interpreting behaviors link below

*Please meet back here in 5 minutes*Please meet back here in 5 minutes

Question after the video…Question after the video…Do you have anything to add?Do you have anything to add?

*Please click on the interpreting behaviors link below*Please click on the interpreting behaviors link below

*Please meet back here in 5 minutes*Please meet back here in 5 minutes

Question after the video…Question after the video…Do you have anything to add?Do you have anything to add?

You Tube Field Trip

Time to ShareTime to Share

Discuss strategies for reducing and preventing behavior problems in the preschool classroom as well as share your experiences with behavioral problems.

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Questions/Concerns?

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ReferencesReferences

Allen, E.K., Cowdery, G.E. (2009). The Exceptional Child: inclusion in early childhood education. Clifton Park: Thompson Delmar Learning.

Gorrill, L., Paasche, C.L, Strom, B. (2004). Children with Special Needs in Early Childhood Settings. Clifton Park: Thompson Delmar Learning.

LD Online Glossary. (2008). Retrieved April 30, 2008 from website: LD Online.

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See you next Monday!

• Have a good night!

• Please complete any incomplete work.

• Please review your grades in the gradebook.

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