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REDUCING BEH VIORPROBLEMS

IN PRESCHOOLSREPORTED BY:

DIMAGUILA, LOURDES E

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BEHAVIOR MANAGEMENT

A strategy for managing problems or

undesirable behaviors that are usually pre-

existing by:

Eliminating an undesirable or inappropriate

behaviorReinforcing and teaching positive social

behaviors

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CHILDREN ATTENDING

PRESCHOOL Each child entering the classroom comes from

a different environment

Each child comes equipped with a different setof behaviors, skills, knowledge, and attitudes

Most children coming to preschool are unawareof what is expected of them

Some children will come to preschool with pre-existing conditions that may increase thelikelihood of them displaying behavioralproblems.

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ROLE OF PRESCHOOL

To help child adjust to preschoolenvironment, rules, and activities

To accommodate individual and group

needs of children entering thepreschool

Support the child in developing the

skills and knowledge to perform well,

socially interact, and enjoy the

preschool experience

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WHAT ARE CHALLENGING

BEHAVIORS

Repeated behaviors that interfere/preventlearning

Repeated behaviors that prevent positivesocial interactions

Examples:TantrumsHitting, biting, pushing, pulling hair, spitting,etc.

Swearing, using negative language, shouting,ridiculing others, etc.Destroying property, games, materials, etc.Withdrawing, not interacting, refusing to obey

rules

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WHY SHOULD WE ADDRESS

THESE BEHAVIORS

Children with serious behavioral problems (whodo not receive necessary attention andassistance) are more likely to:

Fail in schoolBe less productive citizens

Develop more serious behavioral problems

DelinquencyAggression

Anti-social behaviors

Drug abuse

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WHAT CAN WE DO IN THE

PRESCHOOL

Identify and assess behavior problems earlyAssist child in learning and applying more

appropriate behaviors and responses

Enhance childsknowledge, skills and capacities to

respond and interact in the learning environment and

with others

Provide positive reinforcement and build childrens

self confidence and esteemSupport parents and child with home based

activities

Refer children for additional assistance

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THE PRESCHOOL

CURRICULUM

The curriculum should have:

A strong social skills development component

A holistic approach addressing childsphysical,social, emotional, cognitive, and spiritual

development

A strong communication, language skills and

literacy component

An interactive and play based approach

including using the arts, movement,

indoor/outdoor play, problem solving approaches

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STEP 1: DEVELOPING POSITIVE

SOCIAL SKILLS

All children entering the preschool have aright to be supported in developing positive

social skills.

Each child will enter the preschool with his/herown package of social skills that may be in

line with preschool identified socialskills.

Key role of teacher/caregiver is to assist allchildren in developing their social skills.

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SOCIAL SKILLS SHOULD

SUPPORT:

Childsability to interact positively with

others

Childsown sense of self respectChildsrespect for othersadults and

children

Childsself confidence and esteemChildssense of belonging to a group

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SOCIAL SKILLS ARE DEPENDENT ON

THE CHILDS SOCIO-EMOTIONAL

DEVELOPMENT

Socio-emotional development is based on the childs sense of:

Social competence (knowing what to do and say when with others)

Capacity to participate in individual and group work,

Understanding and ability to participate within a group setting liketaking turns, managing behavior, regulating ones behavior, not acting

out or overstepping rights of others, ability to play in groups of 2 or

more children.

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(CONTINUATION)

Responsibility (acting responsibly to self and

others)

Sharing and taking turns

Not harming othersverbally or physically

Not destroying property of preschool or others

Respect (rights of self and others)

Readiness to explore new thingswilling to

explore and learn new things

Pro-social and helping behaviorpositive

attitudes towards others

Capacity to follow directions

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SOCIO-EMOTIONAL

DEVELOPMENT (CONTINUED)

Usually there are different levels of socio-emotional

development:

Childsability to express his/her emotionsChildsability to cope and adapt to different settings and

groups

Childs understanding that others have feelings, needs,

rightsChilds ability to empathize with other (this is based on

development and maturation)

Childs ability to maintain relationships and interactions

with others

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SUGGESTED ACTIVITIES TO SUPPORT

SOCIAL SKILLS DEVELOPMENT

Below are five simple activities to carry out in the

classroom.

These activities should be done during the first daysof the preschool opening with all children of the

preschool.

These activities should be repeated on a daily basis

until almost all of the children have learned how toperform them correctly and in the correct situations.

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THE TEACHER SHOULD OBSERVE

CHILDREN DURING THE ACTIVITY:

Do any children show attention problems (cannot

focus, easily distracted, forget what is happening

around them, play with other items or bother otherchildren)

Do any children have speech problems cannot

pronounce certain words, cannot hear well, etc.

Do any children seem very shy, withdrawn, fearful

of other children

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Continue to observe these children. Position yourself

near them so you can provide more hands on and

direct assistance throughout the activities.

Do some children show lack of comprehension and

have difficulty understanding and following

instructions

Record your observations over time and see when

the childsbehavior seems to improve or get worse

Provide one to one assistance and guidance to the

child at a later time

Continue to repeat this activity with them until they

have mastered it. This may take reinforcement,

encouragement, praise, and lots of repetition.

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SOCIAL SKILLSTEACHING CHILDREN

HOW TO INTERACT PROPERLY AND

RESPECTFULLY IN THE PRESCHOOL

Select 5 phrases you want children to learn to use

appropriately:

Hello, my name is ____. What is your name?

Please, I would like to use this.

Excuse me, I would like to say something.

Please stop doing that, it is bothering me.

Lets take turns.you can go first.Write each of these phrases on big posters. In

bright, fun colors. Make at least 3 copies of each

phrase.

Post these phrases throughout the classroom.

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SUGGESTED ACTIVITIES

Suggested Activity #1

Hello, my name is

Suggested Activity #2

Please, may I?

Suggested Activity #3

Excuse me, I would like to say something

Suggested Activity #4Please stop doing that!

Suggested Activity #5

Lets take turns you can go first

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STEP 2: DEVELOPING COGNITIVE

SKILLS AND KNOWLEDGE

Childrenscognitive development includes the ability:

to process sensory information,

to analyze the incoming information,

to be able to use the information in short and longterm memory processes,

to use the information in making comparisons,

generalizations, and taking decisions.

CHILDREN WITH POOR COGNITIVE

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CHILDREN WITH POOR COGNITIVE

SKILLS WILL DEMONSTRATE

BEHAVIORAL PROBLEMS BECAUSE:

they either cannot perform the task

cannot remember what they are required to do

cannot use previously learned information to help them

problem solve.

WHAT TO DO?

Supporting their cognitive development skills usuallyimproves behavior problems.

Remember cognitive development doesnt mean force

feeding children with information.

It is encouraging children on how to use the informationaround theminternal processing of information.

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SUPPORT COGNITIVE

DEVELOPMENT

THROUGH YOUR CURRICULUM-BASED OBJECTIVES

Cognitive-language development

Analytical skills and mental problem-solvingThis is usually done through asking questions likeWhat

happens next? Who do you think did it? How can we solve this

problem?

Concentration and memory

Keep children focused on the task. Keep them close to thematerials, ask them questions, stand by their side, guide them,

ask them to tell you what they are doing, and what they will do

next. Provide encouragement and reinforcement.

Asking questions like, What did you do yesterday? What did

you do this morning?

(CONTINUATION)

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(CONTINUATION) Early numerical abilities or knowledge of numbers

Repeating numbers, singing rhymes that have numbers in them

Knowledge of letters

Singing the alphabet song, having the alphabet and words posted throughoutthe classroom and asking child to point and pronounce specific letters andwords

Language and symbol recognition

Fill the classroom with signs and words (red light, green light, stop signs,crosswalk, quiet sign, smiles, handshake, etc.

Label things in the classroomdoor, window, books, bathroom, kitchen, wall,bookshelf, etc.

Ask child to focus on word and say the words on a daily basis

Basic literacy

Read stories to children, have the child sit nearby you or in a place that youcan have direct eye to eye contact.

Ask questionswhat will happen next, how does the character feel, whatwould you do in this situation.

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SUGGESTED GAMES THAT DEVELOP

COGNITIVE DEVELOPMENT :

Suggested Activity #6

I Spy(I See)

Suggested Activity #7Memory Games

FIRST STEPS IN

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FIRST STEPS IN

THE PRESCHOOL SETTING

Set clear, positive, well defined rules and expectations

for children

Identify any children who may need more targeted

assistance and support in understanding and following

the rules and expectations.Modify the classroom environment to accommodate the

needs of children who are experiencing difficulties in

observing rules (give more open space, provide separate

time out and rest areas, mark off specific space for achild, etc.)

Identify additional types of activities to assist the child in

learning the rules and practicing them more frequently.

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PREPARATORY ACTIONS Meet with parents and collect information on the child needs,

behaviors, concerns, likes and dislikes

Develop set schedules and routines that are easy to follow and remainconsistent

Set up clear signals when activities begin, will soon end, and what to do

after an activity is completed

Carry out activities that encourage and support positive interactions

between children shared accomplishments in building, painting,physical games, etc.

Talk to children in clear sentences. Make sure they understand what is

expected of them.

Tell children what the rules are and what will happen if they do not follow

ruleswe must all take turns so that we can each have a ride on the

swing, if you push or shove others to get to the swing, you will be asked

to sit on the side and will lose your turn.

Consistently and constantly observe children reinforce and encourage

positive behavior and guide children who are not following the rules

HOW TO IMPLEMENT IN THE

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HOW TO IMPLEMENT IN THE

PRESCHOOL

Write up/Draw the 4 or 5 rules that you want children to

follow and post them in strategic locations throughout

the preschool.

These rules should be easy to follow Identify what you WANT the child to do and not what they

SHOULD NOT do.

They should be easy to implement

Explain the rules to the children, demonstrate what is

expected, and have children act out the rules one by one

make sure each child understands what the rules are

and why they should follow the rule.

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Be consistent in observing children as they implement the rule

reinforce positive behaviors and encourage children who are not

obeying on how to follow the rules. If a child repetitively disregards

the rules then identify 2-3 consequences (child cannot participate in

an activity for 5 minutes, the child will have to repeat the appropriate

behavior, the child will not get a sticker, etc.)

Constantly observe children, move close by them and observe what

they are doing

Provide them with reminders (Now we are going to eat.what are therulesPick up the toys and games and put them away, line up, and

move to the bathroom to wash our hands!)

Observe children who seem to have difficulty following the rules and

identify what is the causelack of attention, forgetting, in a hurry, etc.

Assist child in learning how to apply the rulestep by step instruction,

acting out the behavior, providing immediate hands on assistance in a

repetitive manner until the child learns the behavior (provide consistent

reminders when necessary.)

Reinforce positive behavior with rewards that the CHILD likes.

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5 STEPSExplain (why and what is expected)

Demonstrate and Model (teacher and child)

Rehearse/ Guided Practice (reinforce positivebehavior)

Perform Independently (consistent

observation and guidance for children)

Review/Reteach (not all children learn at the

same rate, individual differences in applying

rules)

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HELPING CHILDREN TO LEARN

POSITIVE BEHAVIORS

Preschool activities should be kept between 10-15 minutes. For childrenexperiencing difficulties divide activities into smaller parts (5 minutes) and then

move to next activity or task.

Teacher should provide one to one assistance and guidance with children

hands on, close and personal interventionsAhmedhere is your crayon, here

is your paper, where do you want to sit? Keep the child focused and move

them through the activities.

Support children in partnering with one another children learn from one

another and can be mentors. This will allow them to complete activities

togetherand raise likelihood of success.

Place signs, written words, pictures in certain places to remind children what to

dosmile,sharewashhandspickup toyslistentalkquietlyetc. Set up a reward systems for good behavior.children gather points for

listening, washing, etc. At the end of the day they get a sticker, take home a

book, or get to be the first one in line if they have gathered a certain number of

points.

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STUDENTS WHO DONT FOLLOW

RULES/EXPECTATIONS

All behavior happen within a particular

context

All behavior serves a purpose Children learn to behave or misbehave

based on whether it addresses their

needs Understanding why children act the way

they do is the first step in problem solving

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WHY CHILDREN MISBEHAVE

Sometimes to escape from doing an activity, task orevent that they do not like or feel incompetent in

Sometimes to get attention

Sometimes because they may have difficulty in

performance and comprehensionPersonal reward and gratification

To be in power, to take control over others, or revenge

Teacher must observe childrens behavior to determine

possible causes for misbehaving and the rewardthe child is

receiving for acting this way.

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PRE-DISCIPLINEBefore thinking about how or what kind of disciplining program youwant to support:

Ensure you develop a warm, considerate and supportive relationship withthe child. Without this, the child is less likely to be responsive to you.

Always demonstrate positive, appropriate and Observe the childs/childrens behavior and be able to identify quickly

changes in the childs behavior and emotional state so that you can

interfere quickly before the behavior or emotion gets out of control Teach the child to identify and communicate his/her emotional states,

identify behaviors or situations that are upsetting to them, to seek outassistance when they need it

Help the child to learn how to control their behaviors and prevent themselves from carrying out negative behaviors (those that hurt themselves

or others)Assist the child in calming down first. Then address the problem and how

it impacted on self and others Help the child to understand how the other child feels, help them to talk to

one another Develop and foster positive, supportive relationships with the child

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DISCIPLINENo type of physical punishment is acceptable.

Disciplining is a way of positively educating a

child. Time out

Remove child from setting

Remove toy or game

Reduce attention and reinforcement to child

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REINFORCEMENT AND REWARDSPraise and approval for good behaviorgood job, nice

drawing, you are smart, etc.

Modeling appropriate behaviorteacher talks quietly, listens,

takes turns, is polite, smiles, etc.

Positive programmingrewarding small steps in each of the

activities as the child performs themby developing new

skillsholding crayons, lining up, holding books, sharing

toys

Shapingreinforcing behaviors that are similar to the

positive behaviors you are seeking. Smiling at child who is

playing well with others, encourage child who is helping to

pick up toys

Token economygiving child points for each good behavior.

Points can then be exchanged for a rewardchild gets to

pick which activity they will do or wants to do

STEPS IN ANALYZING

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STEPS IN ANALYZING

CHILDS BEHAVIORTeacher should discuss the following issues in

consultation with other teachers who may also be

interacting with the child:

1. What behavior is of concern to the teachers?

2. When does this behavior appear:

a. Identify potential causes for the behavior child isfrustrated, child is tired, child is uninterested

b. Who is around the child? Where is this behavior more

likely to take place at?

3. What happens after the child misbehaves?

a. Do other children give the child what he/she wants?

b. Does the child get to stop doing the activity?

c. Does the child get more attention?

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INTERVENTION PLAN1. Identify potential

causes for childsbehavior

2. Teaching strategies

a. Communication and

expression

b. Skills

3. Consequences are in

place

1. Child is tired, hungry, unable to

perform the task, is beingignored by the children.

2. Teacher supports child in

expressing what their needs

areIam hungry, I am tired, I

do not want to do this activity,no one is playing with me

Teacher supports development

of skills lets read together,

get the blocks from the top

shelf, stand in line3. Teacher reinforces positive

behavior and explains to child

what happens if they do not

follow the rulestime out, lose

a turn, etc.

BEHAVIOR INTERVENTION PLAN

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BEHAVIOR INTERVENTION PLAN

Identify what behavior you want to change

Set the goal.

Discuss with the child what the goal is and how you willwork together to achieve

Decide what social skills are needed to perform the

behavior Decide what performance skills are needed to perform

the behavior

Decide on what curriculum or environmental

adaptations are needed Decide on what consequences child will receive

Types of reinforcement Types of discipline

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PROBLEM BEHAVIORSIs the child demonstrating any of the following behavioral problems:

Aggressive Behavior: Hitting, Biting, Pushing, Tantrums, Destroying Property/

Injuring Self, Swearing, Non compliant behavior

Communication problems not able to speak, not fluent in speech, speech

articulation problems, problems with voice, non-communicative, non-responsive,

other

Personal care not able to dress alone, not able to use toilet properly, poor

hygiene habits, problems eating

Physical disability visual, hearing, motor, gross motor, fine mother, mental or

psychological problems, seizures,

Psychological problems poor attention, withdrawn or isolated behavior, lacks

concentration, anxious, fear of separation, loss of interest, depressed, hyper active

Academic problems poor logico-mathematical skills and knowledge, poor pre-

literacy and/or literacy and writing skills, poor comprehension of

science/exploration/curiosity .

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INITIAL ACTIONS TO IMPLEMENT

Break down the exercise or task into smaller, shorter steps

Support the child with one on one assistancetwo to threetimes

Guide him/her on the activity

Demonstrate for the child what behavior or outcome youare seeking

Role model the behavior or show child a model of what isexpected

Giver feedback consistently and reinforce good behavior

Change activity if child appears very frustrated

Allow the child more time to complete the activityEncourage the child to continue with work and reinforce

Change the activity slightly by making it easier or usingdifferent colors, materials, etc. so the child remainsengaged and interested

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PARENT INVOLVEMENT Discuss the plan with the parent

Identify what actions can be done at home

to eliminate the negative behaviors

Identify means of sharing information

Identify set plan of action to adopt within the

home environment

Agree upon reinforcements and disciplinary

actions.

CHILDREN WITH SPECIAL

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CHILDREN WITH SPECIAL

NEEDS/CONDITIONS

Attention DeficitHyperactive Disorder

(ADHD

poor attention impulsivity

overactive behavior

The frequency, duration

and severity of these

behaviors is constant.

Emotional andbehavioral

disorders

Autism

Learning

difficulties Special needs

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CHILDREN WITH SPECIAL NEEDS

Discuss behaviors andinterventions with parents

Identify additional

support networks outside

of the preschool ifnecessary

Support other childrens

understanding of

differences in childrenand tolerance and

acceptance

Discuss need tocoordinate plans and

support mechanisms

within the preschool or

through parentinvolvement

Set realistic

expectations and goals

for the childSupport child-child

partnering

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SLOW AND STEADY

Preschool and home involvement arenecessary

In preschool cooperation and coordination

is necessary

Allocation of additional support from

specialists should be sought when

necessary

Consistent, thorough work with the child

usually will lead to progress

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THE END.