Respite for ME

• Replace problem behavior with a new skill
• Intentionally teach throughout the day
  • Children learn through multiple opportunities
  • Teaching is easier when the child is not engaging in challenging behavior
• Choose teaching strategies that match:
  • Child's level
  • Caregiver's style
  • The activity or situation
• Children with problem behavior have a skill delay in language, social, behavioral, and/or emotional development-So we need to teach them the skills they need

Weigh Your Options
Be Thoughtful About Preventions

Prevention Strategies can soften triggers or make the problem behavior irrelevant

• Anticipate and cue
• Prompt/cue children
• State clear and simple expectations
• Provide predictability
• Signal or warn
• Use "first-then" statements
• Use proximity
• Offer choices
• Encourage/praise
• Embed preference
• Adjust length of activity
• Modify materials
• Use timers
• Model
• Allow for flexibility

Say What You Want to See, Not What You Saw

• Give children clear expectations
• When redirecting let children know what you want to see
  • Say, "Walk" instead of "Don't run"
  • Say, "'Feet on floor" instead of "Stop climbing"
  • Say, "Quiet voice" instead of "No yelling" (and model what a quiet voice would sound like)

Don't Get Backed Up, Take the Plunge!

• Follow non-preferred tasks with preferred tasks
• Use "'First-Then statements" (combine statement with visual if child needs visual support)
  • "First clean up, then go outside"
  • "First lay down, then hold bear"
  • "First say help, then I'll help you"

Roll With It, Sometimes Activities Can Perk Children's Interest or They Simply Flop...

• Read the child's cues
  • Extend activities that the child is actively engaged in
  • Move on to a new activity when an activity just doesn't work
• Ask the child what he/she wants to do
  • Choice is a powerful teaching tool
• Follow the child's lead

Don't Throw in the Monkey Wrench, Stay Positive...

• Challenging behavior is challenging...
• Remind yourself you can support this child
• Teaching is your strength, this is a skill learning issue

Paint the Picture, a Visual Can Speak a Thousand Words...

• Photograph schedules give children a clear sense of time and expectations within a routine
• Mini schedules allow for predictability with individual activities within the daily     schedule
• Activity task sequences represent steps within an activity
• Visual cues can be used to communicate clear expectations

Keep a Level Head, Teach the "Turtle Technique"

• Model remaining calm
• Teach children how to control feelings and calm down
  • Recognize your feeling(s)
  • Think "stop"
  • Go inside your "shell" and take 3 deep breaths
  • Come out when calm and think of a "solution"
• Prepare children for possible disappointment/change
• Recognize and comment when children stay calm
• Involve families: teach the "Turtle Technique"

Don't Just Blow the Whistle, Coach Children to Think of a Solution...

• Remind children that for most problems there is a "solution" or a way to make it better...
• Cue them to: Stop! What's the problem-Think of a possible solution- What might     happen-Give it a try...
• Assist children in problem solving, what could be done:
  • Get a teacher
  • Ask nicely
  • Ignore
  • Play
  • Say, "Please stop."
  • Say, "Please."
  • Share
  • Trade
  • Wait and take turns

Look at the Right Angle, Use the Child's Point of View...

• Get down on the child's level
• Place visual supports within the child's reach and view
• Room arrangement should work for the child and help prevent problem behavior
• Try to look through the lens of the child

Support Children So They Can Measure up, Feel Good, and Make Friends...

• Teach skills that lead to friendships
  • Sharing, giving compliments, turn-taking, helping others, organizing play (Let's statements: "let's build", "let's play tag")
• Provide toys/activities that promote cooperation
• Give attention and time to children who engage in friendship
• Model and role play friendship skills

Shine the Light on Angles, Talk with the Family

• Family members are the child's primary teacher
• Collaborate
• Be aware of and sensitive about family traditions and culture
• If needed, allow the child to bring a comfort item from home (fade over time)

Don't Let the Work Load Bring You Down, Ask for Help...

• Collaboration Works
• Surround yourself with individuals who are supportive and positive
• Share tasks with team members (family members and educational staff)

Give Children Tools

• Teach children "Feeling Vocabulary"
• Help children understand and label their own feelings and feelings of others
• Teach throughout the day
  • In play, with stories, incidentally, through special activities
• Teach feeling words by pairing the word with a picture or photograph
• Teach/model what to do with a feeling "Boy, am I mad. I need to take 3 deep breaths and calm down."

**(Give child appropriate words to use to express emotion)