Building Social and Emotional Competence for All Children

Building Social and Emotional Competence for All Children How Early Learning and Development Standards can be Used to Prevent Challenging Behaviors Michelle L. Levy, Ph. D.

Can We Agree? The issue isn’t motivation. -Kids with challenging behaviors ultimately want the same things that other kids want-love, safety, approval. Challenging behaviors serve (or are intended to serve) some purpose for the child. -The behaviors are there for a reason: communication, an attempt to escape a situation, a release of energy or emotion…… Children who engage in challenging behaviors lack the skills to achieve that purpose in ways that fit with expectations. -If a child generally wants to succeed but is exhibiting challenging behavior, then they must lack the skills to handle things in an appropriate manner.

If the major reason for challenging behavior is a lack of social and/or emotional skills, WE CAN PREVENT CHALLENGING BEHAVIOR BY TEACHING SOCIAL AND EMOTIONAL SKILLS.

Think of a Recent Time you Tried to Do Something Challenging Green=high Yellow=medium Pink=low • What kind of planning went into learning or perfecting this new skill? • What kind of support did you have from others? • How much time did you have to practice and refine this skill?

I felt successful at learning this new skill. I managed to learn this new skill. I did not feel successful at learning this new skill

What skills do we teach? State Documents • CT Early Learning and Development Standards • Components of Social, Emotional, and Intellectual Habits: Kindergarten through Grade 3 National Documents • Head Start Early Learning Outcomes Framework • Collaborative for Academic, Social, and Emotional Learning (CASEL) Social and Emotional Learning (SEL) Competencies

FEW CHILDREN Targeted Social and Emotional Support SOME CHILDREN Targeted Social and Emotional Support ALL CHILDREN Support Social and Emotional Development

What’s Our Recipe for our Signature Bake? How do you teach social and emotional skills to all children? https: //www. polleverywhere. com/multiple_choice_polls/JWWendy. FI 7 Mqz. TGsn. CBIO

When and Where to We Teach Social and Emotional Skills

Planned Activities/Curriculum

Environment, Materials, and Scheduling

Teaching Behaviors

Connecting with Families

How do we identify children who need more than the general curriculum? https: //www. polleverywhere. com/multiple_choice_polls/5 Uci 4 HUlvvsw Zg. LXl. Ytca

Assessment-What Information Do We Need to Support Children? • Purpose Ages and Stages Questionnaires-SE CT Documentation and Observation for Teaching System (CT DOTS) • Method of Assessment

What strategies can we use for the Technical Challenge? How do you support children who need more than the general curriculum? https: //www. polleverywhere. com/multiple_choice_polls/IRU 03 Yrak lr. KVx. CT 7 Ubbg

What do we do when a child hasn’t learned the skills and uses challenging behavior? • What function is this behavior serving? • What do we want children to do instead? • What skill is child lacking that impacts their ability to do something and how do we teach them that skill? http: //www. easternct. edu/cece/understandingchallenging-behavior-in-young-children/

Systems

Questions/Closing Thoughts