ECE II Objective 6 02 Infer response strategies

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ECE II Objective 6. 02 Infer response strategies for behavior problems

ECE II Objective 6. 02 Infer response strategies for behavior problems

ESSENTIAL QUESTIONS: • What are some general guides for responding to problem behaviors? •

ESSENTIAL QUESTIONS: • What are some general guides for responding to problem behaviors? • What response strategies should be used for specific behavior problems?

6. 02 Learning Log • Close your eyes and think back on a time

6. 02 Learning Log • Close your eyes and think back on a time when you got caught misbehaving. – – What did you do? How was the misbehavior handled? Did the response teach you not to do it again? Did the response teach you to think about what you did? • Share and discuss. • Note that the response a child receives when he/she does something “wrong” helps determine whether the child understands what was done wrong and will repeat the behavior.

General Guides for Responding to Inappropriate Behaviors • Appendix 6. 02 A • Directions:

General Guides for Responding to Inappropriate Behaviors • Appendix 6. 02 A • Directions: – Use this graphic organizer to take notes about what each of the general guides for responding to inappropriate behaviors means. – Record key phrases and examples as well as your own paraphrasing and questions.

General Guides for Responding to Inappropriate Behaviors • • Ignore minor misbehaviors Offer choices

General Guides for Responding to Inappropriate Behaviors • • Ignore minor misbehaviors Offer choices Coach appropriate behaviors Distract and redirect

Response Strategies for Specific Behavior Problems Response Strategies Behavior Problems Negativism Accept negative behaviors

Response Strategies for Specific Behavior Problems Response Strategies Behavior Problems Negativism Accept negative behaviors except those that violate health and safety rules Communicate in words and tone that you expect cooperation Give the child time; avoid hurrying him/her Stealing Remember that preschoolers do not understand mine and yours Avoid lecturing or asking why the child took something Make the child return what was taken Set a good example by respecting others’ property rights Minimize opportunities for stealing Consider a policy that toys may not be brought from home

Anger Biting Discourage hurting behaviors Stop young children immediately who try to hit one

Anger Biting Discourage hurting behaviors Stop young children immediately who try to hit one another Hold the child’s hand while you say why you are doing so Ignore outbursts if there is no threat to anyone’s safety Redirect anger through activities such as finger-painting Provide noise outlets (drums, music) to relieve strong feelings Keep playtime simple for children who bite Limit the number of children who play with those who bite or isolate biters Respond quickly and use comments

Tattling Exploring the body Ignore tattling whenever possible Encourage tattlers to tell other children

Tattling Exploring the body Ignore tattling whenever possible Encourage tattlers to tell other children what they need to say Provide daily one-on-one time for listening Do not shame children; guide them away from public displays Firmly tell child in private that behavior is inappropriate Thumbsucking Give the child a pacifier Avoid pulling the thumb out of the mouth abruptly; accept and ignore it Fear Understand children’s fears and take steps to help them be less afraid Ignore negative words and actions when they are the result of fear

“Handling Inappropriate Behavior” • Study the information in Section 11 -2 “Handling Inappropriate Behavior,

“Handling Inappropriate Behavior” • Study the information in Section 11 -2 “Handling Inappropriate Behavior, ” Child and Adult Care Professionals to prepare to discuss meanings of four general guides for responding to inappropriate behavior: – – Ignore minor misbehaviors Offer choices Coach appropriate behaviors Distract and redirect. • Take notes in Appendix 6. 02 A, “General Guides for Responding to Inappropriate Behaviors. ” • Volunteer to role play the scenarios in Appendix 6. 02 B: “Role Play Responses to Inappropriate Behaviors. ” – After role playing, identify which response to inappropriate behavior was being role played and draw a logical conclusion of why they thought the response was appropriate for the child’s misbehavior

“Responses to Inappropriate Behavior Timeline” • Using Appendix 6. 02 C, talk with parents/other

“Responses to Inappropriate Behavior Timeline” • Using Appendix 6. 02 C, talk with parents/other adults about ways they were disciplined as children. • On each flag, record the year the person was born and most frequent response to inappropriate behavior used with them as children. • The next time in class, we will discuss parents’ comments, cut out flags, and make a timeline to display in chronological order. – Discuss how responses to inappropriate behavior have changed over time and possible reasons for this.

Let’s review • What are the 8 behavior problems introduced in 6. 01? –

Let’s review • What are the 8 behavior problems introduced in 6. 01? – – – – Negativism Stealing Anger Biting Tattling Exploring the body Thumb-sucking Fear

Role Play Responses to Inappropriate Behaviors • Appendix 6. 02 B • Directions: –

Role Play Responses to Inappropriate Behaviors • Appendix 6. 02 B • Directions: – Have volunteers for each role play meet to read through the scenario and be sure they understand it. – Take a few minutes to plan the role play. – Students who are not presenting role plays should look through their notes to better familiarize themselves with the four ways to respond to inappropriate behaviors • Scenario 1 – “Ignore minor misbehaviors” • Scenario 2 – “Offer choices” • Scenario 3 – “Coach appropriate behaviors” • Scenario 4 – “Distract and redirect”

Responses to Inappropriate Behaviors Timeline • Appendix 6. 02 C • Directions: – Interview

Responses to Inappropriate Behaviors Timeline • Appendix 6. 02 C • Directions: – Interview your parents or two other adults. – Find out what years they were born and write each year on the wide end of one of the flags. – In the middle of the flag write the method of discipline that was used most frequently with them when they misbehaved as children. – Cut your two flags apart and be prepared tomorrow in class to report on the comments you received from this interview and to post your flags by year in chronological order in the class timeline.

Inappropriate Behavior Cards • Appendix 6. 02 D • Directions: – Volunteer to choose

Inappropriate Behavior Cards • Appendix 6. 02 D • Directions: – Volunteer to choose a card at random and act out the meaning of the word/term without talking. – The student who guesses the word/term correctly will act out the next term. – Continue play until all words have been used.

“Inappropriate Behavior” • Review meanings of terms by using the cards in Appendix 6.

“Inappropriate Behavior” • Review meanings of terms by using the cards in Appendix 6. 02 D & E to play a game of Charades with the words and terms.

Response Strategy Organizer • Appendix 6. 02 F • Directions: – Paired with a

Response Strategy Organizer • Appendix 6. 02 F • Directions: – Paired with a partner, you will discuss each specific behavior problem, record response strategies in this organizer. – Place the organizer in your notebook to use for future study and activities.

“What’s Your Conclusion? ” • Appendix 6. 02 G • Directions: – The class

“What’s Your Conclusion? ” • Appendix 6. 02 G • Directions: – The class will be divided into 4 groups. – Read each scenario and solve the problem on each cap by using response strategies for behavior problems you have learned. – Write solutions beside or on the back of each cap. – Be prepared to report to the class as a group on two assigned scenarios.

Boxes for Problem Behaviors • Appendix 6. 02 H • Directions: – For each

Boxes for Problem Behaviors • Appendix 6. 02 H • Directions: – For each set of response strategies grouped around each box, write the specific behavior problem on the line in the box for which the strategies are appropriate. – Write beside each strategy one conclusion you’ve drawn about why each response strategy works for that behavior.

Write It and Act It Out • Appendix 6. 02 J • Directions: –

Write It and Act It Out • Appendix 6. 02 J • Directions: – Write a brief scenario on the “page” below about a child who displays a problem behavior. – In the scenario, show the parent or other caregiver responded to the behavior, and what happened next. – Be prepared to have other class members help you act out the scenario and then draw their own conclusions about whether the response of the caregiver was appropriate, and why or why not.

ECE II Objective 6. 02 Response Strategies for Behavior Problems Key Terms -15 Use

ECE II Objective 6. 02 Response Strategies for Behavior Problems Key Terms -15 Use fill in the blank handout General Guides for Responding to Inappropriate Behaviors

minor misbehavior • Behavior that is not very bad

minor misbehavior • Behavior that is not very bad

Choices • The act of choosing; selection

Choices • The act of choosing; selection

coach appropriate behavior • Guide correct behavior

coach appropriate behavior • Guide correct behavior

distraction and redirection • Distraction is best for infants one object is given to

distraction and redirection • Distraction is best for infants one object is given to help them forget about something that is unsafe. • Redirection is for preschoolers. – It involves steering a child’s behavior to a different more acceptable activity that still meets the child’s basic needs.

Response Strategies for Specific Behavior Problems

Response Strategies for Specific Behavior Problems

Violate • To disregard or fail to respect

Violate • To disregard or fail to respect

property rights • Being entitled to, or able to expect, the right to own

property rights • Being entitled to, or able to expect, the right to own something and be able to decide how and when it is used

Tone • A quality of a person’s voice that can change the meaning of

Tone • A quality of a person’s voice that can change the meaning of words the person speaks

Lecturing • Talking to a person, rather than talking and listening alternately, often to

Lecturing • Talking to a person, rather than talking and listening alternately, often to criticize or give directions

ignore • To pay no attention, to act as though something is not there

ignore • To pay no attention, to act as though something is not there out

burst • A sudden, unexpected behavior, action, or words

burst • A sudden, unexpected behavior, action, or words

Outlet • A vent for an emotion or strong feeling

Outlet • A vent for an emotion or strong feeling

Pacifier • An object used to satisfy the urge to suck in infants; often

Pacifier • An object used to satisfy the urge to suck in infants; often used to keep infants content and to minimize thumb sucking

physical discipline • Any form of discipline that affects a child’s body – Biting

physical discipline • Any form of discipline that affects a child’s body – Biting – Shaking – Pushing – Shoving – Pinching – Kicking – Withholding food

corporal punishment • Any form of physical discipline that injures or inflicts pain upon

corporal punishment • Any form of physical discipline that injures or inflicts pain upon the body of a child – Spanking – slapping, etc.

physical restraint • Any method used to keep a child in place – Tying

physical restraint • Any method used to keep a child in place – Tying – Binding – Locking in a room – Putting in high chair, crib or play pen

1 Sample Test Question

1 Sample Test Question

Two-year-old Todd is hitting a fourteen-month-old baby with a stuffed animal, and the baby

Two-year-old Todd is hitting a fourteen-month-old baby with a stuffed animal, and the baby is crying loudly. What should the teacher do? A. Hold Todd’s hand explain to him that he is scaring the baby B. Make Todd sit in a corner until he can behave himself C. Nothing, because a stuffed animal will not harm a baby D. Tell Todd to go play with older children and stay away from the infants Answer: A