Outnumbered Not Outsmarted Atypical PreSchool Behavior The Impulsive
Outnumbered, Not Outsmarted
Atypical Pre-School Behavior • The Impulsive Child – Aggressive behavior i. e. biting, hitting – Non-responsive to discipline – Difficulty sitting even for short periods during circle time – Jumping from one activity to another – Nonstop talking – Intruding on others’ play – Unable to wait turn
The AD/HD Child • Persistent pattern of inattention and/or hyperactivity and impulsivity • More frequent and severe than other children at comparable developmental level • AD/HD symptoms interfere with typical school functioning • Very difficult to diagnose before 4 or 5 • Must have symptoms in multiple contexts
The AD/HD Child – Social Features • Difficulty sticking with a play activity, flit from one to the next • Constantly on the go and into everything • Looks as though the child is not listening • May have low frustration tolerance and/or temper outbursts • May be bossy • Trouble following directions
Atypical Pre-School Behavior • The Inflexible Child – Perseverative play (stuck on the “same script”) – Extreme difficulty transitioning from one activity to another – Melt downs when routines are changed – Unable to engage in imaginative play – Unable to follow game rules
Atypical Pre-School Behavior • The Disconnected Child – Tone of voice is flat – Little eye contact with others – Little interest in others – Unable to engage in reciprocal questioning – Unable to go with the flow of others
The Child with Asperger’s • Severe and sustained impairment in social interaction • Restricted and repetitive patterns of behavior, interests, and activities • No clinically significant delays in language • Appropriate cognitive development • Like typical children, displays a curiosity about the environment
The Child with Asperger’s – Social Features • Lack of social or emotional reciprocity • Nonverbal behavioral issues i. e. poor eye contact, flat facial expression • Intense preoccupation with a singular focus i. e. trains, bees to the exclusion of others • May exhibit odd motor mannerisms i. e. flapping of hands • May have a staccato-like halt to vocal pattern
Atypical Pre-School Behavior • The Socially Anxious Child – Often has a blank facial expression; may appear frozen – Seems extremely uncomfortable, unhappy – Has trouble initiating play – Is hesitant to respond to direct questions – Appears indecisive – May isolate him/herself
Common Feelings • • Anxiety Frustration Inadequacy Anger Helplessness Hopelessness Determination
Common Pitfalls for Managing Atypical Pre-School Behavior • • • Bribes Threats Pleading Yelling Negotiating Punishment
Managing Impulsive Behavior • Focus on the behavior you WANT not just the behavior you don’t want • Catch the child exhibiting positive behavior and praise immediately • Shape behavior through praise • Give one step directions • Ask the parent(s) what works at home • Redirect whenever possible
Managing Impulsive Behavior • • Let the kids know your expectations in advance Give choices Keep disciplinary statements short and sweet Use effective commands – Make sure the child is paying attention before you give the command – Give the command – Wait silently for compliance – Impose consequence if the command is not followed
Pit Stop to Practice
Managing Inflexibility • Take the time to explain the rules of the game clearly • Help the kids switch gears slowly • Provide lots of encouragement • Praise efforts and small achievements • Offer clear choices whenever possible
Pit Stop to Practice
Managing the Disconnected Child • Develop signal for eye contact • Consistently offer opportunities to connect i. e. page turner during story time • Give other options besides “blunt expression” i. e. “I want to play by myself” instead of “I don’t like you” • Make it a game: 3 cycles of reciprocal questioning • Refer for professional help if needed
Managing the Socially Anxious Child • Be as understanding, warm, and accepting as you can be • Communicate that it is OK to speak when the child is ready • Let the child and his classmates know that non -verbal communication is all right too • Meet the child and parent before school in the morning, engage the parent, and allow child to simply observe
Managing the Socially Anxious Child • Connect without pressure. Ask the child to help you set-up activities • Use a matter-of-fact tone in response to the child’s speech • Make time for small group interactions • Avoid direct questions which may provoke anxiety. Make observational statements instead.
Pit Stop to Practice
Temper Outbursts • Goal is NOT to eliminate all anger • Goal is to learn better control and expression of anger • Get to know your students’ buttons • Avoid pushing buttons unnecessarily; choose your battles wisely • Use distraction • Encourage self-control breaks
Helping Your Kids Cooperate • Reward the whole class for positive interaction • Stay away from punishing the whole class for one child’s misbehavior • Use the S. O. A. R. method! – Stop Action – Observe Aloud – Ask for Feedback – Reinforce Cooperation
Cooperation • Help your kids tune in to their behavior i. e. Use “Thumbs Up; Thumbs Down” • Let the kids know your expectations of them ahead of time • Describe the problem • Use “I” messages • Reverse the negative to positive ratio
Pit Stop to Practice
Social Skills Games to Play at School • • Roll the Ball Passing the Eyes Group Drawing Pop Up The Never Ending Story Freeze “Are you my friend? ”
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