Note: This PowerPoint is intended for the sole use of the participants registered in the University of Maine

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• Note This PowerPoint is intended for the sole
  use of the participants registered in the
  University of Maines Child Study Center Early
  Childhood Training workshop series. Any other
  use is strictly forbidden

2

• A special Thank you to the Davis Family
  Foundation for their generous grant to fund the
  workshop series last year and this year.

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• University of Maines Child Study
  Center
• Early Childhood Training Program

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Classroom management and reducing behavioral
problems in children.

• Decrease the Childs opposition
• with teachers
• Decrease negative behaviors and noncompliance
• Decrease peer aggression and disruptive behaviors
  in the classroom

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• What are symptoms of opposition and negative
  behaviors and noncompliance?

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• ODD Oppositional Defiance Disorder
• ADHD Attention Deficit Hyperactive Disorder
• ADD Attention Deficit Disorder
• Temper tantrums
• Different from natural
• development (terrible 2s,
• early teen years)

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• ODD can cause clinical impairment in social,
  academic or occupational functioning, and is
  characterized by a recurrent pattern of
  negativism, defiance, disobedience and hostile
  behavior toward authority figures which persists
  for a period of at least 6 months. (rules out
  natural development?)

8

• Learning disabilities is a term that describes a
  heterogeneous (mixed bag) group of disorders that
  impact listening, speaking, reading, writing,
  reasoning, math, and social skills.
• Learning disabilities do not go away.

9

• The difference between normal BAD behavior and
  oppositional/defiant behavior is a matter of
  degree, frequency, and intensity. (Kevin and
  traveling, Mason and marker/door)
• Children with defiant tendencies display
  disruptive behavior to the extent that it
  disrupts their learning, school adjustment, home
  life (lives) and sometimes with their social
  relationships.

10

• ODD is frequently a co-morbid condition with
  ADHD, and can also be diagnosed along with
  Tourette Syndrome, Obsessive Compulsive Disorder,
  Anxiety and mood disorders, Aspergers, language
  processing impairments, sensory integration
  deficits, or even nonverbal learning disabilities.

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• 50-65 of defiant children have ODD and either
  ADD or ADHD
• 35 of these children develop some form of
  affective disorder
• 20 have some form of mood disorder, such as
  bipolar disorder or anxiety
• 15 develop some sort of personality disorder
• Many of these children also have learning
  disorders.

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• Characteristics include obnoxious aggressive
  behavior and an intent to bother people,
  particularly authority figures. Authority
  figures include teachers, parents, older
  siblings, grandparents, and also may lash out at
  authoritarian rules (school attendance, bedtimes,
  homework deadlines, cleaning room, orderly desk,
  personal grooming and appearance).
• (not always ODD)
• child and bedtime routine

13

• Some of these children share many of the
  following characteristics
• --They possess a strong need for control and will
  do anything to gain power
• --they typically deny responsibility for their
  misbehavior and have little insight into how they
  impact others
• (Ricky and his actions)

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• The child is socially exploitive and very quick
  to notice how others respond, and then uses these
  responses to their advantage in family or social
  environments, or both.

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• The child can tolerate a great deal of
  negativity, in fact sometimes seeming to thrive
  on large amounts of conflict, anger and
  negativity from others, and are frequently
  winners in escalating battles of negativity.
  (teacher get red, teacher crying, I have a bad
  attitude) poker face
• --any attention is good attention, and if they
  cant get good attention, they may go for
  negative attention

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• Partial list of characteristics seen in defiant
  children
• Getting angry easily
• Arguing and talking back
• Defying reasonable requests
• Bucking rules
• Intentionally bothering people
• Pushing the limits
• Not taking responsibility for mistakes or
  misbehaviors

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• Getting easily annoyed
• Being resentful, spiteful, or vindictive
• Speaking harshly
• Being brutally unkind when upset
• Seeking revenge
• Having frequent temper tantrums ( out of terrible
  2s timeframe)
• Parents of these children
• describe them as being rigid and demanding
  from an early age.

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• Causes
• 2 different theories
• Developmental theory suggesting that the
  resistance is really a result of incomplete
  development. For some reason, these children
  never really complete the developmental tasks
  that normal children master during the toddler
  years. They get stuck in the 2-3 year old
  stage of child defiance and never really grow out
  of it.

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• Learning Theory suggests that defiance develops
  as a response to negative interactions. The
  techniques used by parents and authority figures
  on these children bring about the disobedient
  behaviors. The parents are not to blame when
  this happens. The same techniques work out quite
  well for normal children.
• Innate versus environmental

20

• Too much vs. too little structure
• In an overly structured environment
• the parent is rigid and inflexible. They
  micromanage and come down hard
• on their children, controlling every
• aspect of their lives. (ex Tiger mom,
• single child and overprotective parents)
• Children can exhibit defiance when parents dont
  provide enough structure by setting appropriate
  boundaries, or establishing and following through
  with consequences for misbehavior
• (Sams club).

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• DOES MY CHILD HAVE SPECIAL NEEDS?
• All children are different.
• Whats causing the issue?
• Sneakers, parent working more, illness at home,
  grandparent ill, money, parent issue (impending
  divorce, daddy doesnt live with us anymore),
  loss of job, moving, family stress, death in the
  family.
• Some of the disruptive behaviors are cause
  specific, and can be dealt with in a simpler
  manner.

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• Look at your Childs temperament
• some shy kids are labeled introverts,
• social outcasts, stuck ups.
• Some active kids are called hyper,
• difficult, mischievous, purposely
• against me.
  
• Some temperaments can be changed or tempered,
  some we need to learn how to work with.
  (BREAKING A CHILD)

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• How do you interact with your child?
• Are you causing some of the issues?
• Do you expect too much from your child?
• (EX Mason, 4 year old and sitting, raising
  the bar)
• How do you view your role as a parent friend,
  teacher, guider?
• How much give and take is there?
• Are you clear in your expectations
• We take courses/have training for our jobs, why
  not assistance for raising our kids?

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• ARE YOU THE INSTIGATOR?

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• What is your temperament?
• For a child you are the most
• important person in their life.
• But that usually changes as
• they grow, and they will grow.
• Are you adapting to them as they change?
• (no why can I how come pleeaassseee, mommy
  mommy mommy, daddy daddy daddy, what does this
  mean???)
• Objectively take a step back

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• HOW IS THE FAMILY LIFE?
• What affects one child may affect others.
• Behavior issues can be learned by siblings.
• Attention seeking by siblings
• or spouses.
• How is married life?
• Finances, work, drug alcohol use.
• Education level not always a great indicator of
  parenting skill

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• Avoiding conflict
• Avoiding conflict is not avoidance, its akin to
  picking your battles
• Clear language and expectations
• Age appropriate (tall 3 year old)
• Walk away
• Keep calm
• Find out the child's end game
• What do you know about your child?

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• Build on the positives, give the child
  APPROPRIATE praise and positive reinforcements
  when they show flexibility or cooperation.
• Put yourself in time out.
• Apologize when youve made a mistake. Good
  modeling.
• Manage your own stress. All work and no play

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• How to decide too much vs. too little?
• or.
• where can we find the perfect parent
• with all the answers?

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• How pervasive a problem?
• SOME SAY ONE 1 IN 14 TO 1 IN 7 HAVE BEHAVIOR
  ISSUES (7-15 OF POPULATION).
• Are we pushing too hard, thus causing some of the
  problems?

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• Preschoolers are expelled 3 times more frequently
  than children in grades K-12

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• National Center for Early Development and
  Learning (2000) indicated that 46 of
  kindergarten teachers reported that more than
  half of the children in their classes were not
  ready for school, that is, they lacked the
  self-regulatory skills and emotional and social
  competence to function productively and to learn
  in kindergarten.
• Will public pre-Ks help with this problem?

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• Similarly, several Head Start studies suggested
  that between 16 and 30 of preschool children in
  those classes posed ongoing conduct problems for
  teachers.
• Question is it child, or teacher/parent, or
  both?
• (Party, shirts, language and soap,)

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• The Early Child Longitudinal Survey (ECLS), in a
  national representative sample of over 22,000
  kindergarten children, suggests that exposure to
  multiple poverty-related risks increases the odds
  that children will demonstrate less social
  competence and emotional regulation and more
  behavior
• problems than more
• economically advantaged
• children.

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• How to diagnose behavior issues?
• Across the board assessments
• ----Horribly expensive
• ---- insufficient personnel to conduct
  assessments
• ---- too long a time lag for treatment.
• ----Unnecessary?

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• Who should do the
  testing/screening to form a diagnosis?

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• Pediatricians
• See child infrequently
• See child short periods of time
• Rely heavily on parent feedback
• Training for behavior diagnoses?
• Direct observation of childs issues?
• Good part of a team approach

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• Parents
• Lack of training
• Bias
• Professional understanding of issues?
• Understanding of developmental stages?
• Denial
• Checklists available (Dr. LaFreniere)
• Used by early education staff also

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• There is increasing evidence to suggest that
  teachers efforts to involve parents in ways to
  support their childrens learning at home
  (through phone call, newsletters, suggested
  homework activities, etc,) and in developing
  coordinated home/school behavior plans have
  positive effects on childrens academic, social
  and emotional competence.
• Shouldnt it be built into work week?

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• Early Education Staff
• Childcare, preschool, early public school
• Training
• Direct observation
• Time period of observation
• Comparison of other children of similar age
• Interactions with family members
• Unbiased (?) filler of the blanks

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• Mental Health Professionals
• Professional training
• Access to comprehensive diagnostic testing
  materials
• Knowledge of development
• Interaction with early education staff and family
• Facility to conduct therapies

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• Who makes the diagnosis?
• EVERYONE
• WORKS
• TOGETHER

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• Diagnosis made, now what to do?
• Accept diagnosis? (I think youre full of .., His
  father was the same way at that age,)
• Team treatment.
• Family, program and
• therapists working together.
• Clear, consistent communication a must.
• Follow treatment plancan you?
• 10 experts, 6 different ways to proceed, which
  way do you go?

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• For parents, follow the plan that you can STICK
  WITH.
• Is there a weak link?
• Too difficult, too strenuous, too unnatural, too
  expensive plans may not work. If not workable,
  inform team immediately for revisions or
  additional assistance or services.

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• For teachers in public school, special staff,
  supplies and scheduling are available.
• For preschool/child care staff, backing of
  Director/supervisors essential, as well as other
  staff, and family.
• One-on-one or additional staffing needed?
• Workshops for staff specific to situation.
• Patience and persistence to deal with situation.

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• Treatment plans too numerous to mention here.
• Medications
• Herbal treatments
• Diet (JUMPING ON ANOTHER CHILD)
• Treatment facilities
• In-home staffing/therapy
• Respite care

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• Treatment needs to be designed for YOUR child
  and YOUR family or center.
• Whatever treatment plan chosen, done in
  conjunction with family.

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• 10 Cs
• Clear language
• Calm manner
• Concise explanations/directions
• Consistent
• Caring
• Choices
• Consequencestaken away, given back
• Communication
• Changes
• Confidentiality
• 1

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• Parent family training intervention
• (dog obedience classes)
• Effect on family
• Explanations (communication)
• Individual time
• Deal with perception of favoritism
• among siblings
• Parent time (perfect parent?)

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• And
• now
• a
• word
• from
• our
• sponsor.

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• When to effect change?
• Only when ready to deal with issues/changes
• Talk about/discuss at a neutral time
• Dont talk in front of children
  (parents/teachers)
• Make few changes at a time
• Parents (adults) on same page before enacting
  changes (ext. family, friends)
• Time

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• Steps to take in dealing with targeted issues.
• Cognitive competence a pupils general feeling of
  doing well at school.
• The anticipation of success probably promotes and
  enhances on-task orientation.
• Atkinson (1964) states that motivation is highest
  when the task is perceived as appropriately
  challenging and the chance of successful
  accomplishment is above 50 (Bru, 2006)

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• Bandura (1997) maintains that a personal belief
  in self-efficacy influences how much effort an
  individual will expend and how long they will
  persevere in the face of obstacles or even
  failure (Bru, 2006).
• Make the tasks, activities, programs more
  relevant and fun for the students--not watering
  down or dumbing down the materials, just making
  them apropos to the students.

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• Effective classroom management can help
• to decrease disruptive classroom behaviors and
  increase student engagement in academic tasks.
• Poor classroom management has been linked to
  long-term negative behavioral and social outcomes
  for students

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• There is substantial evidence indicating that
  well-trained and supportive teachers who use high
  levels of praise, proactive teaching strategies,
  and non-harsh discipline can play an extremely
  important role in fostering the development of
  social and emotional skills and preventing the
  development of conduct disorders in young
  children.

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• What type of praise?
• Overdone and overused?
• Using several names when dealing with specific
  issues
• Storytelling (fishing story)

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• Having a supportive relationship with at least
  one teacher has been shown to be one of the most
  important protective factors influencing
  high-risk childrens later school success
  (Webster-Stratton, 2008).
• Dont teach to be remembered, teach to be
  enjoyed. (Kevin Duplissie, August 16, 2012).
• (Best Buy, parade, SATs, MIT)

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• Classroom management
• Physical placement of chairs, desks, etc
• Vision placement of staff
• Discourage inside running aisles
• Visually encouraging without too much noise
• Height of materials for viewing and for use
• Availability of useful materials
• Permission for use?
• Proper care of materials
• Do children have ownership in program?

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• ESTABLISH ROUTINE

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• Encourage participation of all children
• Encourage participation of all staff
• Encourage participation of families where and
  when appropriate
• Encourage staff feedback to staff
• Encourage staff feedback to parents
• Encourage staff feedback to children

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• Time for variety of activities
• Play time inside and out
• Large motor/large muscle play
• Play with, but dont overtake
• Let child take some of the lead
• Explain game, but remember learning curve
• Dont be afraid to be silly with child
• Make the connection
• Dont preach

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• Staffing
• Appropriate number to meet program needs (public
  pre-ks)
• Appropriate language in program
• Appropriate language to children
• Asking or telling?
• Encouraging or discouraging?
• Difference between thats a good job and I
  like the way you did XXXXX
• Variety of training programs
• Bring in appropriate self

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• Staff engaged with children
• Visual cues
• Verbal cues language and tone
• Physical cues
• Staff placement
• Looking down or looking at
• Staff relationships with co-staff, parents,
  children and directors
• Staff wanting to be there
• Its not just a job, its an adventure

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• Modifications in program content
• Divide materials into small manageable units
• Present material in systematic fashion
• Ex numbers and counting
• Posters
• Varied counting materials available
• Make a game of counting things at cleanup time
• Make a game of counting boys and girls

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• Adapt materials ex Planting seeds
• Counting seeds
• Count cups needed for all kids
• Counting spoonfuls of sand needed
• Counting spoonfuls of water needed
• Counting how many days until sprouting
• Counting how many inches grown in day/week
• Draw pictures of activity
• Counting flowers/buds
• Dont overdo thingsnot everything needs to be a
  teachable moment

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• Use clay/play dough to make the seeds
• Place pictures children made on walls
• Kids will go count their stuff on their own
• Cook with items planted (peas for snacks, carrots
  for snacks, etc.)

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• Additional presentations and practice
• Show Tell
• Calendar time
• Invite guests to discuss subject matter
• Natural environment (Madison, STOP)
• Increased use of graphs, charts, posters, books
• Allow children access to these varied materials

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• Active student and staff involvement
• Present material in song fashion
• Present material in dance fashion
• Present material in drawn fashion
• Create a game to present material and incorporate
  materials

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• Modifications in student work product
• adapt task characteristics/requirements
• clay, play dough,
• group work (cooperation, social networking,
  peer influence, peer measure)
• allow extra time (parents rushing in to go
  home)
• Still have expectations, but can they be adapted?

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• DECREASING PEER AGGRESSION IN THE CLASSROOM
  (WORKS FOR HOME TOO).

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• DEAL WITH THE ISSUE HEAD ON
• Books Baby Faces If youre angry and you know
  it The way I feel Why should I listen Why
  should I help Im so grumpy David goes to
  school No David Alexander and the terrible,
  Horrible, no good, very bad day On Monday It
  looked like spilt milk I love school.
• Great conversation starters
• Book clubs

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• Picture cards
• Show me your XXXXXX face
• What would you do if I came to school XXX?
• If I had a bad day what could you do to make it
  better?
• If YOU had a bad day, what could we do to make it
  better?
• If YOU had a bad day, what could your parents do
  to make it better?

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• Talk about Feelings
• DONT SMILE!!!!!!!!!!!!!!

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• If YOU had a bad day, what could YOU do to make
  it better?

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• MAKING
• A
• CHILD
• SAY
• SORRY

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• Help them make choices
• Fingers
• Repeat offenders
• Choices and consequences
• Shakespeare had it right Thrice is mine
• Team consistency (including parents)
• Face needs to show importance of words
• Set the stage (semester starting, new child
  starting, CLEAR reminders of routine, rules and
  expectations)
• ASK THE KIDS TO HELP

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• Sharing
• Emotions
• Cooperation (use teachers for example, act it
  out)
• Screaming and yelling

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• Make school fun
• The Kissing Hand Huggly goes to school Spot
  goes to school Mouses First Day Its Time for
  School Stinky Face and others.
• USE YOUR TALENTS
• Ask KIDS for suggestions for snacks for the month
  
• Field trips
• Varied activities (woodworking)

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• Is routine too rigid or structured?
• Are the expectations of the children too high?
• Is there adequate coverage?
• Are there adequate staff?????
• Do the staff have management support?
• Do the staff have parental support?
• Do the staff have each others back?

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• Obtain objective assessment from staff who work
  with child.
• Use checklists to verify objectivity
• Are you in agreement that there is an issue that
  needs to be addressed? If so

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• Set up a meeting with parent's.
• Assure them you are there for child and family.
• Have examples of the issue at hand.
• Are parents seeing issues at home also?

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• Have specific examples of how you are dealing
  with issue at school.
• Illustrate that staff and program are here to
  help with the issue.
• Have paperwork (articles, program guides, etc.)
  as handouts to parents.
• Ask if regular meetings would be of assistance?

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• Assure them that asking
• child to leave program is the last resort (and it
  should be last resort).

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• Use behavior charts
• How will staff use them?
• How will parents use them?
• Does the child know about them and what
  they are for?
• Do they go back and forth between school and home?

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Rewards and punishment

• If they lose something (taken away, punishment),
  are they allowed to earn it back?
• How long before they receive reward?
• Has that been explained well to child, staff and
  family?

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• The Daily and Weekly Point Sheet chart can be
  used to track progress. These charts can be
  modified to fit the individual child and/or
  teacher's needs.

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• At the end of each week, a photocopy of the
  Weekly chart is made for the teacher's records.
  Students are then permitted to take their copy
  home. Some parents like to use these charts along
  with the daily point sheets to help motivate the
  students with rewards at home.

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• Parents must be reminded to accentuate the
  positive. Periodically remind them that the point
  sheets and monthly charts are tools of
  communication. Help them see that even though a
  student may have low points for a particular day,
  he or she still may have made good choices.
• Remind them of the positives, not just focusing
  on the negatives.

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• REINFORCERS
• The following list of reinforcers is only a
  start. Ask the students what they want to earn.
  Be observant to detect their least favorite
  activities. For the plan to work, there must be
  things students want to avoid as well as things
  they want to earn.

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• Primary reinforcers include food items and
  drinks. These work best with younger students and
  with any age when stress factors are high.
  Permission from parents is sometimes needed.
  Primary reinforcers might include the following
• Candy Juice Fruit Crackers
  Soda Cookies
• Cake Pizza Chips Pretzels
  Ice cream Marshmallows

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• Secondary reinforcers include tangible items. It
  is wise to discuss in advance with the students
  what items they prefer to avoid purchasing too
  much. Free samples and donations are often
  available. Some suggested secondary reinforcers
  are
• Posters Erasers Cars
  Dolls
• Notebooks Sports cards Visors
  Bubble baths
• Nail polish Stickers Pens
  Jewelry
• Sunglasses Caps Pencils
  Games
• Markers Clothing Cologne
  Silly straws

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• Social reinforcers are the highest level of
  reinforcement. It is not recommended that groups
  begin earning these at
• first unless adult supervision is
• always available. The students
• will be earning time and the right
• to use whatever materials are
• necessary. Points can be paid
• by the minute.

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• Painting Models Coloring Clay
• Playing outside Game time
  Computer
• Library Films Listening to tapes
  or records Visiting another classroom
  Helping in the office
• Excerpted from Tough to Reach, Tough to Teach.

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• What behaviors are you trying to change?

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• Dont forget the power of the words
• I LOVE YOU
• IM PROUD OF YOU
• YOU DID A GREAT JOB.

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• DONT FORGET THE POWER OF THE WORDS
• I LOVE YOU
• IM PROUD OF YOU
• YOU DID A GREAT JOB

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• DONT FORGET THE POWER OF THE HUG.

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• DONT FORGET THE POWER OF THE TIME SPENT WITH
  MOM, DAD, OR TEACHER, OR DOING SOMETHING THE
  CHILD WANTS TO DO.

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• QUALITY NOT QUANTITY

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• Not meant to be all-inclusive.
• Can talk more about any of these slides in live
  workshop on Oct 26..
• Never stop learning from other teachers, parents,
  or the kids themselves.

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• REMEMBER
• TO
• HAVE
• FUN.
• They will grow up quickly.
• Before we know it, they are up gone
• Dont rush childhood.
• Dont forget to smile.

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• Upcoming workshops
• Toilet training. Please send your proven and
  creative tips to me to include for all to see and
  try.

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• Time for a fishing story?