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First Step to Success
An Early Intervention Program for Young Children with Challenging Behaviors
Instructor:
Annemieke Golly, Ph.D.,[email protected]
(541) 344-7784
Oregon Research Institute
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Agenda
• 9:00 – 9:30 Introductions
• 9:30 – 12:00 Positive, proactive strategies for ALL kids
• 12:00 – 1:00 Lunch
• 1:00 – 3:15 First Step to Success
• 3:15 – 3:30 Focus group and wrap-up.
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What helps Mark• Organization
• Clear Expectations
• Adequate sleep
• Regular and healthy meals
• Excercise
• Humor
• A Hobbie (working with horses)
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7-10%SOME
(At-Risk Students)Classroom and Small
Group Strategies
3-5%FEW
(High Risk)Individual
Interventions
85-90% ALL
(All Students) School-Wide Systems of Support
• Functional Assessment• Individual Behavior Management Plans• Parent Training and Collaboration• Multi-agency collaboration (wrap-around)• PMTO
• Intensive social skills teaching
• First Step to Success• Adult mentors (checking in)• Increased academic support
• Social skills teaching• Positive, proactive discipline• Teaching social behavior expectations• Active supervision and
monitoring• Positive reinforcement systems• Firm, fair, and corrective
discipline• Data-based decision making
P. 27
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SCHOOLWIDE EXPECTATIONS
• Define school rules in ALL settings
• Agree on rules with ENTIRE staff
• Teach expectations to ALL students
• Positively reinforce students following the rules
• Encourage the behavior you want
• Develop consequences for not following the rules
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Preschool First StepScreening and Intervention Process
Screen Teachers
ClassroomExpectations
Phase
RecruitParents
CollectBaseline
Data
TrainTeachers
CoachPhase
(Days 1-8)
Teacher &Maintenance
Phase(Days 9-30)
CollectPost Data
The Five Universal Principles
1Have Clear
Expectations
2Teach Expectations through Role-Play
3Positively
Reinforce the Expectations
4Minimize
Attention for Minor
Inappropriate Behavior
5Have Clear
Consequences for Unacceptable
Behavior
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What’s First Step to Success?
Helps young students adjust to school.
Improves children’s social adjustment and school performance.
Enlists help of three most important people in the life of a child:
Family Teachers Peers
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Why First Step to Success?
Research shows that the earlier intervention occurs, the more likely it is that positive outcomes will be achieved.
First Step to Success is an evidence-based program shown to reduce frequency of antisocial behavior and to increase school readiness among young children.
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What are its primary goals?
Teach children to get along with others
at school (teachers and peers).
Teach children how to focus and complete tasks.
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Where does it take place?
In the classroom – takes about 30 days to complete
In the home – six one-hour weekly visits
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Preschool First StepScreening and Intervention Process
Screen Teachers
ClassroomExpectations
Phase
RecruitParents
CollectBaseline
Data
TrainTeachers
CoachPhase
(Days 1-8)
Teacher &Maintenance
Phase(Days 9-30)
CollectPost Data
First Step to SuccessImplementation Timeline
Pre-Intervention
Classroom Expectations
+5 Days
Phase 4
MaintenancePhase
Days 21-30
Phase 3
TeacherPhase
Days 9-20
Phase 2
Coach to Teacher
TransitionDays 6-8
Phase 1
Coach Days1-5
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How is it done in the classroom?
First Step Coach role-plays and teaches child expected behaviors.
When child is ready, he/she “plays the Green/Red Card game” with peers.
Child earns special activities for entire class.
Parents receive daily feedback.
Teachers take over and continue the approach.
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What is done in the home?
Six one-hour weekly visits by the coach.
Coach teaches family fun and supportive activities designed to help the child succeed in school.
Parents or caregivers are encouraged to do the activities a few minutes each day with the child.
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homeBase
Strategies to help children practice skillsthat will improve school adjustment
Friendship Skills
ProblemSolving
SharingSchool
ConfidenceBuilding
Cooperation
LimitSetting
Conducted with caregivers and parents
homeBaseImplementation Flowchart
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How do we know it works?
Program received 20 Million Dollars Research grants during the past decade
Recognized as a model program by: Substance Abuse and Mental Health Services
Administration (SAMHSA) –
Prevention Research Center – Pennsylvania State University
University of Colorado – Center for the Study and Prevention of Violence
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What outcomes are expected?
Improved social behaviors
Improved educational outcomes (early literacy skills)
Improved child-family interactions
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How are outcomes measured?
ESP Adaptive Behavior Scale
ESP Maladaptive Behavior Scale
Aggressive subscale of Child Behavior Checklist
AET Observations using a stop watch
Woodcock-Johnson III (growth curve analysis)
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Chart 7 Washington County Enhanced First Step to Success
2001-2005
29.68
20.19
0 0
21.24
13.81
29.01
20.84
62.22
85.35
0
5
10
15
20
25
30
35
40
ESP Adaptive ESP Maladaptive ESP Aggression AAET
Raw
ES
P S
core
s N
= 24
9
0
10
20
30
40
50
60
70
80
90
Per
cen
t E
ng
aged
fo
r A
AE
T n
= 22
5
Pre PostAverage
Normal
Score
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Outcome for Class as a Whole
“Did the First Step program have an effect on the behavior of your class
as a whole?” 1-Very negative effect , 2- Negative effect, 3 – No effect, 4-Positive
Effect, 5- Very positive effect.
Teachers from Washington County reported that as a result of The First Step to Success Intervention…
class behavior improved in 198 out of 221 classrooms (91%)
These teachers rated this question either a 4 or a 5 On the scale above
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Parent SatisfactionHow would you describe your experience with the
following parts of the First Step to Success program?
4.694.85 4.89
4.74
1
2
3
4
5
Home School Coach Overall
Ra
tin
g1
-Dis
ap
po
inti
ng
, 3-S
ati
sfa
cto
ry, 5
-Ex
ce
llen
t
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In order for the child to change their behavior, the adults must change their interactions with the child
first.
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Be Consistent with Expectations
• If you expect students to raise their hand quietly…Only call on students who raise their hand. Do not respond to talk outs.
• If you expect students to work quietly, reinforce the students who are working quietly.
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X-Activity• Pick a partner or get into groups of 4.
• Identify one area in your classroom that needs improvement.
• DO NOT commit ASSUMESIDE (Anita Archer)!
• What do you want to see and/or hear instead?
• How will you teach this expectation?
• What kind of motivator will you use?
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What can be done??• Establish Clear Expectations for the Group
Imagine your ideal group.…
- What do you want to see?- What do you want to hear?
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Examples of Clear Expectations:
• Follow directions the first time given
• Move carefully, quickly and quietly
• Raise your hand for permission to speak
• Keep hands, feet and objects to self
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ClassroomExpectations
1Keep Hands
and Feetto Self
2Use
Walking Feet
3Use Indoor
Voices4Get Teacher
Attention During Circle
5Use Appropriate
Language
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Why do most children misbehave?
• Attention (adult, peer)
• Avoidance (Task too hard, too easy, boring)
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What Can We Do?• Motivate All Students
• Provide lots of positive feedback
• Minimize attention for minor inappropriate behavior
• Focus on the behavior you want
• Use humor, never sarcasm.
• Have fun!
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Activity• Think of a student who is a weak or non-responder
in your classroom/group
• What “need” (attention, avoidance) is maintaining the inappropriate behavior meeting for the student.
• How do you typically deal with the student when unacceptable behavior occurs.
• How might your behavior maintain the problem behavior?
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Motivation• If the student can’t do the task, it’s a
skill problem. You have to teach or re-teach!
• If the student won’t do the task, it’s a motivational problem. You have to motivate!
In both cases, you have to change your behavior.
It is your job to help the student be as successful as possible!
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Motivation• Make separate chart
with 2 columns
You/ Other (make believe animal or object)
• When they are doing the “right thing” they get a point
• When someone isn’t doing “the right thing”, the other side gets a point.
YOU (e.g. - Snoopy- Sponge Bob- Mr. President)
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• If they have more points then the other side at the end of the period, they get a mark on the motivational chart
• When motivational chart is filled, there is a surprise for the entire class.
YOU
IIIII IIIII
Snoopy
I
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MotivationThis game is an excellent way to keep data
on your positive interactions with the kids.
• Students should have at least 5 points for every point the other side gets
• If not….
– Your instructions aren’t clear or..– You are paying too much attention to inappropriate
behavior.
YOU (students) lllllllllllllll
Snoopy(other side)
lllllllllllll
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Motivation
• Pick a motivational theme (e.g., rocket, thermometer, tree, basketball, map, ladybug, butterfly)
• Make a large poster with 10-20 marks
• Explain how students can earn a mark (e.g., when they have more points than the other side)
• Make it fun!
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Motivation• Students can earn points for :
– Following directions – Working independently – Raising their hand quietly– Lining up quickly & quietly– Cleaning up quickly & quietly– Transitioning quickly & quietly
–Etc.
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“We know how to be respectful!”
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Say: “ I need to teach them how to transition quickly and quietly.”
Not “They should know how to play.”
Do not commit “Assumeside!”
•Identify the Problem•Put it in observable & teachable terms..
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Basic Concept
• Decide what you want to see and hear• Tell students what you want• Teach students what you want• Reinforce them a lot when they are doing it• Minimize a “lot of attention” when they’re not
doing it
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Pro-active vs.Re-active Adults
• Re-active adults deal with problem behaviors
• Pro-active adults prevent problem behaviors
• Turn to the person next to you and give an example of being re-active
• Turn to the person on your other side and give an example of being pro- active
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• Reduce reliance on punishment, time-out, office-referral and suspension, as a primary strategy
• If the “punished” behavior occurs again and again, the punisher is reinforcing to the child.
• Find out what the child is trying to get (e.g., attention, avoidance/escape or both).
Punish
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Reactive Statements
– What are you doing!?– Stop that!– Sit down!– Get to work!– No!– You should know how to do that by now!
Many times our reactive statements increase anger and escalate behavior.
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Verbal & Non-verbal Communication
Be aware of your communication style
Videotape yourself and watch for:
– Shaking finger?– Hands in sides?– Standing in front of the student.– Looking down at the student.– Being at eyelevel with the student?– Giving the student a clear direction?
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Pro-active/Reinforcing words:
“ I noticed……”
“I saw…..”
“You are being responsible, respectful, safe when you…….”
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Proactive Statements
• Focus on the desired behavior, not on the misbehavior.– In see you are getting started on your work.– I noticed you lined up quietly.– I see you are sitting quietly.– I see you are waiting for directions.– I see you have your hands folded, thank you for
showing me respect.
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Dealing with problem behavior
• Stay calm
• Be specific
• Use a neutral tone
• Avoid a power struggle!
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Helpful words:To Encourage & Reinforce:
“I noticed…..” & “I saw…..”
“Can I help you?”
To stay out of a power struggle:
“Regardless “
“Never the Less”
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What else…..
Do NOT hold a grudge!
Use humor, not sarcasm
• Always treat the child with respect.
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What can be done?
• Be organized
• Set up a positive and predictable classroom environment
• Develop and teach clear expectations
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Classroom Organization
Kids are taught to hang up coats and place boots
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Neatness and Organization
• Teach students:– respect for their space
• Coats on hangers, hats off, roll up sleeves• Put materials away neatly
– Personal space• Walk with personal space around you• Stand in line with personal space• Walk with a purpose
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Response to Intervention
• If you are doing the same thing again and again and the behavior doesn’t change, you must change your intervention/interaction.
• The teacher always has to change first before the child will change!
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Use Data-based Decisions
• Keep track of repeat “offenders”– E.g., turning card, name on
board, send to office, call parents.
The “punishment” actually maybe reinforcing for the student.
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What can be done?
Encourage the Child
Recognize effort not just success
Provide warmth, caring and
Frequent encouragement
Lots of positive feedback
Minimize reprimands
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Make sure the “Attention Bucket” is full!
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In spite of the best classroom management, some children need
more….
First Step to Success provides more for students, teachers and parents.
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Definition of Antisocial• Actions that deviate from accepted
rules and behavioral expectations
ACROSS A RANGE OF SETTINGS
including classroom and playground– Includes disruptive, aggressive, and
noncompliant behaviors
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Characteristics of Problem Behaviors
• Crucial features are the
• FREQUENCYand
• INTENSITYof behaviors
• Antisocial behavior is part of normal development
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Characteristics of Problem Behaviors
• Less “time-on-task”
• More negative interactions with parents, siblings, teachers, and peers
• Peer rejection
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Characteristics of the Child
• Temperamental
• Oppositional
• Impulsive
• Attention Deficit Problems
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Facts on Antisocial Behavior
• Antisocial behavior by grade 4 should be treated as chronic condition like diabetes (not cured but managed)
• Early intervention in school, home, and community is best hope for diverting from the path
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StressorsFrequently cited reasons:
Low IncomeUnemployment
Marital Problems
Emotional/Physical Abuse
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Parents/Caregivers/Teachers
Reasons:
• Ineffective (inconsistent) discipline
• Harsh discipline
• Lack of positive interactions
• Lack of monitoring
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CLASS INTERVENTION:
• Children learn how to:
– Attend to the teacher
– Get along with others
– Participate in activities
• Positive behavior management program
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CLASS Procedures:• One student at a time plays the
GREEN/RED card game
• GREEN/RED card provides feedback
• Stars on GREEN side earn surprise for the class
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First Step to Success Kit• All materials needed for
implementation are included
– Implementation Guide– Stopwatch– HomeBase Guide– 3 sets of parent materials– 3 sets of classroom materials– Training video
– First Step to Success Roadmap
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Parent permissionand pre-intervention
data are collected
Coach and teacher decide which class-wide expectations
to teach
Coach observesthe classroom
Coach teaches expectations to
entire classthrough role-play
Coach role-playswith student before
intervention
Coach discusses reinforcers and procedure with
teacher
Days 1-5Coach conductsCLASS programfor 20 minutes
Days 6-8Teacher and coach conduct program
together
Coachcontacts parents
each day
Parentsreinforce child
Days 9-30Teacher conducts
program
After Day 5 coachstarts homeBase. Coach meets with parents 1x/
week for 6 weeks
Coach parents and teacher at least
1x/week
Coach collects monitoring sheets
and post-data
Implementation Flowchart
Classroom Component
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COACH’S ROLE:• Observes the target student
• Meets with caregiver and teacher
• Provides materials
• Teaches acceptable behavior 1-1
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PLAYING THE GREEN/RED CARD GAME
• Procedures (continued)– Teacher teaches, coach operates card
– When time is up, debrief with student
– Ask teacher to stop class
– Announce the outcome
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COACH’S ROLE (cont.)• Introduces game
to the class
• Operates the GREEN/RED card first 5 days
• Announces surprise to the class
• Sends GREEN/RED card home
Contacts parents each day first 5 days
Supports teacher
Starts homeBase after day 5
Conducts homeBase 6 weeks for 1 hour
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Scheduleof Rewards
Days 1-13Reward
Every Day
Days 22-30Reward
Every Third Day
Days 14-21Reward
Every Other Day
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TEACHER’S ROLE (Continued)
• Communicates with coach
• Communicates with caregiver at least once a week
• Catches the child ”doing the right thing” for remainder of the year
• Avoids power struggle
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Together with coach,teach classroom expectations
to entire class
Attend training
Attend weekly feedbacksessions w/ Coordinator
After student has been chosen,allow coach to observe the classroom
Meet with coach todiscuss classroom expectations
and student behavior
Ensure that all pre-data andpermissions have been completed
Discuss menu ofreinforcers with coach
Complete Monitoring Formand log each day
Send green or white feedbackslip home each day
Present child with the“GREEN Button” each day
If problems arise,contact coach and consult the
Troubleshooting Checklist
Give positive feedbackthe rest of the year
If student has problems,do a booster shot
Complete all post data
Set up meetingwith parents and coach
During the first 5 days of the intervention, give minimum number
of positives to target student
Implement transition Days 6 through 8
Contact parents at least once a week
Give earned rewardimmediately each day
Implement Days 9 through 30
Teacher ActivitiesFlowchart
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CARETAKER’S ROLE:
• Provides encouragement and surprises
• Signs GREEN/RED card every day
• Participates in weekly homeBase meetings
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CARETAKER’S ROLE (Continued)
• Practices homeBase parenting tips
• Plays homeBase games with child for 5 minutes each day
• Communicates with coach and/or teacher
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CHILD’S ROLE:
Agrees to participate
Brings home GREEN/RED card
Chooses “surprises” for the class
Participates in homeBase activities
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PEERS’ ROLE:
Thank target student for earning a surprise for the class
Follow teacher directions
Do own work
Ignore minor misbehaviors
Encourage target student for playing GREEN/REDcard game well
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ADDITIONAL SCHOOL STAFF’S ROLE:
• Catch The child “doing the right thing”
• Avoid excessive attention for inappropriate behaviors
• Be clear and direct
• Always use a neutral tone
• Avoid “power struggles!”
• Support the teacher
• Notify teacher/caregiver when things are going well
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PLAYING THE GREEN/RED CARD GAME
• Procedures for first few days:
– Remind all students of expected behaviors
– Review expectations briefly with target student
– Sit near student
– Provide feedback & give points
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PLAYING THE GREEN/RED CARD GAME
• Procedures (continued)
– Teacher teaches, coach operates card
– When time is up, debrief with student
– Ask teacher to stop class
– Announce the outcome
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hOMEBASE
• Commitment for parents/caregivers:
– Weekly meetings with First Step coach: 30-45 minutes
• Complete Check-up lists (How well do you know your child ?)
• Discuss Parent Tips (Do’s and don’ts of good parenting)
• Practice Games to play with child( Focussed on school success)
– Daily practice and activities with child: 5-10 minutes
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hOMEBASE
• WEEK 1: Sharing the day
– Child practices giving information
– Parent listens and gives encouragement
– Information gives parents the power to help children be successful outside the home
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hOMEBASE
• WEEK 2: Cooperation
– Parent & child learn strategies
– Sticker chart or chart used at home
• Being cooperative allows a child opportunities to avoid problems
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hOMEBASE
• WEEK 3: Limit Setting
– Giving effective directions and encouragement
– Time-out procedures
• Teaching children to follow limits at home leads to self-control and accepting limits outside of home.
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hOMEBASE
• WEEK 4: Problem solving
– Problem-solving: stay calm and brainstorm
– Parent helps to guide, encourage, and suggest steps to goal
• Children who see problems as opportunities rather than obstacles feel capable
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hOMEBASE• WEEK 5: Friendship skills
– Initiation skills
– Empathy and self-control
– Cooperation
• Learning friendship skills now provides a base for friendship throughout life
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hOMEBASE
• WEEK 6: Confidence building
– Confidence building
• Self-confidence developed at home provides a foundation for success outside the home.