help children learn to manage their own behavior

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    Project funded by the Child Care and Head Start Bureaus in the U.S. Department of Health and Human Services

    Helping Children Learn toManage Their Own

    Behavior

    What Works Brief Training Kit #7

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    The What Works Brief Training Kits were developed to help in-service and pre-serviceproviders conduct sta development activities. Each kit is based on one What Works Briefand contains the following items: presenters PowerPoint note pages, participant handouts,activity ideas, pre-training survey, demographic form, training evaluation, and trainingcerti cate.

    The What Works Brief Training Kits are grounded in the Pyramid model depicted below,which provides a framework for describing the four interrelated levels of practice that addressthe social and emotional development of all children. The Pyramid is designed to guidepractitioners in understanding the importance of childrens social-emotional competence in

    terms of school readiness and the prevention of challenging behavior. This What Works BriefTraining Kit relates to the Targeted Social Emotional Supports level of the Pyramid.

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    Speaker Notes:

    WWB Training Kit #7

    Helping Children Learn toManage Their Own Behavior

    Presenter PowerPoint

    Presenter Notes

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    What Is Self-Management?Used to teach children (four years and older) to:

    Pay attention to their own behavior Use appropriate play and social interaction skillsParticipate in classroom routinesEngage in instructional activities

    Speaker Notes:

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    Steps to Self-Management

    Assess childs current level of self-management.1.

    Identify behaviors you want the child to learn to self-manage.2.

    Visually display behavior for the child.3.

    Guide the child to learn the desired behaviors and self-4.management system.

    Provide positive attention for using the self-monitoring5.system correctly.

    Speaker Notes:

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    Step 2: Identifying Target Behaviors

    Identify what observable behaviors you want the childto learn to self-manage.

    Each step should clearly describe what the childshould do.

    Speaker Notes:

    T o e amples:

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    Step 3: Displaying Behaviors

    Visually display the target behaviors usingphotographs or drawings on a poster, on asheet of paper, or in a booklet.

    Provide a way for the child to monitor his/herbehavior (e.g., a check mark, smiley face,thumbs up/thumbs down).

    Speaker Notes:

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    Step 4: Guiding the Child

    Guide the child to learn the desired behaviors andto use the self-management system (e.g., checkmarks, smiley faces, thumbs up/thumbs down) toassess performance of the behaviors.

    Speaker Notes:

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    Step 5: Providing Positive Feedback

    Provide positive attention to the child when he/shecorrectly completes the steps to successfulcompletion of the target behavior.

    Provide positive attention to the child when he/shecorrectly uses the self-monitoring system accurately.

    Speaker Notes: To make it more likely that the child will continue to engage in the target behavior

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    Activity 1:Developing a Self-Management System

    Ms. Susan asks the children in her class to put theart supplies away, put their creations in their cubbies,and gather together on the rug for story time. David, a4-year-old in her class, often leaves everything on thetable and wanders around the room instead.

    Speaker Notes:

    A k ti i t t d th i Th i i d l lf t

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    Activity 2Using Self-Management in Your Setting

    Speaker Notes:

    Pair with a partner

    Think about ways to use self-management with children in yoursetting

    Share your thoughts with thelarge group

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    Additional Resources

    Carta, J. J., Estes, J. S., Schiefelbusch, J., & Terry, B. J.(2000). Project Slide: Skills for learning independence indevelopmentally appropriate environments. Longmont, CO:Sopris West (available from http://www.sopriswest.com).

    Speaker Notes:

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    Pre-training Survey

    R How can self-management be used to address childrens behavior?

    R What are two questions to ask in determining a childs current level of self-management?

    R What are two strategies to support childrens use of self-management?

    WWBTK #7:Helping Children Learn to Manage Their Own Behavior

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    Pre-training Survey

    Demographic Information

    Describe yourself (check the boxes that best describe you):R Your gender: Female Male

    R Your age: under 30 31 to 40 41 to 50 51-60 61 and above

    R Your ethnicity: European American Asian-Paci c Hispanic African-American American Indian Other (specify)_________

    R Check your current teaching certi cates: Early Childhood Education Elementary Education Special Education

    Other (Specify)____________________

    CSEFEL

    WWBTK #7:Helping Children Learn to Manage Their Own Behavior

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    WWB Training Kit #7

    Helping Children Learn toManage Their Own

    Behavior

    Participant PowerPoint

    What is Self-Management?Used to teach children (four years andolder) to:

    Pay attention to their own behavior.

    Use appropriate play and socialinteraction skills

    Participate in classroom routines

    Engage in instructionalactivities

    NotesParticipant Notes

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    Step 2: Identifying Target Behaviors

    Identify what observable behaviors youwant the child to learn to self-manage.

    Each step should clearly describe what thechild should do.

    Step 3: Displaying Behaviors

    Visually display the target behaviors usingphotographs or drawings on a poster, on asheet of paper, or in a booklet.

    Provide a way for the child to monitor his/her behavior (e.g., a check mark, smileyface, thumbs up/thumbs down).

    Notes

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    Activity 1Developing a Self-Management System

    CSEFELR Directions: Read the scenario. Develop a self-management system for the child describedin the scenario.

    Case Study: Ms. SusanMs. Susan asks the children in her class to put the art supplies away, put their creations in theircubbies, and gather together on the rug for story time. David, a 4-year-old in her class, oftenleaves everything on the table and wanders around the room instead.

    ______________________________________________________________________________ ______________________________________________________________________________

    ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

    WWBTK #7:Helping Children Learn to Manage Their Own Behavior

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    Activity 2Using Self-Management in Your Setting

    CSEFELR Directions:Think about ways children can use self-management within different settings(their center/school). What are some obstacles in the setting that keep children

    from using self-management techniques? Share thoughts with the large group.

    Settings Ways children can useself-management

    Possible obstacles

    Circle Time

    Snack

    WWBTK #7:Helping Children Learn to Manage Their Own Behavior

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    CSEFEL Training Workshop Evaluation

    Date: Location:

    Topic:

    Speaker(s):

    Your position:

    R Circle the number that best expresses your reaction to eachof the following items:

    1. This topic is important to me.

    2. The amount of information covered was

    3. The information covered was clear.

    4. The activities conducted were benefcial.

    5. The handouts provided were useful.

    6. Overall, this presentation was

    R Things I liked about this presentation:

    R Things I would change about this presentation:

    CSEFEL

    (Extremely Important) 4 3 2 1 (Not Important at All)

    (Just Right) 4 3 2 1 (Inadequate)

    (Very Clear) 4 3 2 1 (Vague)

    (Very) 4 3 2 1 (Not at All)(Very) 4 3 2 1 (Not at All)

    (Very Useful) 4 3 2 1 (Not Useful)

    WWBTK #7:Helping Children Learn to Manage Their Own Behavior

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    Cer ti cate of Training Helping Children Learn to Manage Their Own Behavior

    This is to certify that

    Trainer

    Trainer

    Additional training resources are available at: http://www.vanderbilt.edu/csefel/

    successfully completed the above training

    Participant

    Date and Location