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Reducing Challenging

Behavior by Clarifying

Expectations, Rules,

and Routines

Presented by:

Kim Juhl,

Region 6&8 PDF

Hollie Pater,

ECSE Coordinator

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Slide 2 Participants will…

Learn about the importance of using

visuals to teach

Learn what are program-wide

expectations vs. classroom rules

Learn the importance of teaching

expectations to children in a manner that is

developmentally appropriate

Learn strategies and techniques to teach

clear expectations

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Slide 3

Children At-

Risk

Children with

persistent

challenges

High quality

early

education

Social Skills

Instruction

Individualized

Behavior

Support

All Children

The Pyramid Model: Promoting Social and Emotional

Competence within Early Education and Care Environments

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Pyramid Model

Universal Strategies to Support All Children

Relationships

Partnerships with Families

Supportive Environments

Secondary Interventions for Children At-Risk

Teaching Social Emotional Skills Intentionally and

with Intensity

Tertiary Interventions for Children with Severe

Challenging Behavior

Individualized Positive Behavior Support

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Slide 5

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Slide 6 Expectations

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What research tells us…

“Children are less likely to engage in

problem behavior when they know what to

do, how to do it, and what is expected.”

~ Hemmeter, M.L., Ostrosky, M., & Fox, L. (2006). Social and emotional foundations for early

learning : A conceptual model for intervention. School Psychology Review, 35 (4), 583-601.

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Slide 8 What research tells us…

“Environments that are

engaging, predictable, and

characterized by on-going

positive adult-child

interactions are necessary

for promoting children’s

social and emotional

development and

preventing challenging

behaviors”.

~ Hemmeter, M.L., Ostrosky, M., & Fox, L. (2006). Social and emotional foundations for early

learning : A conceptual model for intervention. School Psychology Review, 35 (4), 583-601.

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Slide 9 What are Clear Expectations?

Clear expectations define what needs to be done and how

to do it appropriately.

Try to use the following 3 key elements:

Who – Use child’s name.

“Amanda, please come here.”

What – Be specific, tell the child what you want

them to do.

“Philip, I need you to wash your hands and then come

to the table.”

How – What are the steps to follow

“Terrence, first ask for the toy, and then wait for Erica

to answer you.”

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Table Talk:

Clarify These Expectations

“Use your words”

“Is that a good choice?”

“Be nice”

“In our classroom we

follow the rules”

“What should you say?”

“You know what’s next.”

“Calm down”

“Stop”

“Do you need to go

back to the baby

room?”

“Are you being safe?”

“I know you know the

rules.”

“You need to listen”

“Where should you be

right now?”

“Sit”

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Slide 11 Setting Up Program-Wide

Expectations

What are Program-Wide Expectations?

Small number (2 to 5)

Apply to staff, family, and children

Developmentally appropriate

Staff are involved in the process

Posted in classroom and common areas

Why have Program-Wide Expectations?

Creates a shared focus and language across program

Communicates positively what is desired

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Slide 12 …having the classroom

expectations in the

room helped him know

what this new school

of his was expecting

and he really couldn’t

argue because it was

posted for him to see

and was reviewed at

every turn he made.

Ms. Melissa, Co-Director

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Partnering With Families

Announcing to FamiliesCreate a family friendly storybook that explains the program expectations

Create parent posters to send home --- or fridge magnets, chore charts, etc.

Put a banner up that announces the effort

Brochure to send home

Make buttons that say “Ask me about PBS”. Have staff wear the buttons and be ready to explain the new initiative

Adopt a symbol (e.g., star, heart, hands). Send a symbol home and describe the initiative on the back.

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Slide 14 Partnering With Families

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Slide 15 Partnering With Families

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Classroom Rules

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Slide 17 Classroom Rules

Have a few simple rules

Involve children in implementing the rules

Address:

Noise level; movement inside; and interactions

with property, peers, and adults

Post visually and at the child’s eye level

Teach rules systematically

Place classroom rules on a cue card ring for

portability

Teach rules every day, throughout the day

Name the rule and have a child demonstrate the

rule (right vs. wrong)

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Slide 18 Classroom Rules

Looking Eyes Gentle Hands

Walking Feet Listening Ears

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Slide 20 Stop and Go Activity

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Slide 21 Program-Wide Expectations

vs. Classroom Rules

Expectations are

General

Broadly stated

Applicable to all

people in all settings

Rules are

Specific

May apply to limited

settings

Clarify behaviors for

settings

Observable and

Measurable

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I am a Problem Solver

Go up the ladder and down the slide

Be a Superfriend

Walking feet

Respect myself and others

Stay with my group

Feet on the floor

Safety First

EXPECTATION

RULE

EXPECTATION

EXPECTATION

EXPECTATION

RULE

RULE

RULE

Program-Wide Expectations

vs. Classroom Rules

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Slide 23 “Rules Activity Ideas” for

Centers

Work together with a friend

Model sharing the toys

Soft voices when talking with friends

Be the leaderAssign a leader to help with “directing” clean-up

Clean-up song

Use puppets in circle to demonstrate being safe and being a friend in centers by role playing the above

Catch kids doing the rules and give “high five”

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Slide 24 “Rules Activity Ideas” for

Centers (Continued)

Set “block building height”; play “measurement games”

Tent talk: build table tents or pop-up tent

Play “Stop and Go” game in circle prior to centers

Create kid-made photo scripted stories about rules in centers

Have clean-up teams

Post “helping hands” on walls in various centers as you catch kids doing great things

Have “friend toys” that can only be used with a partner

What are some new ideas?

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Library Center Rules

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Slide 26 Circle Time Rules

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Slide 27

Household Rules

Encourage families

to create household

rules.

Help them make

rules that teach their

children what TO DO.

Provide strategies

to use for teaching

and reinforcing the

rules.


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VISUALS

Think about how adults use visuals…

Don’t

Forget

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Slide 29 Origami Activity

Are Visuals Really That Important?

Follow the directions on each page to

construct your Origami Crown.

Direction for the Origami activity were obtained from: http://www.origami-fun.com/origami-crown.html

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Slide 30 Step 1

Start with a square paper.

1. Fold the paper in half, and open it.

Then, fold the paper in half once again, in the

other direction, and open it.

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Step 2

2. Now fold all the corners into the center.

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Slide 32 Step 3

3. Turn the model over and fold the top and

bottom towards the center.

(When you do this, the triangular flaps

should pop out from underneath.)

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Slide 33 Step 4

4. Fold the bottom triangle upwards.

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Step 5

5. Fold the 2 bottom corners upwards to the base

of the triangle.

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Slide 35 Step 6

6. Fold triangle back down

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Slide 36 Step 7

7. Rotate the model and repeat steps 4-6.

4. Fold the bottom triangle upwards.

5. Fold the 2 bottom corners upwards to

the base of the triangle.

6. Fold triangle back down.

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Step 8

8. Now you need to open up the model to

complete your crown. Open the flaps

outward and shape the inside into a square

shape.

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Slide 38 Step 9

9. Turn over the model and wear your crown!!

How did it turn out?

Would you like to try again with visuals?

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Slide 39 VISUAL SCHEDULES

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VISUAL SCHEDULES

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Slide 41 Paint the Picture,

a Visual Can Speak a Thousand

Words…Photograph schedules give children a

clear sense of time and expectations within a routine

Mini schedules allow for predictability with individual activities within the daily schedule

Activity task sequences represents steps within an activity

Visual cues can be used to communicate clear expectations

Lentini, R., Vaughn, B. J., Fox, L., & Kwang-Sun Blair (2009). Creating teaching tools for young children with

challenging behavior (3rd edition). Tampa, Florida: University of South Florida.

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Slide 42 Arrival Mini-Schedule

Teaching Tools For Young Children (TTYC): http://www.challengingbehavior.org/do/resources/teaching_tools/ttyc_updated_zip.htm

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Schedule Review

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Slide 44

Schedule and Routines

“Getting Ready for

School” Visual

helps families prepare the child for leaving home and going to school.

provides predictability with a “schedule” of clear expectations around the morning routine.

Lentini, R., Vaughn, B. J., Fox, L., & Kwang-Sun Blair (2009). Creating teaching tools for young children with

challenging behavior (3rd edition). Tampa, Florida: University of South Florida.


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Slide 45 VISUAL CUES

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Visual Cues

Make portable by placing visuals on a cue card ring

Assist with teaching children what TO DO: routines, expectations, and new skills to replace problem behavior

Get child’s attention before directing/cueing

Give the child an opportunity to respond

Give only one directional cue at a time

Follow through with positive

acknowledgement

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Slide 47 Visual Cues

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Slide 48 Portable Rules with Stop Sign

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Routine Visual Cues

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Slide 50

Go Play.

Pull down pants &

underwear.

Go Potty.

Wipe & flush.

Wash hands.

Pull up pants &

underwear.

Dry hands.


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Slide 51 ENVIRONMENTAL CUES

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Environmental Cues

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Slide 53 Environmental Cues

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Slide 54 Environmental Cues

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Cue to Stop

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Slide 56

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Slide 57 Stop and Go for Outside

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MAKE AND TAKE Activities

Stop and Go Activity

Portable rules with Stop Sign

Visual schedule (via email)

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Slide 59 Websites

Free Label Maker & Visual Scheduleshttp://www.environments.com/community/landing.aspx?campaignid=1993


www.vanderbilt.edu/csefel

www.challengingbehavior.org

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Slide 60 CSEFEL’s Additional Resources


Check out “What Works Briefs”

and “Training Kits”

Brief 3: Helping Children

Understand Routines and Classroom

Schedules

Brief 15: Using Choice and

Preference to Promote Improved

Behavior

Brief 22: Acknowledging Children's

Positive Behaviors

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Go to “Practical Strategies”

“Scripted Stories for Social

Situations Tip Sheet”

Go to “Family Tools”

Teaching Your Child To: Cooperate

with Requests

Go to “Training Modules:

Preschool”

Tips and Ideas for Making Visuals

to Support Young Children with

Challenging Behavior

CSEFEL’s Additional Resources


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Slide 62

Citation for this training:

Wimmer, A. & Lentini, R., (2011). Reducing

challenging behaviors by clarifying expectations,

rules, and routines. USF’s Program-Wide Positive

Behavior Support Training Series. Hillsborough

County, Fl.

Emails

Kim Juhl, Region 6&8 PDF [email protected]

Hollie Pater, ECSE Coordinator [email protected]

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