Outnumbered, Not Outsmarted

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Outnumbered, Not Outsmarted
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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

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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

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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

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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

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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

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The Child with Aspergers

• 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

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The Child with Aspergers 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

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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

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Common Feelings

• Anxiety
• Frustration
• Inadequacy
• Anger
• Helplessness
• Hopelessness
• Determination

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Common Pitfalls for Managing Atypical Pre-School
Behavior

• Bribes
• Threats
• Pleading
• Yelling
• Negotiating
• Punishment

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Managing Impulsive Behavior

• Focus on the behavior you WANT not just the
  behavior you dont 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

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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

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Pit Stop to Practice
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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

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Pit Stop to Practice
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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
  dont like you
• Make it a game 3 cycles of reciprocal
  questioning
• Refer for professional help if needed

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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

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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
  childs speech
• Make time for small group interactions
• Avoid direct questions which may provoke anxiety.
  Make observational statements instead.

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Pit Stop to Practice
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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

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Helping Your Kids Cooperate

• Reward the whole class for positive interaction
• Stay away from punishing the whole class for one
  childs misbehavior
• Use the S.O.A.R. method!
• S Stop Action
• O Observe Aloud
• A Ask for Feedback
• R Reinforce Cooperation

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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

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Pit Stop to Practice
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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?