Your Presenters Dora Fernandez & Nancy Martinez Agenda - - PDF document

5/18/2016 1 Pyramid Plus Strategies for the Classroom

Dora Fernandez and Nancy Martinez

Your Presenters

Dora Fernandez & Nancy Martinez

Agenda

Supportive Environments; Schedules and Routines

• Why are they important
• What is a routine
• Activity

Targeted Social Emotional Supports; Teaching Social and Friendship Skills

• Strategies
• Solution Cards
• Super friend
• Tucker Turtle
• Activity

Intensive Intervention; Positive Behavioral Supports

• PTR-YC

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Supportive Environments: Schedules and Routines Why do Routines and Schedules Support Social Emotional Development?

• They meet the child’s basic needs
• They are an important part of each day
• They occur many times each day
• They provide opportunities to interact
• They stimulate learning
• They provide predictability
• They provide opportunities for self help skills
• They help develop a sense of security and control
• They support competence and confidence
• They occur at home, center, and community

What is a routine

• Beginning and ending
• Outcome oriented
• Meaningful
• Predictable
• Sequential or systematic
• Repetitious

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Routines within routines within routines

• Plan and determine the sequence in each daily activity.
• Maintain predictability and consistency to help promote

independence.

• Collaborate and communicate with co-workers, families, and
• ther professionals who participate in the learning
• environment. Be sure that all understand and know the

sequence of the routines.

• Reinforce children for following through with the outlines

and participating in scheduled activities.

https://youtu.be/utdllLBEHYs Routines within Routines within Routines

Activity Routine within Routine

• Pick a routine
• Complete the routine within

the routine worksheet

• Reminder a Routine has a
• Beginning and ending
• Outcome oriented
• Meaningful
• Predictable
• Sequential or systematic
• Repetitious

Sample LEAP Schedules and Routines

• Arrival
• Circle Time
• Centers
• Story Time
• Bathroom/Snack
• Small Groups
• Outside Play
• Motor and Movement
• Good-bye

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Handouts and Resources

• Helping children understand routines and classroom

schedules.

• Tips and Ideas for making visual supports
• Supportive Environments; Schedules and Routines (Handout

8.8)

• Positive comments within routines
• http://csefel.vanderbilt.edu/resources/what_works.html

Targeted Social Emotional Supports; Teaching Social and Friendship Skills Research and Findings

• As many as 10% of all children show social skills impairment
• r delays that could lead to peer rejection. (Ashner, 1990)
• Early peer relationship difficulties predict later disturbances.

Specifically, peer rejection, aggression, withdrawal from school, certain forms of criminality, and possible mental health problems. (Kupersmidt et al, 1990)

• When aggressive and antisocial behavior has persisted to age

9, further intervention has a poor chance of success. (Dodge, 1993)

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When to Teach the Skill

Teach the whole class

• Circle time
• Centers
• Small group activities
• Partnering with families

Target the individual skill instruction needs of each child

• Embedded instruction (e.g. social stories)
• Prompting and priming
• Partnering with families

Social skill: Problem Solving

• Solution Cards
• Make your own for your classroom or

down load from http://csefel.vanderbilt.edu/resources/stra tegies.html#teachingskills

I can be a “Super friend”

http://csefel.vanderbilt.edu/resources /strategies.html#teachingskills

5/18/2016 6 Social Story: Tucker Turtle

Activity: Embedded Friendship Opportunities into Daily Routines and Activities (all children)

• 1. Review your schedule and daily routines from previous

activity

• 2. During routine, create one planned opportunity for

social interaction & friendship skills for all children

• 3. Intentionally include peer to peer interactions.

Session 8 Activity

Activity Example: Embedded opportunities

• Schedule Time
• Circle @8:30 am
• Activity
• Arousing
• Directed
• Adult
• Group Size
• Large

Embedded and Intentional Teaching

• f Social and Friendship Skills
• Two children pass out props to the
• ther children in the group. One

child holds the basket, while the

• ther child uses “Touch and Talk”

(seeking attention) skill and passes

• ut the item.

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Handouts and Resources

• You got to have friends
• Using Classroom Activities and Routines as Opportunities to

Support Peer Interaction

• Teaching Social and Friendship Skills (13.8)
• http://csefel.vanderbilt.edu/index.html

Intensive Intervention; Positive Behavioral Supports

Behavior = Communication

• Behavior may be used as a

form of communication when a child has limited communication.

• May be used by a child who

has learned that a challenging behavior will get them what they want.

• Children are less likely to

engage in challenging behaviors if……

They Understand the expectation of their behavior Are engaged Understand the routine

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PTR- Prevent, Teach, Reinforce

Prevent Teach Reinforce Brief Description Implementation Notes

PTR‐YC Behavior Intervention Plan Summary Child: ___________________________ Date: ______________________________ Classroom practices for all children:

• Show positive attention 5:1 ratio
• Teach behavioral expectations for each routine
• Teach positive peer‐related social skills
• Use predictable schedules
• Use predictable routines within routines

Intervention Strategies

Handouts and Resources

• PTR-YC Training offered through The Pyramid Plus Center
• What are children trying to tell us?
• http://csefel.vanderbilt.edu/resources/what_works.html

Questions