Teaching Tools for Young Children (TTYC) 1
Agenda Pyramid Model Reviewing TTYC CSEFEL Website Resources Evaluation 2
TTYC: What is it? Practical tools and resources for young children with problem behavior Utilizes the principles of PBS FREE resource developed by Technical Assistance Center on Social Emotional Intervention for (TACSEI) for Young Children http://www.challengingbehavior.org/do/resources/teaching_tools/ttyc.htm Lentini, R., Vaughn, B. J., & Fox, L. (2008). Creating Teaching Tools for Young Children with Challenging Behavior [CD-ROM]. (Technical Assistance Center on Social Emotional Intervention, University of South Florida, 13301 Bruce B. Downs Tampa, FL 33612) 4
http://www.challengingbehavior.org/do/ resources/teaching_tools/ttyc.htm
What are the Resources? User s Manual 9 folders Supplemental Materials TACSEI website with additional resources 6
9 Folders 1 Getting Started: Tips and Forms 2. Buddy System Tips 3. Teacher Tools 4. Turtle Technique 5. Visual Strategies 6. Scripted Stories 7. Circle Time Tips 8. Feeling Vocabulary 9. Home Kit 7
1. Getting Started: Tips & Forms Tools to gather information to identify the strategies and supports to implement Tip Cards Communication is Key My Teacher Wants to Know (parent survey)* What do I get or get out of when I use challenging behavior? (ABC chart)* My Preferences (student inventory)* Daily Routine (problem behavior vs. engagement)* *All part of the Home Kit 8
Communication is Key
2. Buddy System Tips Buddy System Tip Sheet You ve Got to Have Friends (CSEFEL article) 10
Taken from CSEFEL article
3. Teacher Tools Classroom Rules Stop Signs (big, medium, small) 12
Stop Signs Tips Use stop signs as a visual cue to indicate to the child that an area is closed or to stop at a certain point. For instance, stop signs can be used on exit doors, on the front of the computer when it is not in use, on cabinets, in centers that are closed, on equipment, etc. 13
4. Turtle Technique Helping Young Children Control Anger and Handle Disappointment (CSEFEL article) Turtle Technique Tucker Turtle Takes Time to Tuck and Think Scripted Story 14
Tucker Turtle Takes Time to Tuck and Think Scripted Story Tips For tips and guidelines about Scripted Stories, please begin by reading Scripted Stories for Social Situations Tips located in the Scripted Stories folder. This story is intended to be used in conjunction with the Turtle Technique. For additional guidance on how to help children with anger control, please read the article provided called Helping Young Children Control Their Anger and Handle Disappointment. Please note that you can use real photographs with the line drawings for children that need this level of support (see Visual Strategies Folder 5). For instance, next to the line drawings, you can glue or Velcro a photograph of a child making an angry face, a child who is upset, children who are happy, etc. Assembly Directions: After printing on cardstock paper (or printer paper glued to manila file folder for increased durability), bind the edge to form a book. If the book will be handled by the child, it might be helpful to laminate the pages prior to binding to increase durability. See next page(s) for printing directions. Lentini, R., Vaughn, B. J., & Fox, L. (2005). Teaching Tools for Young Children with Challenging Behavior. Tampa, Florida: University of South Florida, Early Intervention Positive Behavior Support.
Turtle Technique Model remaining calm Teach the child the steps of how to control feelings and calm down Step 1: Recognize your feeling(s) Step 2: Think stop Step 3: Go inside your shell and take 3 deep breaths Step 4: Come out when calm and think of a solution Practice steps frequently Prepare for and help the child handle possible disappointment or change Recognize and comment when the child stays calm Involve families: teach the Turtle Technique Webster-Stratton, C. (1991). The teachers and children videotape series: Dina dinosaur school. Seattle, WA: The Incredible Years.
5. Visual Strategies Visual Strategies Tip Sheet How to Make a Visual Schedule Classroom Visual Schedule Centers (choice board, bracelets, necklaces, area signs) Arrival Mini Schedule First-Then Board Activity Sequence Visual (potty, wash hands) Sample Visuals 18
Center Necklaces The Center Necklaces assists children with understanding what activity areas are open during center time. The pictorial representation allows children to recall the various areas of choice and make a selection. Children wear the picture during the transition to the area of choice and then play in the depicted center. Allowing a child to choose an area gives the child the opportunity to do an activity of preference, which may prevent problem behavior. The teacher can also redirect children efficiently since he/she can see where children should be by what center is worn by each child. If you feel that necklaces are unsafe for your group of child, there is an alternate version of these center visuals in the center bracelets file. Some teachers use clothespins as an alternative. Necklaces are hung on hooks. If you limit the number of children in each center, then you would only have that number of necklaces available. When the hook is empty, the child can see that the area is full or closed and should then be prompted to make another center choice. For developmentally younger children, a photograph version is easier for the child to understand. Some teachers may want to use the version provided as a model to create their own personalized version by photographing pictures in their environment. Lentini, R., Vaughn, B. J., & Fox, L. (2005). Teaching Tools for Young Children with Challenging Behavior. Tampa, Florida: University of South Florida, Early Intervention Positive Behavior Support. Created using pictures from Microsoft Clipart
Lentini, R., Vaughn, B. J., & Fox, L. (2005). Teaching Tools for Young Children with Challenging Behavior. Tampa, Florida: University of South Florida, Early Intervention Positive Behavior Support. Center Necklaces
6. Scripted Stories Scripted Stories for Social Situations Tips I Go To Preschool Scripted Story (car and bus versions) I Can Use My Words Scripted Story 21
7. Circle Time Tips What Do We Do in Circle? Scripted Story Circle Rules Circle Mini Schedule 23
Circle Rules Keep circle rules simple Enlist the assistance of the children in developing circle rules Teach circle rules systematically Post circle rules near circle at the children s eye level Make circle rules portable. Use ring of visual cue cards for quick cueing Reinforce rules 24 Lentini, R., Vaughn, B. J., & Fox, L. (2005). Teaching Tools for Young Children with Challenging Behavior. Tampa, Florida: University of South Florida, Early Intervention Positive Behavior Support. Created using pictures from Boardmaker
8. Feeling Vocabulary Enhancing Emotional Vocabulary in Young Children (CSEFEL article) Feeling Faces (black and white version) Feeling Faces (colored version) Spanish Feeling Faces Feeling Wheel Feeling Chart 25
Enhancing Emotional Vocabulary in Young Children (CSEFEL article)
9. Home Kit Home Kit Description and Contents List My Teacher Wants to Know Questionnaire I Go To Preschool Scripted Story (car and bus versions) Getting Ready for School Visual Mini Schedule Use Positive Words 27
CSEFEL Website Resources http://csefel.vanderbilt.edu/resources/str ategies.html
Evaluation: TPOT Teaching Pyramid Observation Tool for Preschool Classrooms Fidelity Measure Combined observation and interview Measures the 3 tiers http://www.pbisnetwork.org/wpcontent/uploads/2010/10/tpot_manual_revised_7_01_09.pdf 30
Next Online Chats PBS in the Classroom Thursday, January 17, 2012 2:30 pm 3:30 pm EST 1:30 pm 3:30 pm CST 31
Contact Information and Resources FLPBS:RtIB Project Phone: (813) 974-6440 Fax: (813) 974-6115 E-mail: flpbs@fmhi.usf.edu Website: http://flpbs.fmhi.usf.edu Facebook: www.facebook.com/flpbs FLPBS on Twitter: www.twitter.com @flpbs OSEP TA Center on PBIS Website: www.pbis.org Association on PBS Website: www.apbs.org 32