This ppt was from Nov 1st workshop for The Allinace for Early Childhood Workshop in Kenilworth

1. Taking the Bite Out of Difficult
Behavior in Young Children: Intensive
Interventions (Tier 3) on SEL Pyramid
Developed
by
Angela Searcy, M.S.
asearcya@aol.com
708-845-2343/866-660-3899

2. Angela Searcy asearcya@aol.com 708-845-2343
• Angela Searcy M.S., D.T. holds a B.A. degree in English and secondary education with
teacher certification though the state of Illinois and a M.S. degree in early childhood
development from Erikson Institute, with a specialization in Infant Studies and a credential
in developmental therapy. Angela is a Diversifying in Higher Education in Illinois Fellow
at Argosy University in the Doctor of Education Program
• Angela is the owner and founder of Simple Solutions Educational Services, has over 20
years of experience in the field of education, is an approved professional development
provider by the Illinois State Board of Education, and Texas ECI. She acted as an
professional development provider for Center on the Social and Emotional Foundations
for Early Learning (CSEFEL) at Vanderbilt University, the Multisensory Training
Institute (MTI) in Needham, MA and the Angela currently is a professional developmentInstitute (MTI) in Needham, MA and the Angela currently is a professional development
provider for Teaching Strategies, LLC, Lakeshore Learning, Carson CA and Erikson
Instiute
• Angela is also a professor at Rasmussen College, a Head Start CLASS Reviewer, a PDI
coach with the Ounce of Prevention and the host of Angela Searcy’s Simple Solutions
Internet Radio Show 11am CST on www.globalnewsforum.com
• A former associate at the Neuropsychology Diagnostic Center in Orland Park, Illinois,
Angela has specialized training in neuroscience and is a nationally recognized speaker. She
has been featured on Chicago Public Radio’s Chicago Matters, Chicago Parent
and Chicago Baby Magazines and is a regular speaker for the Learning and the
Brain Conference Sponsored by Harvard, Yale and Stanford Universities.
Simple Solutions Educational Services © 2006

3. Simple Solutions Educational
Services
on Facebook
Simple Solutions Educational Services
© 2006

4. Angela Searcy’s Simple
Solutions Show!
EVERY Sat at 11am CST @
Simple Solutions Educational Services ©
2006
EVERY Sat at 11am CST @
www.globalnewsforum.com

5. What is CSEFEL?
The Center on the Social and Emotional
Foundations for Early Learning
www.vanderbilt.edu/csefel
A Federally Funded Center Focused on Improving the Social Emotional
Partners:
• Vanderbilt University
• University of Illinois at Urbana-Champaign
• University of Colorado at Denver
• University of South Florida
• ZERO to THREE
• Georgetown Center for Child and Human Development
A Federally Funded Center Focused on Improving the Social Emotional
Outcomes of Children Birth to Age Five.

6. Wrong Way – Right Way
Wrong Way
• General intervention for
all behavior challenges
• Intervention is reactive
Right Way
• Intervention matched to
purpose of the behavior
• Intervention is proactive• Intervention is reactive
• Focus on behavior
reduction
• Quick fix
• Intervention is proactive
• Focus on teaching new
skills
• Long-term interventions

7. Teaching is all about Learning
• Intensive Intervention calls
for intensive reflection
• You only have the power
to change yourself

10. All Strategies based on Function
of Behavior
Simple Solutions Educational Services © 2006

11. Not Sure About the
Hypothesis?
• What would make the challenging behavior
stop? Is it something you would provide or allow
the child to access? Or is there something to
remove? Or can you allow the child to leave?remove? Or can you allow the child to leave?
• If still unsure, collect more data in the same
context.
• Some challenging behavior may have the same
form but serve multiple functions.
• Some challenging behaviors may begin around
one function (e.g., escape) and continue to
serve another function (e.g., gain attention).

12. Behavior support Plans
• This is a THREE tier approach to
dealing with challenging behaviors

13. Next Step Change You!
Simple Solutions Educational
Services © 2006

14. • Students respond better to adults
who take a personal interest in
them.
• Develop positive relationships with
all studentsall students
• Make sure the ratio between
positive and negative experiences
for students is about 5 positives
for every negative.
14

15. Building Positive RelationshipsBuilding Positive RelationshipsBuilding Positive RelationshipsBuilding Positive Relationships
with Studentswith Studentswith Studentswith Students
• Paper Clip Test
• Take 10 paper clips-
Move a paper clip fromMove a paper clip from
right pocket to left each
time you make a
negative comment ---if
you don’t have any
paper clips after a half
hour add more
positives!

17. Your Behavior Is Key
• “
• Do As I Say, Not As I Do” does not work
• Short phrases are key—two sentences or
less—even things like “Stay on task” orless—even things like “Stay on task” or
“Focus”
• Brain reacts to positive statements
• Lengthy arguments muddy the waters
• Youth look to role models, and at-risk
youth may not have many

18. • “That was a great mistake. It really
helped us see what you don’t
understand yet.”
HelpfulHelpful
• “Well, that didn’t work – what are some
strategies you could try now? “
What
next?
What
next?
• “Well, that didn’t work – what are some
strategies you could try now? “
What
next?
What
next?
• “Class, who would like to share an
interesting mistake and tell us what
they learned from it?”
ShareShare

19. Video 3b.2: Observation Vignette #2

20. Video 1.2: Transitions to Centers

21. Simple Solutions Support!

22. Parent book:How I should Hang
out my Coat

24. Designing Classroom Routines
Routine Desired
Behavior
Signal Teach
Routine
Entering Class Walk in,
sit down
start bell ringer
High five/greeting
walking in the door
Positive and
Negative Examples
first week of
class/ongoing/who
will get the
sticker???sticker???
Obtaining class
attention
Students need to
stop whatever
they are doing and
immediately look
in my direction
Teacher says “class”
lights out singing
bowl
Positive and
Negative Examples
first week of
class/ongoing/who’s
the fastest??? FAST
PASS
Getting Help during
seat work/group
time
Use 3 before me Visual on Wall as
reminder/direction
chart

25. RAH – at Adams City High School
(Respect – Achievement – Honor)
RAH Classroom Hallway/
Commons
Cafeteria Bathrooms
Respect Be on time; attend
regularly; follow
class rules
Keep location neat,
keep to the right, use
appropriate lang.,
monitor noise level,
allow others to pass
Put trash in cans,
push in your chair,
be courteous to all
staff and students
Keep area clean, put
trash in cans, be
mindful of others’
personal space, flush
toilet
Achievement Do your best on all
assignments and
assessments, take
notes, ask questions
Keep track of your
belongings, monitor
time to get to class
Check space before
you leave, keep track
of personal
belongings
Be a good example
to other students,
leave the room
better than you
found it
Honor Do your own work;
tell the truth
Be considerate of
yours and others’
personal space
Keep your own
place in line,
maintain personal
boundaries
Report any graffiti
or vandalism

26. Simple Solutions Before Children
come to school in Indiana

28. First Then
First/Then
Photo Schedule
SnackWash hands

29. 3 Before Me3 Before Me3 Before Me3 Before Me
1. Think to myself
2. Check the direction chart.2. Check the direction chart.
3. Ask a Classmate
If you still need help clip your name to the chart for teacher help.

30. Song Choices

31. Students love choices and challenges!
Whenever possible, give students choices -
whether it's a long-range project on a country
they select, or coloring a map with crayon,
marker, or colored pencil! I try to give as many
"small" forced choices as possible, even if it"small" forced choices as possible, even if it
seems insignificant.
Linda Norman
Ayer Middle School
Ayer, MA
Grade Levels: 6-8
Read more on TeacherVision: http://www.teachervision.fen.com/slideshow/classroom-management/52282.html#ixzz1LP9U9fhM

32. THINK-TAC-TOE
Choose three!
Draw a picture of
the main
character.
Perform a play
that shows the
conclusion of a
story.
Write a song about
one of the main
events.
Write a poem
about two main
events in the story.
Make a poster that
shows the order of
events in the story.
Dress up as your
favorite character
and perform aevents in the story. events in the story. and perform a
speech telling who
you are.
Create a Venn
diagram
comparing and
contrasting the
introduction to the
closing.
Write two
paragraphs about
the main
character.
Write two
paragraphs about
the setting.

33. Entrée (Select One)
•Draw a picture that shows what happens during photosynthesis.
•Write two paragraphs about what happens during photosynthesis.
•Create a rap that explains what happens during photosynthesis.
Diner Menu – Photosynthesis
Appetizer (Everyone Shares)
•Write the chemical equation for photosynthesis.
Side Dishes (Select at Least Two)
14
Side Dishes (Select at Least Two)
•Define respiration, in writing.
•Compare photosynthesis to respiration using a Venn Diagram.
•Write a journal entry from the point of view of a green plant.
•With a partner, create and perform a skit that shows the
differences between photosynthesis and respiration.
Dessert (Optional)
•Create a test to assess the teacher’s knowledge of
photosynthesis.

35. How WE Wait –Mom/ Dad/Ya Ya!

36. Child holds chart at
circle time featuring
HSCI Curriculum Modifications Module
36
circle time featuring
reminders of expected
behavior

37. Daddy, Papa, This is what I can
do when I feel sad…

38. Logan Square

39. NAEYC says…Read Story
While children Act it Out

41. Let children Discover new things
at Center Time

42. By building this puzzle on
a tray, this child is able to
put the puzzle away
intact, and continue
working on it at a later
HSCI Curriculum Modifications Module
working on it at a later
time.

43. HSCI Curriculum Modifications Module
Here a child is not yet using a
functional grasp, so a materials
adaptation is created by using a
table easel to help her keep her
hand in the appropriate position.

44. Next Step Change You!
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Services © 2006

45. “If a child doesn’t know how to read, we teach.
If a child doesn’t know how to swim, we teach.
If a child doesn’t know how to multiply, we teach.
If a child doesn’t know how to drive, we teach.If a child doesn’t know how to drive, we teach.
If a child doesn’t know how to behave,
we……..... …….teach? ……punish?
Why can’t we finish the last sentence as automatically as
we do the others?”
Tom Herner (NASDE President ) Counterpoint 1998, p.2)Tom Herner (NASDE President ) Counterpoint 1998, p.2)
45

46. Identifying Teachable Moments
46

47. Change Child!
Simple Solutions Educational Services
© 2006

48. Turtle Technique
RecognizeRecognize
that youthat you
feel angry.feel angry.
“Think”“Think”
Stop.Stop.
Go into shell.Go into shell.
Take 3 deepTake 3 deep
breathes.breathes.
And thinkAnd think
calm, copingcalm, coping
thoughts.thoughts.
Come outCome out
of shellof shell
when calmwhen calm
and think ofand think of
a solution.a solution.

49. Centers!
Turtle Box
19

50. On Monday When It Rained
Book Nook Activity Example
“I feel excited when I get to
go to my friend Coby’s
house to play.”
“I feel upset when my
mommy didn’t get me
anything.”

51. On Monday
When
it Rained
Glad Monster
Sad Monster
Hands Are Not
for Hitting
Book Nooks
http://www.csefel.uiuc.edu/practical-ideas.html

52. The Solution Kit

53. Simple Solutions at Christopher
House Logan Square!

54. Walk away
• Would this help you
calm down?
• Is it safe to walk away
now?
• Did you ask permission
• Do’s
• Do tell others “I need
to walk away now. We
can talk later”
• Did you ask permission
to walk away from an
adult?
• How would everyone
feel?
• Would it make things
worse?
can talk later”
• Don’t
• Walk away while
children are speaking
to you
Simple Solutions Educational Services© 2010 asearcya@aol.com 866-
660-3899

57. Problem Solving Steps
Would it be safe?
Would it be fair?
How would everyone feel?
Step 2

59. Video 1.5: Stop/Go Teaching Rules

60. Go and Stop Rules!

61. Teach Rules in the
Context of Routines

62. Feeling Dice/Feeling Wheel

63. Simple Solutions Adaptation

64. Anger Scale
Difficulties What Does it Look Like ? How Does it make you
Feel?
5 Screaming, throwing,
cursing
Hot, see red
4 Walking away-but adult
or student won’t let me
Trying to calm myself,
sweating, getting hotor student won’t let me sweating, getting hot
3 Yelling Getting mad, body tight
2 Arguing –but calm Getting frustrated
1 Try to ignore the
problem-don’t respond
Ok -cool

65. Lose a Game…Win a Friend!
• Being a sore loser
can then led to not
only losing the game
but a friend!
• You can play and win• You can play and win
another time
• Everyone should get
a chance to win
• Win a friend by saying
“good game”
Simple Solutions Educational Services© 2010 asearcya@aol.com 866-

68. Change Child!
Simple Solutions Educational Services
© 2006

69. Change Consequences
Simple Solutions Educational
Services © 2006

76. Simple Solutions Adaptation at
Ezzard Charles Montessori

79. Replacement Skills Cue Cards

80. Change Consequences
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Services © 2006