Young Children - May 2008 - (Page 24) children continue to have challenging behavior during transitions, an individualized problem-solving process may be needed. Teachers should address four questions in creating individual plans: Why is the behavior occurring? How can it be prevented? How can I respond if the behavior occurs? and What new skills should I teach the child? (Lentini, Vaughn, & Fox 2004). Consider the case of 3-year-old David, who has trouble responding to classwide transition strategies. David enters the classroom crying and clinging to his mom. He resists washing his hands, putting toys away, and joining group activities. When the rest of the class begins transitioning to large group, David throws himself on the floor and screams. When adults attempt to redirect him, he hits, kicks, and screams. During centers, David wanders around the room without engaging in an activity. At afternoon pickup, he refuses to put on his backpack and cries. Ms. Maggie already uses a classwide visual schedule, structures the day so children have choices, and implements strategies to engage children during transitions. Although a few children occasionally have difficulties, most of the children transition easily. However, David’s challenging behavior continues to escalate. Ms. Maggie asks herself a series of questions about David’s behavior and collects data on David’s behavior during transitions. Based on her observations, she comes up with some solutions and puts individualized supports in place for David (see “Individualized Transition Strategies for David”). Individualized Transition Strategies for David Targeted transition Cleanup (moving from centers to large group) Why does the behavior occur? D does not want to leave the activity How can I prevent the problem? • Give D a signal before the transition (“Two more minutes” or “Three more blocks”) • After the class cue, go over to D and cue him • Model and take turns cleaning up (“First I put a block away. Then you put a block away.”) • Use a photo board to show the “First, Then” actions modeled above How can I respond to the problem? • Ignore inappropriate behavior • Immediately praise D for cleaning up • Use “First, Then” statements • Redirect and model turn taking What skill(s) should I teach David? • How to clean up using turn taking Arrival and dismissal D does not want to leave his mother • Use a story about what happens at school • Allow D to carry his blanket in the morning • Provide a fun job for D at arrival • Have a peer buddy greet D and invite him to play • Use a visual schedule with a photo of D’s mother • Help D wave and say good-bye to his mother • Read a comforting story about school • How to ask for a hug or comfort item • How to use a visual schedule • How to say good-bye Going to centers D does not know what to do next • Prepare the next activity before signaling for transition • Give D an individualized choice card • Allow D to play with a small item while waiting • Cue D to look at a visual schedule • Use visual cues to redirect D to the next activity • Model the expectations • Point out peer models • How to use the visual schedule • How to imitate peers • How to choose a transition activity (books, puzzles) during wait time Based on Lentini, Vaughn, & Fox (2004). 24 Young Children • May 2008
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