Volume management

If your child has trouble regulating their voice volume- too loud, too quiet, or fluctuates between both- this volume slider can be helpful! 

Cursing and Preschoolers

So... I know its HILARIOUS when your toddler/preschooler says a bad word but ... the best response is really not to respond. I know its really hard! Believe me! Because its so funny! But if you laugh it will just encourage the use. Even if you follow the laugh with "Don't say that!" they still remember "I said this word and Mommy laughed! I should do it again!" Even if they weren't looking for attention they will often jump on this chance for attention and continue the behavior.
(BTW these apply to not just typical curse words, but also potty words like "poopy" that kids like to say, or even "hate" and "stupid" that maybe be a problem in your home too).
So here are my suggestions...

1) Ignore (especially if they only say it once in a while. Even if you've laughed before, ignore it the next time).
2) Watch your OWN language!! Kids repeat what they hear. That goes for Mom, Dad, Grandparents, TV, Older siblings, etc...
3) Tell them "that word means something else, and its not nice to say" or"We arent allowed to use that word at school/in this house" (Even if you heard Daddy use before).  (Also Note ... It's Not necessary to explain what the word means to the child, but suffice to say the child likely has no idea what the word actually means- even if they use it "correctly"- they just know the word has power- it makes people laugh, yell at them, etc).
4) Make them aware they are using the word if they aren't realizing it. "That's a Red word" (Red words are things that aren't okay to say), or "We're not using potty words"
5) Teach them a "replacement word" which is a "Green word". Something silly is great. Make sure the replacement word is acceptable at School (not just at Home!).
6)If they continue to use the bad word tell them "if you are going to use "potty words" you have to use them only in the bathroom". Then send them to the bathroom every time they use a potty/curse word. Eventually they get tired of being left out of the group and the behavior usually stops. The assumption is the child is doing this behavior for attention and being sent out of the room means they lose attention, so it works!

There's a Red words and Green words social story on this site: "www.thewatsoninstitute.org"

ADHD tips for teachers

Impulse Control

—  Teach child to control impulses using games like Simon Says

—  Remind them to STOP and THINK

—  Raise your hand silently as a cue to raise hand if child is calling out and wait to call on them until they raise their hand (ignore them if they call out)

Reduce Distractions

—  Eliminate/avoid distractions in the room as much as possible

—  Sit ADHD child in FRONT of the class so they avoid distractions such as other students

—  Sit child so they do NOT face window, doors, highly decorated areas of the room

—  Sit away from toys and computers

—  Use a file folder “office” to block distractions

—  For tests sit in quiet section like back of room where less children are around

Keeping organized and on task

—  Many kids with ADHD cannot keep themselves regulated in If you can’t keep things regulated/organized INTERNALLY (in your head) you have to do so EXTERNALLY such as using calendars, to do lists, charts, sticky note reminders, etc

—  Help kids stay on task using Timers (www.timetimer.com),  make reminder notes, have visual schedules, mark backpack/folders with reminder notes, completion checklists, picture schedule of the day, and other visual reminders

Reward systems/motivators

—  Often children with ADHD, and ODD, and other behavior disorders (Autism, Disruptive Behavior Disorder, etc) do not have the internal motivation or desire to want to perform well, please parents/teachers, or achieve/succeed within themselves.  (Let’s face it we all have those days we’d rather play than work or learn! ) So they need EXTERNAL MOTIVATORs such as incentive/reward charts, tokens, behavior systems, earned allowance, etc. Basically find out what they want and then help them get that with doing the expected/preferred behavior.

—  Reward systems/charts should be individualized, tailored to child’s wants, needs and interests. If child is NOT interested/doesn’t want the reward, its too hard to achieve, or its not related to them, they are highly unlikely to utilize it and actually do what you are requesting.

—  Rewards DO NOT have to be Toys/Food (tangible) they can be –extra time, -special choice, -extra attention, -computer time at end of the day, -stickers, -coloring pages they enjoy, etc

—  For younger children small token/reward charts work great. Make it achievable. They should be able to earn in an hour or day if they are very young, or weekly for kids who are a little older or have achieved daily rewards already.

—  Older children should earn tickets/money/chips to cash in for prizes/rewards/ privileges

Other helpful tips

—  place child closer to front of room, sit student next to a calmer student or away from distractions, call on child often to answer questions, or repeat back information, sit child in a chair versus on the floor

—  Tap their desk/call name while teaching to get their attention

—  Have them run errands/be helper for class to get out extra energy

Remind of expected behavior and establish reasonable consequences

—  Tell children the expected behavior and the consequences if they don’t follow it – should be clear and concise. Remember if its simple they are more likely to hear it! For example “We are going to play musical chairs now. If you don’t follow the rules and get “out” when told, you can’t play the game again when we play next time” or “Now its time for art. If you splash the paint on the floor on purpose, you will have to sit out”.

Other disruptive behavior tips

—  Out of seat on carpet/crawling around:

                                -try a chair, carpet square, move away a little from the group

·         Talking to peers next to them:

- move them away from that peer, put them next to calmer/quieter kids (boy/girl/boy/girl can work)

·         Fidgeting:

- try a fidget toy to hold (if that toy becomes distracter, take it away until they focus, then return toy to them to see if that helps. If not, fidget toys won’t work. )

-Sit on a fidget seat (School’s OT consultant should have one), exercise ball, or bean bag for extra sensory input.

—  Butting in line/pushing children in line:

- put child at front or back of line, or several feet from others in line, remind of consequence “keep hands to yourself or you will have to go to back of line/lose recess/etc”

·         Have child take a walk/movement activity before having to sit for a while 

—  Wandering around/not transitioning to correct center/activity:

- small chart/list of centers to choose from. They mark off each center they complete on the list.

—  Not staying on task in the center:

                                - timer or task completion checklist

—  Waiting/transition time - fidgeting/touching others/etc:

                                -suggest a wait game or sing songs during that time

Classroom Rewards and Consequences  for everyone

—  Can be individuals earning stickers/rewards/tokens or whole class/group earns a collective prize:

For example if everyone is quiet they get extra 5 minutes recess, or if they are following directions all week, they get a special activity on Friday

—  Consequences could include sitting out of the activity, not being able to sit with a certain peer, losing a toy or other privilege, and call to parents 

Remember:

—  Be Consistent (keep rules the same)

—  Be Fair (don’t always have one child be in trouble if several are doing same behaviors)

—  Give Consequences/Follow through! (if you said it would be the consequence- then make sure it is! Child will learn from that and not keep making same mistakes!)

—  Use Rewards !! (makes everyone more happy!)

Pick your battles! Hierarchy of Behaviors

If you aren't sure which battles to pick with your students/children/clients here is an easy way to make that decision (Ive heard these before, so nothing new here, just condensed information).

These are ranked from MOST important to intervene in first, to least important. Once you have the first ones accomplished, solved, controlled, managed, etc then move down the list!

1. Dangerous behaviors - anything UNSAFE, like running off (eloping) down the street, not holding mom/dads hand in parking lot, threatening or actually hurting people, weapons, aggression (kicking, biting, hitting, etc), suicidal, homicidal, etc
2. Destructive behaviors - destroying property, throwing things, climbing on things, ruining other people's belongings, hurting furniture/walls, somewhat lower level aggression than above, etc.
3. Disruptive behaviors - interrupts class at school, causes major turmoil/problem in the home- behaviors like screaming, yelling, threatening, running around, calling out at school (sometimes), loudness/volume of voice, some stimming behaviors in autistic kids, not getting along with other children/social skills problems, etc...
4. Disturbing behaviors - annoying behaviors like talking disrespectfully, biting nails, eating boogers, scripting (autistic kids), stimming (sometimes), whining, teasing, etc
   (PLEASE NOTE- These should definitely be addressed!! However first work on the above problems if the child has all of these types of behaviors, the unsafe ones are the most concerning and need to be addressed FIRST).

Example: Child screams, tantrums, kicks, throws things, talks disrespectfully, and calls out in class. He doesn't have any friends.
What do you work on first?

• First address his aggression like tantrums, kicking, throwing things in the classroom
• Then target the screaming, and other disruptive behaviors
• Next work on calling out
• Last work on him making friends/getting along with peers

Does that make sense?
Often you can work on all the behaviors simultaneously, but some children have so many behaviors and needs that its impossible to target all at once, so this gives you an outline of the hierarchy of behaviors. I hope it helps!