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Pre-K Social-Emotional Learning Inservice 2010

Pre-K Social-Emotional Learning Inservice 2010. Pre & Post Means Questions: 1-15. Pre/Post Means Items 1-15. Pre & Post % Correct Questions: 16-25. Pre/Post Comparison Percentage Correct. Evaluation Results. Need to individualize support Temperate traits are good and bad (24.9% correct)

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Pre-K Social-Emotional Learning Inservice 2010

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  1. Pre-K Social-Emotional Learning Inservice2010

  2. Pre & Post MeansQuestions: 1-15

  3. Pre/Post Means Items 1-15

  4. Pre & Post % CorrectQuestions: 16-25

  5. Pre/Post ComparisonPercentage Correct

  6. Evaluation Results • Need to individualize support • Temperate traits are good and bad (24.9% correct) • Temperament differences are due to how parents raise children (26% correct) • It is important to treat all children the same (65.2%)

  7. Evaluation Results • Comforting children • It is better to let children cry when they are extremely upset (55% correct) • Effect of child care on children’s S-E development • High quality child care improves cognitive and language skills, but worsens social-emotional skills (27.5% correct)

  8. Evaluation Results • Teacher directedness • Questioning by teacher enhances language (8.4% correct) • Plop Down activity demonstrates appropriateness of teacher directed activities (33.6% correct)

  9. Evaluation Results • Consequences • The only difference between reward and punishment is the effect it has on behavior (63% correct) • It is ___ for teachers to use treats, stickers, and/or stars to get children to do activities they really don’t want to do (M=3.82-3.87 on scale of 1-5) • It is ___ for teachers to use punishment or reprimands to stop challenging behavior (M=3.92- 3.99)

  10. Challenge • What changes do we need to make in training to ensure teachers get these core concepts?

  11. Challenge • What can we do to help teachers move ?

  12. Natural Consequences • Natural (most meaningful) – follow the natural order, not imposed by adults, intended to help child reflect on his actions. • When natural consequences are too remote or too dangerous, create logical or reasonable consequences.

  13. Logical Consequences • Consequences are: • Related to the child’s actions. • Respectful of the child’s feelings. • Reasonable so not interpreted as a threat or a form of punishment . • T. attitude is critical in differentiating between negative consequences and punishment. • Respectful, calm, matter-of-fact demeanor. • Comfortable physical distance. • Tone of voice firm but friendly. • Words free of judgment or criticism.

  14. Consequence- Bullying • Use “formative” consequences • Teach empathy, awareness, voluntary calm down, and problem-solving. • Send message bullying is unacceptable . • Hold children responsible for their behavior . • Make amends. • Treat others with more kindness (bring tissue for tears, comforts with a pat on the back, and words like “Are you feeling better? I don’t want to hurt you.” ). • Allow hurt person have their say – “I didn’t like it when you pushed me.” • Give opportunity to have responsibility, make a contribution and experience ability to do good. • Read story about bullying and talk about how bullying makes people feel. • Observe and report on acts of kindness they see around them.

  15. What’s New in ResearchAggression • Mother’s use of corporal punishment, expressing disappointment, and yelling significantly increases child aggression. • Mother’s use of time-out, corporal punishment , expressing disappointment, and shaming significantly related to greater child anxiety. (Gershoff, Grogan-Kaylor, Lansford, Chang, Zelli, Deater-Deckard, Dodge, 2010)

  16. Teacher-Child Relationships • Children with low task accuracy perform just as well as those with high task accuracy if they were paired with a positive and supportive teacher. • The influence of positive teacher-child relationships on future achievement is most pronounced for children with low effortful control on tasks that require fine motor skills, accuracy, and attention-related skills. (Liew, Chen, & Hughes, 2010)

  17. Impact of Child Care • Children do best cognitively and behaviorally who attend non-parental home-based care during the infant/toddler period and center care during preschool compared to those in continuous center-based care and those who never attend center care. • Children who experience small groups (i.e., home-care settings) during preschool display better social skills than those who attend large-group care. (Morrisey, 2010)

  18. Impact of Child Care • Being in a kindergarten classroom with many children with extensive childcare histories increases acting out behavior over and above individual child’s childcare history. • More hours of non-relative care birth to 4.5 years predicts greater risk taking and impulsivity at age 15 (Belsky, 2009)

  19. Spanking • What are effects of spanking children at 1 year of age? • Child aggressive behavior problems at age 2 • Lower mental development scores at age 3 • Who is more likely to spank or use verbal punishment with a 3 year old? • Younger age mother • Poor • Boy child • African Americans and more acculturated Mexican Americans. • Spanking and verbal punishment are products of parental challenges (Berlin, Ispa, Fine, Malone, Brooks-Gunn, Brady-Smith, Ayoub and Bai, 2009)

  20. Autism Spectrum Disorders • In new DSM-V • Includes only 2 symptom domains: social-communication and fixated, repetitive interests • Eliminates subtypes of ASD • Describes individual differences in terms of dimensions of severity of the 2 domains relative to developmental level and chronological age (Lord & Bishop, 2010)

  21. ASD • Key differences from other disorders: • differential response to treatment • patterns of development from early years to adulthood • risks for recurrence in siblings • associations with behaviors in parents and siblings (Levey, Mandell & Schultz, 2009) • Strong evidence of genetic component but no markers or biological test to date • Occurs 4 x more often in boys • Co-occurrence of intellectual disability has declined from 75% to 50% in recent decades

  22. Focused Interventionsfor ASD • Intended to change specific behavior in short time • Behavioral Package • Modeling • Naturalistic Teaching Strategies • Peer Training Package • Schedules • Self Management • Story-based Intervention Package • Functional behavioral assessment (National Autism Center, 2009)

  23. Comprehensive Interventions for ASD • Intense services for 1-2 years, many based on ABA • Early Start Denver Model (ESDM) • Pivotal Response Treatment • Treatment and Education of Autistic and Communication Handicapped Children (TEACCH) • UCLA Young Autism Project (Lovaas Institute) (Odom et al., 2010)

  24. ASD Intervention ‘Kernels’ • Interpersonal interactions • Positive affect • Reinforce child attempts

  25. Listing of evidence-based curricula starts on pg 9.  http://www.challengingbehavior.org/do/resources/documents/roadmap_2.pdf

  26. Updated CSEFEL children’s booklist: http://www.vanderbilt.edu/csefel/documents/booklist.pdf

  27. References • Belsky, J. (2009). Classroom composition, childcare history and social development: Are childcare effects disappearing or spreading? Social Development, 18, 230-238. • Berline, L.J., Ispa, J.M., Fine, M.A., Malone, P.S., Brooks-Gunn, J., Brady-Smith, C., Ayoub,C., &Bai, Y. (2009). Correlates and consequences of spanking and verbal punishment for low-income white, African Americans, and Mexican American toddlers. Child Development, 80, 1403-1420. • Gershoff, Grogan-Kaylor, Lansford, Chang, Zelli, Deater-Deckard, Dodge. ( 2010). Parent Discipline Practices in an International Sample: Asso with child behavior and moderation by perceived normativeness. Child Development • Levy, S.E., Mandell, D.S., & Schultz, R.T. ( 2009). Autism. Lancet, 374, 1627-1638. • Liew, J., Chen, Q., & Hughes, J.N. (2010). Child effortful control, teacher-student relationships, and achievement in academically at-risk children: Additive and interactive effects. Early Childhood Research Quarterly, 25, 51-64. • Lord, C., & Bishop, S.L. (2010). Autism spectrum disorders diagnosis, prevalence and services for children and families. Social Policy Report, 24, 3-21.. • Morrissey, T.W. (2010). Sequence of child care type and child development: What role does peer exposure plan? Early Childhood Research Quarterly, 25, 33-50. • National Autism Center. (2009). National Standards Project-Addressing the need for evidence-based practice guidelines for autism spectrum disorders, from http://www.nationalautismcenter.org/about/national.php • Odom, S., Boyd, B., Hall, L., & Hume, K. (2010). Evaluation of comprehensive treatment models for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 40, 425-436.

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