Outnumbered, Not Outsmarted

Atypical Pre-School Behavior

• The Impulsive Child– Aggressive behavior i.e. biting, hitting– Non-responsive to discipline– Difficulty sitting even for short periods during

circle time– Jumping from one activity to another– Nonstop talking– Intruding on others’ play– Unable to wait turn

The AD/HD Child

• Persistent pattern of inattention and/or hyperactivity and impulsivity

• More frequent and severe than other children at comparable developmental level

• AD/HD symptoms interfere with typical school functioning

• Very difficult to diagnose before 4 or 5 • Must have symptoms in multiple contexts

The AD/HD Child – Social Features

• Difficulty sticking with a play activity, flit from one to the next

• Constantly on the go and into everything• Looks as though the child is not listening• May have low frustration tolerance and/or

temper outbursts• May be bossy• Trouble following directions

Atypical Pre-School Behavior

• The Inflexible Child– Perseverative play (stuck on the “same script”)– Extreme difficulty transitioning from one activity

to another– Melt downs when routines are changed– Unable to engage in imaginative play– Unable to follow game rules

Atypical Pre-School Behavior

• The Disconnected Child– Tone of voice is flat– Little eye contact with others– Little interest in others– Unable to engage in reciprocal questioning– Unable to go with the flow of others

The Child with Asperger’s

• Severe and sustained impairment in social interaction

• Restricted and repetitive patterns of behavior, interests, and activities

• No clinically significant delays in language• Appropriate cognitive development• Like typical children, displays a curiosity about

the environment

The Child with Asperger’s – Social Features

• Lack of social or emotional reciprocity• Nonverbal behavioral issues i.e. poor eye

contact, flat facial expression• Intense preoccupation with a singular focus

i.e. trains, bees to the exclusion of others• May exhibit odd motor mannerisms i.e.

flapping of hands• May have a staccato-like halt to vocal pattern

Atypical Pre-School Behavior

• The Socially Anxious Child– Often has a blank facial expression; may appear

frozen– Seems extremely uncomfortable, unhappy– Has trouble initiating play– Is hesitant to respond to direct questions– Appears indecisive– May isolate him/herself

Common Feelings

• Anxiety• Frustration• Inadequacy• Anger• Helplessness• Hopelessness• Determination

Common Pitfalls for Managing Atypical Pre-School Behavior

• Bribes• Threats• Pleading• Yelling• Negotiating• Punishment

Managing Impulsive Behavior

• Focus on the behavior you WANT not just the behavior you don’t want

• Catch the child exhibiting positive behavior and praise immediately

• Shape behavior through praise• Give one step directions• Ask the parent(s) what works at home• Redirect whenever possible

Managing Impulsive Behavior

• Let the kids know your expectations in advance• Give choices• Keep disciplinary statements short and sweet• Use effective commands– Make sure the child is paying attention before you

give the command– Give the command– Wait silently for compliance– Impose consequence if the command is not followed

Pit Stop to Practice

Managing Inflexibility

• Take the time to explain the rules of the game clearly

• Help the kids switch gears slowly• Provide lots of encouragement• Praise efforts and small achievements• Offer clear choices whenever possible

Pit Stop to Practice

Managing the Disconnected Child

• Develop signal for eye contact• Consistently offer opportunities to connect

i.e. page turner during story time• Give other options besides “blunt expression”

i.e. “I want to play by myself” instead of “I don’t like you”

• Make it a game: 3 cycles of reciprocal questioning

• Refer for professional help if needed

Managing the Socially Anxious Child

• Be as understanding, warm, and accepting as you can be

• Communicate that it is OK to speak when the child is ready

• Let the child and his classmates know that non-verbal communication is all right too

• Meet the child and parent before school in the morning, engage the parent, and allow child to simply observe

Managing the Socially Anxious Child

• Connect without pressure. Ask the child to help you set-up activities

• Use a matter-of-fact tone in response to the child’s speech

• Make time for small group interactions• Avoid direct questions which may provoke

anxiety. Make observational statements instead.

Pit Stop to Practice

Temper Outbursts

• Goal is NOT to eliminate all anger• Goal is to learn better control and expression

of anger• Get to know your students’ buttons• Avoid pushing buttons unnecessarily; choose

your battles wisely• Use distraction• Encourage self-control breaks

Helping Your Kids Cooperate

• Reward the whole class for positive interaction• Stay away from punishing the whole class for

one child’s misbehavior• Use the S.O.A.R. method!– S – Stop Action– O – Observe Aloud– A – Ask for Feedback– R – Reinforce Cooperation

Cooperation

• Help your kids tune in to their behavior i.e. Use “Thumbs Up; Thumbs Down”

• Let the kids know your expectations of them ahead of time

• Describe the problem• Use “I” messages• Reverse the negative to positive ratio

Pit Stop to Practice

Social Skills Games to Play at School

• Roll the Ball• Passing the Eyes• Group Drawing• Pop Up• The Never Ending Story• Freeze• “Are you my friend?”