red flag behavior

8/10/2019 Red Flag Behavior

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Oh, How We Grow:Navigating Early

Childhood Developmentand Red Flag Behaviors

Presented by:

Janice Friedman, MA

Stacey Ratner, MS, BCBA,LBA, SBL, SDL

Variety Child Learning Centerwww.vclc.org

November 8, 2014
http://www.vclc.org/http://www.vclc.org/


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Red Flag Behaviors and

Young ChildrenNo other time in life in whichmore growth and developmentoccur than in the first 5 yearsFor some children thedevelopment path is smooth and

for some children the path willhave many challenges


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Red Flag Behaviors and Young

ChildrenAs early childhood educators it is importantto recognize red flag behaviors and the needfor an evaluation

The earlier children are identified and receiveservices, the better the prognosis

Whatever the age of the child, when there is aconcern it is our responsibility to speak up butto do this in a respectful, confidential, andresponsible manner


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IDEA

Individual with Disabilities Education Act

Entitled to a free comprehensive evaluation todetermine eligibility for services


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Red

Flag Behaviors

A behavior that signals concern

May be the absence of developmental

milestonesMay be a behavior or skill that interferes

with learning


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Remember

Development is a continuumChildren develop at their own pace

Look for patterns or clusters ofbehaviorsAge-appropriate behaviors can turn intored flag behaviors if the child does not

progress


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Child Development

There is a broad range of differencesbetween children of the same age

Research points to an expecteddevelopmental sequence, markers tohelp determine what is normal andwhat may be a concern, a red flag


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Child Development

In order to better identify whatbehavior may be a concern or ared flag, it is important tounderstand the normal sequenceof development .
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New Born( birth 4 wks.)

SleepingEating

Sucking, swallowing, will need to beburpedReflex movements

Squeeze your finger if you put it inhis/her palm

Turn head toward your finger if youtouch their cheek
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1- 3 Months

Motor DevelopmentRaises head and cheek when lying ontummySupports upper body with arms whenlying on tummyStretches legs out when lying ontummyOpens and shuts hands (months 2-3)

Pushes down on his/her legs whentheir feet are placed on a firm surface(3 months)
http://www.google.com/imgres?imgurl=http://mothereseblog.files.wordpress.com/2010/02/tummytime.jpg&imgrefurl=http://mothereseblog.com/category/parenting/tiny-baby/&usg=__vfBO2Z1IvzmJT35tbONGHAhTMLI=&h=333&w=500&sz=32&hl=en&start=6&zoom=1&itbs=1&tbnid=1L6cGCNuqhnA0M:&tbnh=87&tbnw=130&prev=/images%3Fq%3Dafrican%2Bamerican%2Bbaby%2Bon%2Btummy%2Bpushing%2Bhead%2Bup%26hl%3Den%26sa%3DG%26gbv%3D2%26tbs%3Disch:1&ei=-lpdTZPqEcGBlAfzvZnMCghttp://www.google.com/imgres?imgurl=http://mothereseblog.files.wordpress.com/2010/02/tummytime.jpg&imgrefurl=http://mothereseblog.com/category/parenting/tiny-baby/&usg=__vfBO2Z1IvzmJT35tbONGHAhTMLI=&h=333&w=500&sz=32&hl=en&start=6&zoom=1&itbs=1&tbnid=1L6cGCNuqhnA0M:&tbnh=87&tbnw=130&prev=/images%3Fq%3Dafrican%2Bamerican%2Bbaby%2Bon%2Btummy%2Bpushing%2Bhead%2Bup%26hl%3Den%26sa%3DG%26gbv%3D2%26tbs%3Disch:1&ei=-lpdTZPqEcGBlAfzvZnMCg


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1 3 Months

Visual DevelopmentWatches face intently ( 3 months)

Follows moving objects (2 months)

Recognizes familiar people agreater distances (3 months)

Reaches, discovers hands and feet
http://www.google.com/imgres?imgurl=http://www.dreamstime.com/baby-playing-with-feet-thumb8729616.jpg&imgrefurl=http://www.dreamstime.com/royalty-free-stock-image-baby-playing-with-feet-image8729616&usg=__MCI5UtLC2b7lhT4ou3uWaS0L3bk=&h=267&w=400&sz=25&hl=en&start=10&zoom=1&itbs=1&tbnid=TQnwVD_aKEGrxM:&tbnh=83&tbnw=124&prev=/images%3Fq%3Dbaby%2Bplaying%2Bwith%2Bfeet%26hl%3Den%26sa%3DG%26gbv%3D2%26tbs%3Disch:1&ei=IFtdTYXAK4SglAey2p3WCghttp://www.google.com/imgres?imgurl=http://www.dreamstime.com/baby-playing-with-feet-thumb8729616.jpg&imgrefurl=http://www.dreamstime.com/royalty-free-stock-image-baby-playing-with-feet-image8729616&usg=__MCI5UtLC2b7lhT4ou3uWaS0L3bk=&h=267&w=400&sz=25&hl=en&start=10&zoom=1&itbs=1&tbnid=TQnwVD_aKEGrxM:&tbnh=83&tbnw=124&prev=/images%3Fq%3Dbaby%2Bplaying%2Bwith%2Bfeet%26hl%3Den%26sa%3DG%26gbv%3D2%26tbs%3Disch:1&ei=IFtdTYXAK4SglAey2p3WCg


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1 -3 Months

Speech/Language Development

Smiles at the sound of voice ( 2-3months)

Cooing noises; vocal play ( 3 months)

Turns head toward a sound

Startles to loud noise


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1 3 MonthsSocial Emotional Development

Social smile begins

Enjoys playing with other people

(smiles when played with)

Imitates some facial expressions
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4 7 Months

Motor DevelopmentPushes up on extended arms when placed on tummy

Pulls to sitting with no head lag

Sits with support ( 5 months)Sits unsupported short periods (6-8mos.)

Transfers objects hand to hand

Grasps feet

Uses a raking graspRoll over, scoot and bounce
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4 7 Months

Visual Development

Grasps objects held in front of them

Looks for fallen toysTracks moving objects easily
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4 - 7 Months

Language DevelopmentResponds to sounds by making sounds

Uses voice to express joy/displeasure

Begins to distinguish emotions by toneof voice


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4- 7 Months

Cognitive DevelopmentFinds objects that are partially hidden

Will reach for objects that are heldfurther awayExplores with hands and mouth
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4 7 MonthsSocial Emotional Development

Turns head when name is called

Smiles back at another person

Enjoys social play (peek a boo)

Interested in mirror images
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8 12 Months

Motor DevelopmentCan sit without assistanceCrawls on belly

Crawls on hands and kneesCan move from sitting to pronePulls self to standing

CruisesStands without help ( briefly)Takes a few steps
http://www.google.com/imgres?imgurl=http://lh5.ggpht.com/__htJmgPMz-s/S9i3kkUSIRI/AAAAAAAADQo/wu6XKrTcl6k/standing%2Bbaby.jpg&imgrefurl=http://picasaweb.google.com/lh/photo/lwe6JRZ10sjxyI1iM51INQ&usg=__XPDuN5dVQ2OA4ETiWCs0qhLHRxc=&h=3140&w=2592&sz=460&hl=en&start=33&zoom=1&itbs=1&tbnid=71GPrTfrg_rV7M:&tbnh=150&tbnw=124&prev=/images%3Fq%3Dbaby%2Bstanding%2Bwithout%2Bhelp%26start%3D20%26hl%3Den%26sa%3DN%26gbv%3D2%26ndsp%3D20%26tbs%3Disch:1&ei=umRdTbysJoa8lQerj9XOCghttp://www.google.com/imgres?imgurl=http://lh5.ggpht.com/__htJmgPMz-s/S9i3kkUSIRI/AAAAAAAADQo/wu6XKrTcl6k/standing%2Bbaby.jpg&imgrefurl=http://picasaweb.google.com/lh/photo/lwe6JRZ10sjxyI1iM51INQ&usg=__XPDuN5dVQ2OA4ETiWCs0qhLHRxc=&h=3140&w=2592&sz=460&hl=en&start=33&zoom=1&itbs=1&tbnid=71GPrTfrg_rV7M:&tbnh=150&tbnw=124&prev=/images%3Fq%3Dbaby%2Bstanding%2Bwithout%2Bhelp%26start%3D20%26hl%3Den%26sa%3DN%26gbv%3D2%26ndsp%3D20%26tbs%3Disch:1&ei=umRdTbysJoa8lQerj9XOCg


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8 12 Months

Language DevelopmentResponds to no

Makes sounds such a ma & da

mama & dada

Babbles


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8 12 MonthsSocial /Emotional Development

May become shy around strangers

Cries when primary caregiverleaves

Preferences for certain peopleand things

Will repeat sounds/actions forattention
http://www.google.com/imgres?imgurl=http://comp.webstockpro.com/blend/bld014383.jpg&imgrefurl=http://www.webstockpro.com/Blend/BLD014383.Baby-boy-in-high-chair-Photo/&usg=__-IQv-oE4bohX-5KOeADLqnS3MHw=&h=700&w=466&sz=62&hl=en&start=1&zoom=1&itbs=1&tbnid=SUZ4Mj0q4S7scM:&tbnh=140&tbnw=93&prev=/images%3Fq%3Dbaby%2Bwith%2Bbowl%2Bof%2Bspaghetti%2Bon%2Bhead%26hl%3Den%26gbv%3D2%26tbs%3Disch:1&ei=p2VdTaGtH4O0lQfP8_3oCghttp://www.google.com/imgres?imgurl=http://comp.webstockpro.com/blend/bld014383.jpg&imgrefurl=http://www.webstockpro.com/Blend/BLD014383.Baby-boy-in-high-chair-Photo/&usg=__-IQv-oE4bohX-5KOeADLqnS3MHw=&h=700&w=466&sz=62&hl=en&start=1&zoom=1&itbs=1&tbnid=SUZ4Mj0q4S7scM:&tbnh=140&tbnw=93&prev=/images%3Fq%3Dbaby%2Bwith%2Bbowl%2Bof%2Bspaghetti%2Bon%2Bhead%26hl%3Den%26gbv%3D2%26tbs%3Disch:1&ei=p2VdTaGtH4O0lQfP8_3oCg


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12 24 Months

Motor DevelopmentWalks alone (by 18 months)Pulls toys while walkingCarries toys while walkingBegins to runClimbs onto furniture without

helpWalks up and down stairs holdingon for support
http://www.google.com/imgres?imgurl=http://www.theracare.com/tc/images/photos/childhood-development.jpg&imgrefurl=http://www.theracare.com/tc/resources/child-development.aspx&usg=__1DMErCKrrJ3UjaTsRxCTxfE0Nic=&h=345&w=300&sz=80&hl=en&start=4&zoom=1&itbs=1&tbnid=psrThmxHjieWLM:&tbnh=120&tbnw=104&prev=/images%3Fq%3Dbaby%2Bplaying%2Bturning%2Bhead%2Btoward%2Ba%2Bsound%26hl%3Den%26sa%3DG%26gbv%3D2%26tbs%3Disch:1&ei=YVtdTa-oNcT6lwfRhvTqCghttp://www.google.com/imgres?imgurl=http://www.theracare.com/tc/images/photos/childhood-development.jpg&imgrefurl=http://www.theracare.com/tc/resources/child-development.aspx&usg=__1DMErCKrrJ3UjaTsRxCTxfE0Nic=&h=345&w=300&sz=80&hl=en&start=4&zoom=1&itbs=1&tbnid=psrThmxHjieWLM:&tbnh=120&tbnw=104&prev=/images%3Fq%3Dbaby%2Bplaying%2Bturning%2Bhead%2Btoward%2Ba%2Bsound%26hl%3Den%26sa%3DG%26gbv%3D2%26tbs%3Disch:1&ei=YVtdTa-oNcT6lwfRhvTqCg


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12 24 Months

Motor DevelopmentScribbles

Turns containers over to pour outwhat is inside

Can build block towers 4 or moreblocks

Points
http://www.google.com/imgres?imgurl=http://cutebabyblog.files.wordpress.com/2009/03/toddler-playing-with-building-blocks.gif%3Fw%3D224%26h%3D300&imgrefurl=http://cutebabyblog.wordpress.com/2009/03/06/complete-guide-to-select-toddler-toys/&usg=__u60616sdz7wcO6l--CkRup2HPV4=&h=299&w=224&sz=33&hl=en&start=8&zoom=1&itbs=1&tbnid=7k-ju2EyL_8COM:&tbnh=116&tbnw=87&prev=/images%3Fq%3Dtoddler%2Bbuilding%2Bblocks%26hl%3Den%26gbv%3D2%26tbs%3Disch:1&ei=p2ZdTfbzD4GBlAftycDqCghttp://www.google.com/imgres?imgurl=http://cutebabyblog.files.wordpress.com/2009/03/toddler-playing-with-building-blocks.gif%3Fw%3D224%26h%3D300&imgrefurl=http://cutebabyblog.wordpress.com/2009/03/06/complete-guide-to-select-toddler-toys/&usg=__u60616sdz7wcO6l--CkRup2HPV4=&h=299&w=224&sz=33&hl=en&start=8&zoom=1&itbs=1&tbnid=7k-ju2EyL_8COM:&tbnh=116&tbnw=87&prev=/images%3Fq%3Dtoddler%2Bbuilding%2Bblocks%26hl%3Den%26gbv%3D2%26tbs%3Disch:1&ei=p2ZdTfbzD4GBlAftycDqCg


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12 24 Months

Language DevelopmentPoints to interesting objectsPoints to a picture named

Says several single words ( 15 -18months)Uses two word sentences ( 18 24months)

Follows simple one step directionsRepeats words heard inconversations


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12- 24 Months

Cognitive DevelopmentFinds hidden objects

Begins to sort by color or shape

Begins simple pretend play

Understands words/ideas

Experiments with things
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12 24 MonthsSocial Development

Imitates behavior of others

Enjoys being around other childrenIncreasingly independent

Begins to show defiant behavior
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Two-Year-Olds

Begins to see self as a separateindividual with power

Attempts to gain as much control of hisworld as possiblePeriod of rapid development in all areas


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Language Milestones

2-Year-OldsExpressive Language

50-250 words

Beginning to ask questionsReceptive LanguageResponds to name and speech of othersUnderstands 500-900 words

Communicative CompetenceUses socialized greeting routinesUses language to make things happen


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Language

Red Flag Behaviors2-Year-Olds

Excessive drooling

Does not respond to nameRepeats non-communicative phrases

Excessive use of jargon

Typically silent for long periods of time


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Play Milestones

2-Year-OldsParallel playEngages in simple pretend play

Enjoys company of other children butmay fight over toys (no sharing)Completes simple puzzlesObserves others to see how to do things


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Play

Red Flag Behaviors2-Year-OldsDisplays no interest in age appropriatetoysShows little or no interest in exploringenvironmentEngages in perseverative activities

Resists adults attempts to play or teach


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Social Development Milestones2-Year-Olds

Comfortable with routinesSeems to understand what behaviors are

right or wrongUses any familiar adult as a resourceUses affective expressions to influencecaregivers

Engages in simple pretend play


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Social Development


Unaware of others

Cannot calm down after a tantrum

Excessively aggressive

Shows no awareness when intruded

uponNo joint attention


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Cognitive Development

Milestones2-Year-OldsPoints to and names some body parts

Shows interest in booksCan listen to a story for 5 minutes

Learns from failure and attempts newstrategies


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Shows little or no interest in exploring

environmentDoes not respond to nameStares blanklyDoes not establish or maintain eyecontactEngages in perseverative activities


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Three-Year-Olds

Exaggerated sense of importanceExperiments with different roles in play

Competitive, but cant tolerate losingIncreased ability to care for daily needsBeginning to develop a conscienceStrives for independence

Asks endless questionsExtremely active imagination


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Language Milestones

3-Year-OldsIncreased receptive & expressivevocabulary

Begins, maintains and ends aconversationFollows more than 1 two-step directionDysfluency or stuttering is normal


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3 Year old Language

MilestonesUses 5- 6 word sentences

Asks questions

Tells storiesSpeaks clearly


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Play Milestones

3-Year-OldsBegins to share

Takes turns

Plays interactively with another childRole plays


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Play Milestones 3 year olds

Uses riding toys

Uses dolls, animals , people in make

believe playRicher pretend/imaginative play


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Increasingly independent

Beginning to problem solve

Shows remorse for unacceptablebehavior

Responds well to praise

May have an imaginary friend


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Social Development


No eye contact

Self-stimulatesDisregard for limits or rules

Unprovoked physical aggression


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Milestones3-Year-OldsPuts together 7 piece interlockingpuzzle

Identifies basic shapes

Sorts or categorizes objects

Discriminates same/different

Can count by roteCan recall and understand pastexperiences


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Cognitive DevelopmentRed Flag Behaviors

3-Year-OldsUnresponsive to age-appropriatematerialsResists changeResists adults attempt to teachDoes not focus or attendDoes not transition well from one

activity to anotherUnable to participate in a groupactivity


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Four-Year-Olds

Good sense of self

Very social and fickle

Tests rules and limitsVery imaginative

Knows personal information about selfand family members


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Language Milestones

4-Year-OldsIncreased receptive and expressivevocabulary

Describes past and future experiencesin logical orderAsks and answers wh questionsShould be intelligible 75 100% of thetime


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Language Milestones4 - year - olds

Recalls parts of a story

Speaks in sentences

Uses future tense


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LanguageRed Flag Behaviors

4-Year-OldsExpresses anger or frustrationbecause child cannot adequatelyexpress himself Displays a limited range of intentionsHas difficulty participating in a groupactivity

Uses non-specific languageUnintelligible more than 25% of thetime


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Play Milestones

4-Year-OldsPrefers playing with children to playingalone

Chooses and maintains a friendshipNegotiates compromises with otherchildren

Gender differences in play emerge


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Play

Red Flag Behaviors4-Year-OldsAvoids interacting with anotherchild, even when approached byanother childTries to control the play of othersImpulsive

Demands constant adult supervisionShy, withdrawn child who cannot beeased into a social experience with 1or 2 other children


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Conforms to established routines andrulesSeems to understand familyrelationshipsBegins, maintains and ends a socialinteractionDemonstrates empathy towards others

Imitates roles of adults outside of thehomeComplies with directions given by anyadult authority


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Social Development

Red Flag Behaviors4-Year-OldsShows inappropriate affect whensomeone is hurtDemonstrates unprovoked physicalaggression or verbal abuse towardfamiliar adultsIndiscriminately shows all adultsaffection


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Milestones4-Year-Olds

Understands time concepts

Categorizes common objectsRetells facts sequentially

Clearly distinguishes fact and fantasy


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Consistently fails to complete

tasksHas difficulty tolerating transitionsand interruptions

Has difficulty tolerating changes indaily classroom routines

Slow to process information


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5- 8 - year- oldsSocial Emotional

DevelopmentMore independence from parents andfamily

Stronger sense of right and wrongBeginning awareness of the futureMore attention to friendships and teamworkGrowing desire to be liked and acceptedby friends


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5- 8 -year-olds

Self care skills ( feeding, dressing, washing,toileting)

Follows directions and rulesAble to work independently for short periodsEasily make changes and accept adult supervisionBegins to share with others- increases withpractice and age

Listens to stories without interruptingLooks at pictures and can tell storiesBegins to control himself or herself


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5- 8 year olds

Able to play in small groups with otherchildren

Speaks clearly, talks in completesentences

Can tell a simple story

Engages in make-believe and dress-upplay, child can assume a specific roleand sustain the play


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5- 8- year- olds

Rapid mental developmentCounting, adding simple amounts

Writing, reading (at least basic sightwords)Can draw a person with 6 body partsHas learned some specific sport/skills


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Red Flags

Hyperactivity which interferes withschool performanceInability to get along with peers orsiblingsLack of friendsBed wetting or soiling

Recurrent nightmaresTicsAggressive behaviorUnable to separate from caregiver


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Red Flag Behaviors

Across Ages andDevelopment

Lack of eye contact

Short attention spanEasily distractedLow frustration tolerancePoor focus

ImpulsivityLimited Language ( expressive,receptive, communicative competence)


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Child Development

IMPORTANT TO REMEMBER

A red flag behavior in isolation is notnecessarily a concern; look at a patternsor clusters of behaviors


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Putting Pieces Together

Observe the childChart behaviors

Is the child struggling to get through theday?Do they stand out as different fromtheir peers, consistently across peopleand settings?

Gather the ABCs


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Gather the ABCs

Time & Activity Antecedent Behavior Consequence Comments

Target Behavior :


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Your Role

Your role is to observe

Your role is to gather information

Your role is to inform, to share yourconcerns

Remember, that parents wont alwaysagree and do what you think is best


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Making the Decision to

Evaluate or Wait and SeeAsk yourself 3 important questions

When left to his own devices, how does thechild get through the day when compared to

peers?Does the child stand out as different ormore needy as compared to peers on a fairlyconsistent basis?Does this child seem to need more supportthan I can comfortably give or qualified togive?

If It Seems Likely That the Path


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If It Seems Likely That the PathLeads to an Evaluation, FollowThese Steps

Log behavior

Identify the behavior

When is it most likely to occur, least likelyWhat immediately preceded the behavior

What followed the behavior


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Thank you for your

attention

Contact Information: [email protected]@vclc.org

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red flag behavior

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