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This resource is for adult students that emphasizes the importance of workplace relationships. It targets skills for interacting with co-workers.

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Coronavirus (COVID-19) Health and Safety Guide

ASERT has put together some resources for those with autism and those who care for people with autism relating to the current Coronavirus outbreak.
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Understanding Interactions

Overview

While you may be thinking that the only important part of a job is doing the job itself, the relationships you have with coworkers are also very important. You will likely spend a lot of time with coworkers, so understanding how to interact with them is a necessary skill to learn. Below are some questions and answers you may have about workplace relationships.

Can I be friends with my coworkers?

Yes, but this can come with challenges. Being friends with coworkers outside of work is ok, and often very common. However, you will need to remember that when you're at work, you need to be professional and limit personal conversations to certain times and places, like lunch breaks. Also, being friends with coworkers can be hard if that friendship ends. You will still need to be able to work together even if you're not friends anymore.

What can I talk about at work?

You can absolutely have "small talk" with coworkers. Good topics include the weather, weekend plans, job tasks, movies, music, sports, and other favorites. There are also inappropriate topics that should not be discussed at work, such as politics, religion, sexuality, and money. Also, using offensive language is not appropriate at work because that behavior is often thought of as unprofessional.

Can you date a coworker?

While work can be a great place to meet people, dating coworkers can lead to challenges. You will need to remember to be respectful at work, including limiting public displays of affection, such as kissing or hugging, and talking about personal or sexual topics. You will also need to think about how you will handle working with the other person if the relationship ends.

There are some times when dating a coworker is not appropriate. Dating your boss, or someone that you supervise is usually not allowed. Also, some companies may have rules that forbid office romances.

Where and when can I talk with coworkers?

While chatting with coworkers is appropriate at work, it does depend on where and when these conversations are happening. Engaging in small talk when you are supposed to be working, are at a meeting, or your boss is around are not good times. However, during breaks or lunch time is perfectly okay. It is also okay to spend time with and talk with coworkers outside of work.

How do I become friends with coworkers?

Becoming friends with coworkers is the same as with anyone else. You need to introduce yourself and begin getting to know them. Ask questions and find common interests. One easy conversation starter is something you already have in common - the job! Just remember to limit personal conversations to times when it is appropriate at work, such as breaks or lunch time.

What about social media?

It's ok to connect with coworkers on social media. However, be careful what you post! Remember that anything you post about your personal life on social media could be seen by your coworkers. Connecting with your boss on social media should be limited.

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This information was developed by the Autism Services, Education, Resources, and Training Collaborative (ASERT). For more information, please contact ASERT at 877-231-4244 or info@PAautism.org. ASERT is funded by the Bureau of Supports for Autism and Special Populations, PA Department of Human Services.

# data[].attributes.attachment_link.description
While you may be thinking that the only important part of a job is doing the job itself, the relationships you have with coworkers are also very important. You will likely spend a lot of time with coworkers, so understanding how to interact with them is a necessary skill to learn.

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This is a resource from ASERT for adults with autism about how to start conversations with new people.

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Coronavirus (COVID-19) Health and Safety Guide

ASERT has put together some resources for those with autism and those who care for people with autism relating to the current Coronavirus outbreak.

Everyone has trouble thinking of what to say sometimes. However, when faced with these problems, there are some common topics people rely on to kick-start a conversation. The information below can help individuals learn how to start conversations, end conversations, make "small talk", interact with new friends, and understand verbal and nonverbal social cues.

Weather

The weather is a good conversation starter for someone you don't know. It's a topic almost most
people can talk about. Examples of this are if it has been extremely hot or if you there has been bad weather recently.

TV, Movies or Books

If you would like to get to know more about a person you are having a conversation with, ask about their interests. The most basic interests you can ask about are TV, movies, and books. If you are feeling more confident or notice something that the individual said, you can bring that up to.
An example of this is talking about sports if they are wearing a sports team's t-shirt or hat.

Interesting Plans

Sometimes asking about someone's plans can be a great way to start a conversation. You can learn a lot about a person, such as what they like or dislike, their interests, special hobbies, or
even similarities you both have in common. With this extra information you will be able to have a deeper discussion.

School or Work

If you're at work or school, asking them questions about work or school can be a great way to know someone. You can ask what they do at their job, if it is different than yours, or talk about a particular task, such as a paper, that you have to complete.

* Note: To continue the conversation at a deeper level you can also bring up another topic.

Current Events

If you recently read an interesting article, or something exciting is happening in the news, you could start a conversation about that.

*Note: Try to avoid talking about politics, as those conversations can become very intense, especially if your opinions differ.

Still Struggling?

Sometimes, it is really hard to have a conversation. If you feel uncomfortable or the person doesn't want to talk, you can politely excuse yourself. However, if the person does want to talk you can mention that you can't think of anything to talk about and see if they begin to ask questions.

Having and Ending a Conversation with Someone You Just Met

Having a conversation with a new person can be challenging. Knowing how to politely end the conversation is often the most difficult part. However, there are a few simple steps you can follow to make ending conversations easier. Here are some general guidelines and tips that will help you appropriately end conversations with new people.

General Tips and Guidelines

Wait for an opportunity to politely leave the conversation. This can be accomplished by waiting until the other person finishes a story, finishes talking about a specific subject, or when both people are done talking.

Try to leave the conversation on a positive note. Be respectful and try not to say anything that could hurt the other person's feelings.

When it's time for you to leave, tell the other person goodbye and express gratitude towards them. This could some something like "I have to go now, but it was nice meeting you", or "It's time for me to leave now, but it was nice talking to you."

What Not to Do

Don't leave the conversation by interrupting the other person.

Don't leave without saying goodbye and expressing gratitude.

Try not to leave in the middle of a topic.

If you feel uncomfortable around someone or you don't have time for a conversation, don't feel like you have to stay and talk to them. If you need to leave, politely wait for a break in the conversation and tell the other person that it's time for you to go.

What is Small Talk?

Small-talk is a brief conversation with someone you don't know about a general topic. There are many situations where you may want to make small-talk with a stranger. It can sometimes be difficult to start a conversation with someone you don't know, but these tips for making small-talk will help you feel more confident when interacting with others.

Do's

Start the conversation off with a friendly greeting

Comment on something in the environment, talk about the news, or ask a simple question such as how the person's day is going.

Focus on a topic that both people understand.

Build the conversation off the other person's responses.

When it's time for you or the other person to leave the conversation, tell them it was nice meeting/talking to them.

If you don't want to have a conversation, be polite and let the other person know that you aren't in the mood to talk.

Make eye contact with the other person.

If someone asks you a question you don't want to answer, tell them you prefer not to answer.

Don'ts

If the other person talks to you first, don't ignore them or pretend not to hear them.

Don't ask people how old they are or other potentially offensive questions.

Don't interrupt the other person or leave without a friendly goodbye.

Don't ask personal questions.

Don't feel like you have to have a conversation. It's okay to politely decline talking to the other person.

Don't answer overly personal questions.

What if They Seem Uninterested?

If the other person shows signs of disinterest, they may be telling you that they don't want to have a conversation.
Cues that the other person may not want to have a conversation:

The other person is avoiding eye-contact.

The other person has a flat or annoyed tone of voice.

The other person offers very short responses or no responses at all.

What should you do?

If they are not talking to you, simply end the conversation with that person. Remember, it's not your fault that they don't want to talk.

Actively Listen

This can be tough, especially if you're not interested in the topic. However if you want to be friends, you need to listen to what they're saying and respond to what they're talking about. Asking questions and relating it to yourself shows you're interested in them.

Exit if Necessary

If you're feeling overwhelmed or uncomfortable, it's okay to excuse yourself. Wait for a pause in the conversation, let them know it was nice talking to them and that you have to leave. A good example is: "It was great talking to you, but I have to go now. Bye!" Don't feel pressured into staying in a conversation.

Thinking of What to Say

If you are having trouble thinking of things to say, look for ideas around you. For example, if they are wearing a sports t-shirt, ask them about the team. For more ideas, check out the resource
"Starter Topics for Conversations"

Connecting with New People

If you felt the conversation went really well, don't be afraid to ask to connect with them by setting up a place to meet, or asking for a way to contact them like by email, phone or social media.

Cues That Someone Is Interested

Verbal Cues

The person you are talking to is actively participating in the conversation

They are responding in ways that keep the conversation flowing

Using laughter

Smile/positive facial expression

Facial Expressions

Facial expressions can be hard to read since the same expression can mean different things

These are examples of positive facial cues: smile, neutral expression (especially if the conversation is semi-serious), or a curious expression

Nonverbal Cues

If the person is making eye contact with you

If the person leans in slightly

If they are facing towards you, and not closing themselves off by crossing their arms, or facing toward the door

Cues That Someone Is Not Interested

The person keeps looking at their phone, the door or at the clock

If they talk or laugh in a flat tone

If their responses are very short or one word

Some facial expressions that indicate the person is not very interested in the conversation: avoiding eye contact, a smile that seems forced or like a grimace, etc

If they are facing away from you or have themselves closed off

If you feel uncomfortable or feel that the person doesn't want to speak to you; excuse yourself politely and exit the conversation

Rate this resource

Thank you for rating this resource!

This information was developed by the Autism Services, Education, Resources, and Training Collaborative (ASERT). For more information, please contact ASERT at 877-231-4244 or info@PAautism.org. ASERT is funded by the Bureau of Supports for Autism and Special Populations, PA Department of Human Services.

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ASERT has put together some resources for those with autism and those who care for people with autism relating to the current Coronavirus outbreak. Everyone has trouble thinking of what to say sometimes. However, when faced with these problems, there are some common topics people rely on to kick-start a conversation.

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This is a resource for parents of students at the elementary level. Topics are provided for each grade with suggestions on how to teach each skill.

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Step into any classroom, and along with the usual math tables and word lists, you'll probably see other signs hanging front and center. You know, the ones that say, Be kind! or Be brave! These rules aren't just there to keep the peace. They underscore what teachers know, yet most parents never think about: Strong social skills are as key to school success as academic ones. In fact, sometimes they're even more important, says child development expert Michele Borba, Ed.D.

Being able to delay gratification, for instance, is one of the biggest predictors of success. "Research shows that kindergartners who can wait will do better in school three years later than those who came in knowing their letters," says Borba. Pretty impressive. Here's what teachers are looking for most at each grade - and how you can build that know-how at home.
Pre-K Skills: Sharing
"Give-and-take is the first moral skill kids learn, and it's hard to go forward without it," says Borba.

How to teach it
Take turns talking about what you did that day over dinner and play lots of board games together; these are two of the easiest ways for him to practice waiting. Borba also suggests helping your child come up with fair rules - he gets five minutes on the swing set, then his friend gets five. It will teach him how to problem-solve as well as share.
Being Polite
"A kid with manners is a likeable kid - and you can't underestimate likeability," says Borba. "When a child feels accepted, he can concentrate on his school work rather than worry about who'll play with him."
How to teach it
Remember your manners. Sounds obvious, but the more he hears "please" and "thank you," the sooner the soundtrack will become laid down in his head. Also, gently remind your kid when he forgets (and he will) and don't be afraid to shower praise when he remembers without prompting.
Self-Control
Your kid may be used to relying on you to help calm him down. But now he has to start using his words and working through his emotions by himself (with a little help from the teacher).

Pinpointing your child's feelings (especially mad and sad) helps him recognize the emotions - and once that clicks, he can begin to control them when they bubble up. Resist the urge to fix the situation. Instead, encourage him to think of a way to cope with his emotions. One to try: "Take a deep breath and blow the angries away."
PLUS: AN EASY WAY TO TEACH SELF-CONTROL
Kindergarten & 1st Grade Skills:

In the classroom, being patient means waiting your turn and paying attention without fidgeting - no easy feat for the average wiggly kid. "A child who gives her full attention is going to hear and learn so much more from her teacher and classmates," says Ashley Button, a kindergarten teacher in Atherton, CA.
How to teach it
Give your child lots of opportunities to entertain herself without your help. The next time she wants your attention when you're busy doing something else, say you'll be there in a few minutes and have her sing a tune or draw a picture to pass the time. Reading is also a great way to improve kids' concentration. "As your child gets better at being patient, stretch out the amount of time she has to wait for you, or choose a slightly longer book to keep improving her focus," says Borba.

Kids need to speak up for themselves by making eye contact and using "I" messages ("I felt sad when you cut me in line"). "I practice with my class, so kids learn to go to an adult only when they can't work it out on their own," says Julia Seligman, a firstgrade teacher in Essex, VT. Assertive kids excel because they aren't afraid to ask questions.
How to teach it
Practice "I" messages, like saying "I feel frustrated when you leave your backpack in the middle of the hallway" or, in your kid's case, "I don't like it when you nag me to make my bed." They not only help your child become more assertive, they beef up her body language, so she's less likely to be bullied.
Resilience
"Many kids need to be taught it's OK to make a mistake. It's how we learn," says Seligman. "When the classroom feels safe, kids let go of 'What if I get it wrong?' and take chances." Gaining this skill now - when mistakes are small - pays off in a few years when, say, he's called on to do a wicked calc problem.
How to teach it
When you mess up, point it out to your child, says Seligman. Then talk about what you learned for next time. "And compliment your child when he takes a chance - whether it pans out or not," says Button.
PLUS: HOW TO RAISE A KID WITH GRIT 2nd & 3rd Grade Skills: Open-Mindedness
"Kids like working in a group with classmates who ask 'What do you think?' and make them feel good," says Borba. Learning the knack of respecting other opinions while giving your own boosts likeability and problem-solving skills.
How to teach it
Show your child how to see both sides, says Carrie Conover, a teacher in Chicago. If your kid is in an animal project group, explain how he could respectfully disagree: "I think bats are awesome! But I think it would be better to study squirrels because there are so many different kinds." And seize chances to model compromise: He wants McDonald's; you, the bistro? Find a place where he can get a burger and you, sweet-potato fries.
Responsibility
With more schoolwork and activities, your kid has to step up responsibility and organization. After all, it's much easier for him to hit the books when he's not searching for his pencil.
How to teach it
Maybe you were inclined to do things for your kiddo when he was younger. Now it's time to impose routines so he can start managing his own stuff (with reminders). At night, for instance, he can make sure his backpack is ready at the door and his clothes are laid out. In the morning, he can put his dishes in the sink after breakfast.

"Kids don't want to snitch, so they're less likely to involve adults in squabbles now," says Conover. They need to know how to express their real feelings to friends so that they can solve their own spats.
How to teach it
Instead of calling the other parent when your child has an argument with a pal, talk through solutions and urge your child to take it from there. Knowing that he can (mostly) solve his own problems - whether social or academic - will give him another big boost in resiliency.
4th & 5th Grade Skills:
Juggling daily assignments with long-term projects is a lot to keep track of. He needs to learn the consequences of forgetting or misplacing.
How to teach it
If you constantly schlep his homework to school whenever he forgets it, he'll never learn to own up to his actions. Be up front about your expectations and the consequences if your tween doesn't follow through, suggests Conover. Give your kid a couple of reminders, if necessary, but then let him take over. And if he loses his permission slip, tough luck. "That one fail will be a big and positive lesson for your child," notes Borba.
Perspective
Along with the responsibility comes anxiety - and the sooner your child learns how to weather it, the better. A relaxed kid, unlike a stressed one, turns into a little academic sponge.

Help your kid pinpoint what wigs her out most: Is it tests or shake-ups to her daily routine? Then brainstorm stress-busters, says Conover, from listening to tunes to going on a bike ride. Come up with a little mantra she can mentally repeat ("It's okay. I can handle this!") to manage in-the-moment jitters.
Confidence with Mean Kids
Bullies want a reaction, so your child needs to know how to keep her cool and stand strong.
How to teach it
Arm her with a short but sweet comeback line. She has to say it like she means it, so do some dry runs at home. Strong words paired with equally strong body language is enough to defuse most bullying situations, say experts. And not being afraid to stand up for herself is a real-world skill that every child needs - now and later.
PLUS: HOW TO BUILD HEALTHY SELF-ESTEEM IN CHILDREN
Photo Credit: © David Woolley/Getty Images

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Step into any classroom, and along with the usual math tables and word lists, you'll probably see other signs hanging front and center. You know, the ones that say, Be kind! or Be brave! These rules aren't just there to keep the peace.

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This resource provides a list of resources for teachers to target a variety of social skills in elementary and middle school students.

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PBISWold.com Tier 1 Positive Behavior Intervention and Support targeted toward large groups, schools, and settings. All students need a good set of Social Skills. It is important for teachers to instruct and model good social skills to students daily.

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Easterseals offers a wide range of services to individuals with disabilities including transitional support. Easterseals guides individuals in developing skills for independence in the work force or continuing education.

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Easterseals provides exceptional services, education, outreach and advocacy so that people with disabilities can live, learn, work and play in our communities.

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Information and resources on behavioral challenges for children and adults with autism.

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Researchers with the Autism Speaks Autism Treatment Network (ATN) study challenging behavior in kids and teens with autism. Many children with autism have behavior problems. These can be hard on both the child and the family and caregivers. More than half of kids and teens with autism may be physically aggressive toward caregivers or other kids and grown-ups. This can include hitting, kicking and biting. Other behavior problems can include:

being hyperactive, anxious and worried

hurting themselves by banging or hitting their heads

biting their hands and fingers

Behavior problems happen more often if the child has trouble sleeping. This is more likely if they wake up in the middle of the night. Younger kids are more likely to hurt other people. But older kids and teens are more likely to hurt themselves, especially if they have trouble talking.

Talking, social skills, and daily living skills have all been shown to be better in children and teens who are good sleepers. Daily living skills include getting dressed, brushing teeth and making food. So, talking about sleep problems with a healthcare provider is important. Medicines like Risperidone and Aripiprazole are good at helping kids and teens be less irritable - or easily upset - and aggressive. Some other drugs may also help with behavior problems and have fewer side effects. Medications that help with behavior problems often make kids and teens gain weight. To help kids and teens stay at a healthy weight, health care providers can think about other medicines, too. A second medicine called Metformin may help when taking medicine for aggression. Many moms and dads of children with autism with big behavior problems have a hard time feeling good about being a parent. They also struggle to have friends. Treatments that help with behavior problems include Applied Behavioral Analysis (ABA), counseling, and medications. They can help the whole family feel better.

For the full reference list and more Frequently Asked Questions addressed by ATN research on challenging behavior, visit asatn.org.
*Disclaimer: This summary is based on research conducted by Autism Treatment Network (ATN) members. It is not a summary of the entire body of research literature available on this subject

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These are resources, a few from ATN but not related specifically - how about Resources for challenging behavior in autistic kids and teens.

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This website has great information on how to facilitate social skills in a preschool settings. Parents and educators could learn great skills from this website.

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Between the ages of 3 and 5, your preschooler is becoming a more social creature. Where once he may have thrown tantrums when frustrated or resolved a dispute by hitting or biting, he is now learning to share and cooperate. Here is what you need to know about social development in your preschooler.

Preschoolers and Fantasy Play

You may have noticed that your preschooler spends much of her time in fantasy play. She is starting to move past "parallel play" -- when children play alongside each other rather than with each other -- and is beginning to actively engage with other children.

At this age, play is more focused on make-believe than on toys or games. Preschoolers love to construct elaborate scenarios and assign each other roles to play. Going grocery shopping or going to the post office may seem mundane to you, but your child probably finds these chores fascinating and may mimic them in her make-believe play.

Make-believe is how children "try on" adult roles and behaviors they see in the world around them. This activity helps them develop important social skills such as taking turns, cooperating, and paying attention.

'Girly Girl' or 'All Boy'?

Fantasy play also gives your little boy or girl a chance to explore gender roles. Preschool-age boys will generally gravitate to masculine make-believe characters like the strapping superhero, while girls will adopt feminine roles, wanting to be the mommy when playing house, for example. Even if your home doesn't model traditional "masculine" and "feminine" roles, your child is exposed to these ideas from books, TV, extended family, and friends. So don't be surprised if your little boy, who at 2 loved to push a baby doll around in a stroller, has abandoned that for rowdy games with his male friends.

Your preschooler may also go through phases where she wants to "try on" the role of the opposite sex and may suddenly become intensely interested in an older brother's toys or clothes. She may then swing back to the opposite extreme, insisting on wearing only pink dresses and bows in her hair. This is all normal experimentation and shouldn't be a concern.

Continued

Your Preschooler: Off to School

Around age 3 or 4, many children are starting school for the first time. This may be their first experience in a large group of children their own age, and it may take some getting used to. Your child suddenly has to share toys, take turns, communicate clearly, and cooperate with other children, and she'll probably need some help from the adults in her life. Many preschool activities are designed to work on developing these social skills.

If your child isn't in school yet, it's important to provide plenty of opportunities for her to interact with other children her age, whether it's through playdates, trips to the playground, or organized activities like music classes or gymnastics.

Preschoolers and Peer Relationships

By age 5, many children are beginning to prefer the company of other children over the company of adults. They may also show a preference for certain children over others. Your child may have someone he calls his "best friend" now. It's important for parents to nurture these friendships. Encourage your child to have his best friend over for a playdate, because being allowed to "show off" his home and possessions will help build his self-esteem and confidence.

Older preschoolers are beginning to understand and internalize social norms. Your 5-year-old probably realizes that if he doesn't let his friends have a turn, they won't want to play with him anymore. This helps to guide his behavior and choices.

While 5-year-olds can be wonderfully loving friends, they can also be hurtful. At this age, children are beginning to understand the power of social rejection. Don't be surprised to hear an argument between two 5-year-olds culminating with the declaration, "If you don't let me have the ball, I'm not going to be your friend anymore!"

Most of the time, this is just normal 5-year-old interaction. But it's important to keep an eye on mean behavior and make sure your child isn't ganging up or picking on others excessively. Bullying can happen even at this young age.

Your Challenging Preschooler

Your 5-year-old's friends are more than just her playmates. They are a major influence on her. To that end, you may find her trying on behaviors that are new (and unwelcome) to you. For example, If your child's best friend talks about a particular TV show, your child may suddenly demand to watch it, even if TV is forbidden in your home. She may insist on a sugary cereal because it is her friend's favorite.

Continued

Your child may also start to "talk back" more around this time, defying you or even calling you names. Though infuriating, this behavior is actually a good sign that your child is learning to test authority and be more independent. Try to react calmly, because a big emotional reaction is often what your child is seeking in these situations.

Your preschooler may start bickering more with older siblings around this time, too. He thinks he ought to be able to do everything his big brother can do and gets frustrated when he can't. You may find yourself caught in the middle of sibling squabbles on a daily basis.

Sources

SOURCES:
HealthyChildren.org: "Social Development in Preschoolers."
Seefelt, C. and Wasik, B.A. Early Education: Three, Four, and Five-Year-Olds Go to School (Second Edition), Prentice Hall, 2005.
Education.com: "Young Children's Social Development: A Checklist."

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Preschooler Social Development: Making Friends, Resolving Conflicts, and More

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Between the ages of 3 and 5, your preschooler is becoming a more social creature. Where once he may have thrown tantrums when frustrated or resolved a dispute by hitting or biting, he is now learning to share and cooperate. Here is what you need to know about social development in your preschooler.

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Scholastic Pre-school readiness social skills

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Scholastic Pre-school readiness social skills

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This article provides some information on getting your little one socially ready for pre-school.

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Teachers share with us all the time that in addition to learning ABCs and 123s, helping little ones develop healthy social skills in preschool is a big contributor to becoming successful students as the elementary school years unfold. Parents play a key role in helping their children build early social and sharing skills at home each and every day.

In preschool, children will learn how to share and cooperate, to work together and take turns, to participate in group activities, to follow simple directions, and to communicate wants and needs. Knowing how to do these things builds self-esteem and confidence and helps children thrive in group settings - both in school and out.
Here are 5 simple ways you can help to develop and strengthen your child's social skills outside the classroom:

1. Arrange play dates, and go to play groups and to the playground. Giving kids the opportunity to engage with other children frequently will provide them with lots of opportunities to take turns, share, and play together.

2. Give your preschooler simple responsibilities like helping you to set the table for dinner or simple cleaning and tidying. These activities are also very empowering for little ones and help build their confidence.

3. At home, be consistent about simple rules your child must follow, such as making the bed or putting her toys away.

4. Model appropriate social interaction and politeness, help them to remember "please" and "thank you" in appropriate moments/settings, and model behavior and language that shows them how to share, wait their turn, and work with others. Playing board games together and taking turns talking about your day at dinner time are two great ways to begin teaching little ones how to take turns.

5. Help your child learn how to express his emotions, understand them, and learn self-control. In preschool, your little one will rely on his own words and actions to express his needs to his teachers and classmates on a daily basis and sometimes emotions can be big and scary. Help your child realize and understand his own emotions - feeling sad, mad, happy, excited -- and talk to him about what makes him feel that way. Provide him with ideas on how to best communicate those feelings with others.

In addition to you modeling healthy ways to express emotions at home, reading books together about characters who are learning about their emotions and talking with your child about the characters' actions is another great way to help your little one begin to understand his own emotions. Ask questions like, "What did the character do to help her communicate how she was feeling?" or "Why do you think she felt angry/sad/upset?" and " What would you do/say if you felt this way?

Some favorite stories that speak to feelings and emotions and are perfect for preschoolers include:

How do you help your little one learn to share, cooperate, communicate, and participate? We'd love to know.

Share your ideas with us on the Scholastic Parents Facebook page and let's continue the conversation!

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Preschool Readiness: 5 Ways to Build Social Skills

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Teachers share with us all the time that in addition to learning ABCs and 123s, helping little ones develop healthy social skills in preschool is a big contributor to becoming successful students as the elementary school years unfold. Parents play a key role in helping their children build early social and sharing skills at home each and every day.

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Great information on social skills for children.

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What are Social Skills? Social skills is the term that refers to a child's ability to interact with other people. Many different skills fall under the umbrella of social skills, including understanding social rules, using correct body language, using appropriate language, and using empathy to understand the world from someone else's point of view.

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Social Skills for Middle and High school students

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Social Skills for Middle and High school students

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This website provides many resources and strategies for teachers to use in the classroom to engage students and work on their social skills.

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Most middle and high school teachers like to hope that students come to them already pre-programmed with strong social skills and abilities. It would definitely make classes easier, but we know that it is not true in many cases. Sometimes, problems with lacking social skills actually manifest themselves as behavioral challenges. For example, the student who is always interrupting in class may not know or understand the social rule that he should wait his turn. The student who constantly gets in trouble during group work might not know the group ground rules and how to work with others. Lastly, the student who gets involved in lots of drama and arguments with peers in your class might struggle with peer relationship skills. All of these behavioral challenges that cause such distress in our classrooms can be aligned with a lack of strong social skills.

Once your recognize that a student or group of students need some social skills support, the next step is providing the instruction that will teach them the social skills. If they do not have good social skills by middle or high school level, they will likely need a lot of direct instruction, practice, and support to make good progress. Kids CAN learn social skills though, regardless of their age.

What makes social skills instruction so challenging at the middle and high school level is that there usually is not any time in the day to focus on these skills. In elementary school, there might be a morning meeting time, small groups, and recess - all great times that teachers, school counselors, and social workers can target teaching social skills. At the middle and high school levels, though, the level of academic rigor is increased significantly, leaving minimal time for social teaching. Still, there are ways to weave social skills instruction into your classes.

Use literature to discuss social behavior. While reading a passage or book, use the characters to highlight social skills and behavior. Ask questions like, "Why do you think he did that?" and "How did his actions impact the others?". Even more, highlight and discuss specific skills that some of your students might have challenges with. This is a great way to incorporate teaching social skills because it makes it less personal for kids.

Use small group work to review social skills. This goes for any group or partner work, such as science labs, partner reads, think-pair-shares, and more. Prior to starting group or partner work, review how your students should work with others. Explain and show what it means to keep eye contact with your partner, to listen to your group members, and to do your fair share of the work. These are essential social skills when working with groups or partners. You can find more direct instruction with the Working with Others - Groups and Partners workbook.

Allot a short period of time to social skills each week. This can be done during resource room, study hall, or an advisory period. Focus on explicitly teaching and practicing the social skills your kids need. Consider running a social skills group once a week for 20 minutes. Adding peer role models will help significantly.

Train peer role models to support social needs. Kids just learn better from other kids. This is especially true when it comes to social skills. Spend time training some peer role models to give cues and reminders to their "buddies". Training them is simple - just privately meet with the student and direct them: "When you see Jimmy _____, just remind him to ______". For example, in a science lab, "When you see Jimmy out of his seat during group time, just remind him to stay with his group". The peer reminder will go farther than one from an adult.

Talk with the school counselor and social worker. The other support staff in your building may have other ideas and strategies for how to support kids inside and outside of your classroom. Find out if they are running any social skills groups and give names of kids who you think could benefit.

If you find yourself needing to practice social skills in your middle and high school classroom, try these Social Skills Task Cards for Middle and High School. It is a pack of 100 task cards specifically designed for middle and high schoolers. The cards are organized into five different sets that target different skills: Basic Interactions, Conversations, Empathy, Friendships & Relationships, and Conflict Resolution Skills. You can use them during a lunch group, study hall, resource room, advisory period, or anytime you have a few minutes left over in you class period to review.

Take the time to teach social skills and it will pay off - not only for your students but for your classroom management, too!

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Social Skills for Middle and High School Kids

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Most middle and high school teachers like to hope that students come to them already pre-programmed with strong social skills and abilities. It would definitely make classes easier, but we know that it is not true in many cases. Sometimes, problems with lacking social skills actually manifest themse

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This is an awesome website with endless resources, videos, and strategies to help adults improve their social skills. There is a section dedicated for appropriate social skills in the job field.

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Improving Communication Skills

Communication is key to human interaction. Children and adults with communication issues often lack the information and/or skills to communicate effectively which can lead to a variety of social and behavioral difficulties. This section is designed to target some of the most basic functions of communication that need individualized, direct instruction and support.

It is important to recognize that for individuals with communication disorders, these skills generally are not "picked up" over time by watching others. Instead, they should be systematically addressed by offering the student a chance to understand the purpose for the skill and teaching the steps to take in order to execute the skill. The use of graphic organizers and other visual aids can be extremely helpful in making this abstract concept more concrete and easier to understand.

For those of us that do not have communication difficulties, we often take for granted just how difficult it can be to learn and generalize these types of skills. Practice of the skill in a variety of situations with various people will offer the student a chance to master their communication skills and promote confidence that may lead to using these skills more independently.

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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Improving Communication Skills Communication is key to human interaction. Children and adults with communication issues often lack the information and/or skills to communicate effectively which can lead to a variety of social and behavioral difficulties. This section is designed to target some of the most basic functions of communication that need individualized, direct instruction and support.

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This article gives 10 strategies that teachers can use in their classroom to support and promote positive behaviors in their students.

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Teachers can help students develop motivation by using external rewards that affirm positive behavior and build pride. Strategically highlighting student success will show students that their accomplishments matter and will encourage a continuation of the positive, productive behavior.

Desiring affirmation is a natural instinct. We don't always like to admit it, but having someone we care about tell us we did well feels good and matters. When students are affirmed in class, it promotes positive classroom behavior and builds motivation. Consistently getting negative feedback without an adequate balance of positive reinforcement can cause students to lose investment in class and exhibit negative classroom behaviors.

Teachers can help students develop motivation by using external rewards that affirm positive behavior and build pride. Strategically highlighting student success will show students that their accomplishments matter and will encourage a continuation of the positive, productive behavior.
→ Use these PBIS strategies to highlight students and encourage positive classroom behavior.
PBIS Classroom Ideas that Affirm Kids and Promote Positive Classroom Behavior

Give Students Feedback

Find ways to give students feedback constantly. Write specific notes on assignments, and find time to confer with students. Highlight positive trends in their work. Let them know that what they do matters and that they bring strong skills to the learning table. This motivates students to believe in themselves and to give their best work daily. Focusing on producing solid work encourages positive classroom behavior.

Post Student Work

Use one bulletin board inside or near the classroom that highlights work students have produced. Include student work that has shown mastery of a skill. Intentionally update the board to highlight a variety of products and students. Thus, showing students the importance of their work and giving many students an opportunity to shine. When students feel like they are smart, they work harder to prove it to themselves time and time again, which makes for great classroom focus.

Share Personal Growth Trackers

Use trackers for students to assess their growth towards meeting classroom goals. These can be shared with students individually at key points in the quarter or term. The important thing is giving students a tool to see how their day-to-day work experience is leading them to a bigger, overarching goal. Find ways to make this impactful for students that may not be meeting their goals by giving them specific feedback about what you have seen them do that they can continue in order to see more growth.

Post Visual Trackers

Healthy competition can drive students and have them excited to try their best in class. Have a tracker that includes all student names in the classroom. Add stickers to names as students reach goals. For example, reward students with a new book sticker every time they complete an independent reading book. Or, give a student a green 100 next to their names whenever they earn a perfect score on an assignment. Again, showing students that the work that they do in class and the effort they put into that work matters will encourage positive participation.

Have a Student of the Day

Pick a "student of the day" that has exhibited strong character and learning habits in the classroom. Give them special privileges for the day, such as sitting in a more comfortable seat for the class, wearing a crown or picking the music during independent work time. Allowing students to be recognized for their positive attitude and work habits will further encourage the positive behavior. Additionally, making PBIS "student of the day" a fun incentive will have students working to earn it.

Put Students in the "Hot Seat"

The "hot seat" means that all eyes will be on one student's excellent work. Circulate during independent work time to see which student has a solid start to the work, and use their work as the exemplar for the entire class. Project or read the work and explain how this student has met the criteria for success. Be intentional about highlighting students who may not always get this type of affirmation. This can excite the student but also influence their peers to try their best to make a great product as well.

Track Positive Behaviors

When students are kind, helpful and show strong work habits, give them points. Customize the behaviors to exemplify the habits you expect students to exhibit in class. You can track behavior points using the Kickboard app or a system you create. This system can be a great way to highlight the positive attributes students bring to class so make sure you tie points to the specific behaviors students are exhibiting.

Make Positive Phone Calls or Texts

It can be challenging to make a number of positive phone calls each night, but it means so much for parents to hear encouraging feedback about their child's classroom involvement. Make a plan to complete two PBIS-related phone calls a night, which could mean that all parents get one call each month. Intentionally find a moment to highlight all students.

Texting could be even faster! Send parents pictures and a quick message about something great their child did in class.

Give Awards

A printable PBIS certificate will go a long way. If you have Kickboard, set a goal for students to hit and celebrate when they make the "Super Star" list. Highlight student grades, character traits, habits, and other accomplishments by presenting small awards. This can be in the form of a ceremony or simply handed out at the end of the class. This permanent artifact will remind students about their greatness.

Give Shout-Outs

Simply put: notice about a student. Teach students to shout each other out as well. Have shout-out cards or a special way shout outs are done at the end of class. They can be shouts-outs rooted in values that are emphasized in class such as perseverance or positivity. Or, it can simply be a shout out because it's someone's birthday. Make positive affirmation normal in your classroom to encourage students and support their esteem.

All kids have had a moment that is worth highlighting, be it academic achievement, effort or kindness. Giving students affirmation for the gifts that they bring to the classroom will promote positivity. Make the time to let students shine and see how it helps the entire class thrive.

Kickboard believes that positive encouragement and affirmation promotes productive classroom behavior and gives students the opportunity to shine and show their leadership. Here at we have seen many schools turnaround student behavior by using our PBIS mobile app, web platform, and professional development services to support their classroom systems. Kickboard helps teachers to track student behavior, identify cultural trends, and implement systems to improve behavioral results.

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10 Positive Behavior Support Strategies for Students in the Classroom | Kickboard

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Teachers can help students develop motivation by using external rewards that affirm positive behavior and build pride. Strategically highlighting student success will show students that their accomplishments matter and will encourage a continuation of the positive, productive behavior. Desiring affirmation is a natural instinct.

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This article gives examples and strategies to support Positive Behavior.  This article would help teachers in the classroom, staff on site, and parents at home.

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This website is perfect for parents or teachers of older children. It goes into details about Self-care and how it is important for anyone. Self-care helps a person to manage stress and improve overall well-being and life satisfaction.

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Communication Skills of the Service Provider
Communication skills are often taught within the field of applied behavior analysis particularly when working with children or adults who have a disability or developmental delay.

Something that is often overlooked is the communication skills that the service provider has themselves. Not everyone has the same communication skills.

Sometimes, a service provider's lack of or differences in certain aspects of communication skills can interfere with treatment satisfaction or outcomes for the client.

When a...

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Reflections on Applied Behavior Analysis

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Communication Skills of the Service Provider Communication skills are often taught within the field of applied behavior analysis particularly when working with children or adults who have a disability or developmental delay. Something that is often overlooked is the communication skills that the service provider has themselves.

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Los Angeles: Department of Mental Health

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Los Angeles: Department of Mental Health

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Transition Age Youth (TAY) programs provide mental health and supportive services for Seriously Emotionally Disturbed (SED) and Severe and Persistently Mentally Ill (SPMI) youth ages 16-25.

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DMH Services for Transition Age Youth

Transition Age Youth (TAY) programs provide an array of mental health and supportive services for Seriously Emotionally Disturbed (SED) and Severe and Persistently Mentally Ill (SPMI) youth ages 16-25. TAY programs focus on a number of priority populations to receive these services, along with a specific emphasis on outreaching and engaging TAY who are currently unserved and underserved.

These priority populations include the following:

TAY struggling with substance abuse disorders

TAY who are homeless or at-risk of homelessness

TAY aging out of the children's mental health, child welfare, or juvenile justice systems

TAY leaving long-term institutional care

TAY experiencing their first episode of major mental illness

TAY Programs Commercial Sexual Exploitation of Children and Youth (CSECY)

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Transition Age Youth (16 - 25 yrs) - Department of Mental Health

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DMH Services for Transition Age Youth Transition Age Youth (TAY) programs provide an array of mental health and supportive services for Seriously Emotionally Disturbed (SED) and Severe and Persistently Mentally Ill (SPMI) youth ages 16-25. TAY programs focus on a number of priority populations to receive these services, along with a specific emphasis on outreaching ...

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Tips for Responding to Challenging Behavior in Young Children

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Tips for Responding to Challenging Behavior in Young Children

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Provides information on several strategies you can use when responding to challenging behaviors, combining intentional promotion and prevention practices.

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This article includes a self assessment to ensure an environment that supports positive behavior. This is a great tool for parents as well as educators.

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From learning activities to transitions, children's challenging behavior can influence every aspect of a classroom. This disruption often can overwhelm early childhood teachers, who report feeling concerned and frustrated about classroom management (Hemmeter, Ostrosky, & Corso 2012) as well as underprepared to address challenging behavior proactively (Stormont, Lewis, & Covington Smith 2005). These concerns are justified for several reasons. Children who frequently exhibit challenging behavior may have fewer friends or lower academic performance, and research links the persistent challenging behavior of young children to more serious behavior problems and negative consequences as they get older (Dunlap et al. 2006; McCartney et al. 2010). Young children who demonstrate difficult behavior are more likely to face persistent peer rejection and negative family interactions (Patterson & Fleischman 1979; Crick et al. 2006) and to be disciplined by school professionals (Strain et al. 1983). As high school students, these children are more likely to experience school failure and drop out (Kazdin 1993; Tremblay 2000) as well as encounter the juvenile justice system (Reid 1993; Dishion & Patterson 2006). But just as behavior can affect all aspects of a learning environment, all the aspects of a learning environment can be structured to promote positive behavior.

This article shares a teacher self-assessment tool-the Preschool Behavior Support Self-Assessment-that helps teachers of preschool children examine how their classrooms support children's positive behavior. The self-assessment aligns with the key features of positive behavior support (PBS), an approach grounded in theory (see Singer & Wang 2009 for a review), supported by research (see Dunlap et al. 2006 for an extensive review and synthesis of PBS in early childhood), and applicable to the values and needs of early childhood settings. PBS is a comprehensive process often applied as a continuum of increasingly individualized practices (Stormont et al. 2008; Fox et al. 2010; Horner, Sugai, & Anderson 2010). This continuum involves universal supports for all children that include building strong relationships and providing a high-quality environment, more targeted preventive practices for some children who may need more social-emotional support, and individualized interventions for children who need extensive support. The elements in the self-assessment address universal practices appropriate for all children during day-to-day classroom activities, so this tool is appropriate for all preschool settings, whether or not they have formally adopted PBS.

Overview of the self-assessment

Designed to be brief, the self-assessment can be completed by teachers in 10 to 20 minutes. The tool contains four sections aligned with preventive practices in positive behavior support:

1. Develop a predictable classroom environment

2. Define and teach expectations

3. Acknowledge appropriate behavior and respond consistently to challenging behavior

4. Use data to inform decisions about behavior (Stormont et al. 2008)

Combined, these features provide a fairly comprehensive picture of practices that teachers can use to address the behavior of all preschool children, not just those who tend to use challenging behavior.

The self-assessment was developed by the authors and adapted from the three assessment tools used for assessing the implementation of PBS practices: the Teaching Pyramid Observation Tool (TPOT) for Preschool Classrooms (Hemmeter, Fox, & Snyder 2014); the Preschool-Wide Evaluation Tool (PreSET) (Steed, Pomerleau, & Horner 2012); and the Positive Behavior Support Classroom Management: Self-Assessment Revised (Simonsen et al. 2006). General categories and items were modeled after the Positive Behavior Support Classroom Management: Self-Assessment Revised, a self-assessment tool designed for K-12 teachers. Language and key features specific to preschool settings were modeled on the TPOT and PreSET, both of which are designed for early childhood settings but are research tools used by outside observers.

Like all tools, self-assessments have limitations. When teachers assess themselves, they may not see their practices in the same way outside observers do. Similarly, teachers' perceptions about how they communicate with families, children, or colleagues may be very different from the way those individuals see the interactions. However, when used thoughtfully and carefully, this self-assessment can be a powerful tool for reflection. As one early childhood teacher who used this tool commented, "Self-assessments are only helpful if you find the time and see the purpose of using them. This form did both for me."

Creating a predictable environment

The classroom environment plays a central role in encouraging positive behavior. Thus, the first section of the self-assessment contains items that relate to creating a predictable, orderly learning environment. Items in this section focus on developing positive relationships with children and families, designing the physical environment of the classroom to maximize structure and predictability, developing clear and consistent schedules and routines, and implementing effective transitions.

Warm, responsive relationships build a foundation for positive behavior (Hemmeter, Ostrosky, & Corso 2012). Consistent and predictable classroom environments, schedules, and routines can increase children's independence, ability to anticipate change, and likelihood of using appropriate behavior. Transitions can be a particular concern related to young children's behavior and frequently impact how orderly the classroom environment is. Teachers can support positive behavior throughout transitions by planning for them ahead of time, alerting children before transitions occur, and providing a clear signal at the beginning of each transition. For example, when transitioning from free play to cleanup, rather than glancing at the clock and announcing "We have to clean up now," a teacher might plan with assistants where they will be positioned in the classroom during cleanup. Providing a warning and building in reminders of expectations can also be helpful, such as a teacher giving the reminder: "We have five minutes left to play. Can we start any new projects now?" (Children: "No!") When five minutes have elapsed, the teacher gives a clear audio and visual cue that the transition is beginning by playing a chime and switching off the lights or starting a song that incorporates hand motions. Teachers can also treat transitions as opportunities to discuss expectations for the next activity (e.g., commenting while cleaning up, "We're cleaning up now, and then we'll all sit together on the rug to read").

Defining and teaching expectations

The second section of the self-assessment addresses expectations. Taking an instructional approach to behavior gives children the chance to learn and practice how to behave in a learning environment. Adults often assume that children know how to act appropriately (Stormont et al. 2008). Teachers can avoid this pitfall by identifying a small number of behavioral expectations (e.g., be kind, be safe), defining specific examples (rules) of what those expectations look like across common settings or routines (e.g., circle time, centers, snack, bathroom, playground), and directly teaching children how to put those expectations into practice. For example, a teacher who has the classroom expectation "Be safe" may have decided that one component of this is that children must use "walking feet" when inside and on paved areas outside, but they may run on the grassy area of the playground. Teaching this specific example of what it means to be safe could involve a game outside in which the teacher holds up a picture of "running" or "walking" as children respond by moving to the appropriate areas of the playground. In the classroom, teaching this expectation could involve making a picture chart of places where children may run or walk during a group meeting.

Acknowledging appropriate behavior and responding to challenging behavior

The third area of the self-assessment involves practices that teachers use to acknowledge appropriate behavior and respond to challenging behavior. While teachers often comment on children's learning or academic behavior, they rarely give feedback about appropriate social behavior (Stormont et al. 2008). Providing children with specific, positive feedback helps them learn what appropriate behavior looks like. Verbally commending appropriate behavior as it occurs is an essential tool for classroom management, but teachers can create opportunities for more formal recognition of positive behavior. Teachers could, for example, send home a certificate when they "catch" children demonstrating positive social behavior.

It is important that teachers also take care to define for the classroom community what inappropriate behavior looks like and develop a plan to respond to it consistently and logically. For example, some behavior (e.g., biting and hitting) may require immediate intervention to ensure children's safety, while others (e.g., not participating during cleanup) may first lead to a prompt to use the appropriate behavior ("What are you going to clean up, blocks or puzzles?") and then a reminder ("We are cleaning up now to take care of our classroom. Let's work together on putting away these blocks.") if the prompt is ignored.

Using data to support positive behavior

Early childhood teachers can take simple steps to collect data in their own classroom and learn valuable information about behavior in their class (Krasch & Carter 2009). Using simple forms like tally sheets or checklists, teachers can document which times of the day children tend not to follow expectations, whether children are engaged or off task during free play, and how long transitions between activities take (Krasch & Carter 2009). Teachers can then use the data to make decisions that support positive behavior more effectively. For example, teachers can collect data to learn which expectations children find difficult to meet and to identify when and where challenging behavior is likely to occur (Krasch & Carter 2009). They can use this information to target an issue by revisiting an expectation, providing more practice, or making changes to a routine that is not working. Data may also reveal information about children's engagement, time spent in transitions, or individuals who need additional support to meet behavioral expectations.

Self-assessment process in action

To use the tool, teachers first rate how consistently (Always, Sometimes, Never) they implement each feature listed. Consistency in schedules, expectations, and consequences help children gain independence and learn that appropriate behavior works. Next, teachers review the features they rated Always to identify their strengths. Teachers then review features they rated Sometimes or Never and determine which of them are priorities for improvement. Finally, teachers create an action plan that outlines measurable steps they will take to achieve classroom management goals. The following vignette illustrates how a teacher might use the tool.

Sonia has taught preschool in a community-based center for five years. Her favorite part of teaching is connecting with her class; she learns a lot about the children and creates in-depth projects that relate to their interests. Six weeks into the school year, Sonia feels comfortable with her class of a dozen 4-year-olds. She has a sense of each child's strengths, and she has worked with parents to set goals for their child. Sonia would like to begin the class's first project, but she wonders if everyone is ready.

The class spends a lot of time moving from activity to activity, and problems such as pushing tend to prolong transition times. Sonia is frustrated by the need to remind children about classroom expectations several times each day. Sonia believes her class has the skills to follow the rules and routines, but she feels that the children are not as orderly as they might be. To investigate how she supports behavior, Sonia decides to take the Preschool Behavior Support Self-Assessment.

Step 1: Rating current implementation

Sonia began by evaluating how consistently she implemented each behavior support feature across the four areas on the survey. (See "Sonia's Completed Self-Assessment.")

Step 2: Determining strengths

After rating all the behavior support features, Sonia reviewed the items she marked Always. She listed summaries of several things she was already doing to support positive behavior: (1) "My strong relationships with children and families support engagement"; (2) "My classroom centers are well organized, nicely defined, and the right size"; and (3) "My class schedule is balanced, posted, and illustrated with photos."

Sonia had always taken pride in the relationships she built with children and their families but had never considered how they might affect behavior. Having strong relationships creates a foundation for social and emotional development and "provides a safe context for tackling difficult issues related to challenging behaviors, should they arise" (Hemmeter, Ostrosky, & Corso 2012, 35). That is, when teachers have strong positive relationships with children, they can be more effective in helping them to develop positive social behavior. Similarly, when teachers have strong positive relationships with families, they can be more effective in communicating concerns about a child's behavior and working collaboratively with families to address these concerns.

Step 3: Identifying priority areas

Sonia reviewed the items she rated Sometimes or Never and starred the items that represented major concerns. She noticed that several items relating to transitions had Sometimes or Never answers, so she made working on those a priority. She planned to create and post behavior expectations, since several other items on the self-assessment ("Classroom expectations are illustrated and posted at students' eye level," "I use our expectations to establish rules specific to our typical settings") stem from using these expectations. Sonia also felt it was important to provide more positive feedback in the classroom. However, since most of her priorities related to transitions, Sonia decided to focus on that area first.

Step 4: Creating an action plan

Once Sonia identified her top priority-smoother transitions-she created a plan to move from reflection to action (see "Sonia's Action Plan"). This step provides a method to help think through the changes needed to move from current implementation to the goal. Sonia decided that she needed to be more consistent in signaling upcoming transitions and making adjustments-precorrecting-during them.

Sonia first set a specific goal to address this need ("Build systems to increase consistency during transitions") and then outlined steps she could take to achieve this goal (create a "transition helper" job; add transitions to the lesson plan; and make cue cards for transition expectations, such as staying in your "bubble" in line, using whisper voices in the hallway, and staying with the group). In some cases, steps might include gathering information or talking to colleagues (e.g., brainstorming transition activities with a mentor teacher), as well as making changes in the classroom. By keeping her steps clear and observable, Sonia created a plan she could follow.

Sonia also included how she would monitor her progress. This step helps a teacher think through her plan so that she can easily track what she has accomplished. After finishing the plan, Sonia set a date to complete the self-assessment again so she could see her progress and possibly identify new areas to address.

GOAL: Build systems to increase consistency during transitions

Monitoring

Steps/Process

1. Create new "transition helper" job (set timer when five-minute warning given and turn off lights when timer rings)

2. Add Transitions section to lesson plan form

3. Create transition cue cards that list expectations for next activity (to encourage precorrections)

4. Later: Collect data on transitions (How often do I precorrect? Am I following my lesson plans? How long are transitions?)

Plan a date for your next self-assessment: 5/25/16

1. Job added to job chart

2.Form edited

3. Cue cards finished

4. TBD

Recommendations

Many teachers may find it helpful to use the tool as a self-check six weeks or so into the school year. Self-assessment at this time helps teachers reflect on what they have already established in the classroom, and it leaves a significant amount of time to make changes. Teachers can then self-assess at the midpoint or year-end and measure their progress. Positive change can serve as a personal motivator and demonstrate professional growth.

Teachers can use this flexible tool several ways. For example, they can collaborate with an assistant or peer. Partners can exchange feedback, provide support, and hold each other accountable throughout the process. Most of the features addressed in the self-assessment could be applied in settings other than classrooms, so any colleague who interacts with children could be a partner-bus drivers, cafeteria workers, or the school librarian.

Regardless of the way a teacher decides to approach the self-assessment, it is important to remember that change is gradual. An action plan that uses observable, measurable steps can help teachers focus on achievable outcomes rather than the number of things that could be done. When teachers complete one self-assessment, they can plan a date for their next to create a cycle of reflection and positive action. Along the way, teachers working toward change should take time to review their progress, celebrate their success, and remember not to get overwhelmed. (See "The Self-Assessment in Action-Teacher Feedback" to learn about four teachers' experiences with the tool.)

As a tool for teachers, this self-assessment outlines key features of classroom-wide positive behavior support and provides a framework for reflection and action. The self-assessment may lead to beneficial outcomes for children and teachers. When teachers work intentionally to build positive classroom environments, they also build strong foundations for social-emotional and academic success.

The Self-Assessment in Action-Teacher Feedback

"I learned that I do not collect data on the children's behavior and engagement with the same thoroughness that I collect data on cognitive, social and emotional, and academic skills."

Four teachers who completed this self-assessment provided feedback within six weeks of beginning their first action plan. They shared the changes that they made in their practices and in the classrooms, and the results of the changes. These teachers have had a variety of experiences with positive behavior support (PBS). Three teach in a setting with program-wide PBS at the Pearl Buck Preschool in Eugene, Oregon; one teacher works in a public school in Washington, DC, that did not use program-wide PBS.

The teachers who used the tool expressed their appreciation for reflection and said that it helped them direct that process. For example, one teacher said, "I am always looking to improve my practice. My hopes were that by assessing myself, I would come up with a better understanding of how to utilize my strengths and work on areas that needed improvement."

All four reported that they made concrete changes as part of their action plans. They made a variety of adjustments, but most focused on increasing the consistency of different daily practices. The practices included providing positive feedback, teaching expectations for transitions, and giving warnings before cleanup. They learned from the process, and the changes had an impact on the classroom environment. A teacher who chose to work on her ratio of positive to negative feedback said, "Since the number of negative pieces of feedback has mostly disappeared, there is some tension relieved-especially for the children who more often receive negative feedback."

Self-assessment also led the teachers to consider the role of data in documenting behavior. One teacher said, "I realized that while I see PBS in the classroom and see how much of my teaching style naturally aligns with it, I have very little data to support the growth and changes in the children as a result of the way PBS has impacted them." Another teacher shared these thoughts: "I learned that I do not collect data on the children's behavior and engagement with the same thoroughness that I collect data on cognitive, social and emotional, and academic skills." Both of these teachers said they would need more time and support to develop systems for data collection. However, with such a system, one teacher explained, "I expect more fundamental changes to take place."

The authors' self-assessment form includes content adapted, with permission, from the following sources: Hemmeter, M.L., L.K. Fox, & P. Snyder. 2014. Teaching Pyramid Observation Tool (TPOT™) for Preschool Classrooms, Research Edition. Baltimore, MD: Paul H. Brookes Publishing Co., Inc. * Simonsen, B., S. Fairbanks, A. Briesch, & G. Sugai. 2006. Positive Behavior Support Classroom Management Self-Assessment Revised (7r). Storrs, CT: University of Connecticut * Steed, E.A., T.M. Pomerleau, & R.H. Horner. 2012. Preschool-Wide Evaluation Tool (PreSET™), Research Edition. Baltimore, MD: Paul H. Brookes Publishing Co., Inc.

References

Crick, N.R., J.M. Ostrov, J.E. Burr, C. Cullerton-Sen, E. Jansen-Yeh, & P. Ralston. 2006. "A Longitudinal Study of Relational and Physical Aggression in Preschool." Journal of Applied Developmental Psychology 27 (3): 254-68.

Dishion, T.J., & G.R. Patterson. 2006. "The Development and Ecology of Antisocial Behavior in Children and Adolescents." Chap. 13 in Developmental Psychopathology, 2nd ed., vol. 3, Risk, Disorder, and Adaptation, eds. D. Ciccetti & D.J. Cohen, 503-41. New York: Wiley.

Dunlap, G., P.S. Strain, L. Fox, J.J. Carta, M. Conroy, B.J. Smith, L. Kern, M.L. Hemmeter, M.A. Timm, A. McCart, W. Sailor, U. Markey, D.J. Markey, S. Lardieri, & C. Sowell. 2006. "Prevention and Intervention With Young Children's Challenging Behavior: Perspectives Regarding Current Knowledge." Behavioral Disorders 32 (1): 29-45.

Fox, L., J.J. Carta, P.S. Strain, G. Dunlap, & M.L. Hemmeter. 2010. "Response to Intervention and the Pyramid Model." Infants and Young Children 23 (1): 3-13.

Hemmeter, M.L., L. Fox, & P. Snyder. 2014. The Teaching Pyramid Observation Tool (TPOT) for Preschool Classrooms, Research Edition. Baltimore: Brookes.

Hemmeter, M.L., M.M. Ostrosky, & R.M. Corso. 2012. "Preventing and Addressing Challenging Behavior: Common Questions and Practical Strategies." Young Exceptional Children 15 (2): 32-46.

Horner, R.H., G. Sugai, & C.M. Anderson. 2010. "Examining the Evidence Base for School-Wide Positive Behavior Support." Focus on Exceptional Children 42 (8): 1-14.

Kazdin, A.E. 1993. "Adolescent Mental Health: Prevention and Treatment Programs." American Psychologist 48 (2): 127-41.

Krasch, D., & D.R. Carter. 2009. "Monitoring Classroom Behavior in Early Childhood: Using Group Observation Data to Make Decisions." Early Childhood Education Journal 36 (6): 475-82.

McCartney, K., M. Burchinal, A. Clarke-Stewart, K.L. Bub, M.T. Owen, J. Belsky, & NICHD Early Child Care Research Network. 2010. "Testing a Series of Causal Propositions Relating Time in Child Care to Children's Externalizing Behavior." Developmental Psychology 46 (1): 1-17.

Patterson, G.R., & M.J. Fleischman. 1979. "Maintenance of Treatment Effects: Some Considerations Concerning Family Systems and Follow-Up Data." Behavior Therapy 10 (2): 168-85.

Reid, J.B. 1993. "Prevention of Conduct Disorder Before and After School Entry: Relating Interventions to Developmental Findings." Development and Psychopathology 5 (1-2): 243-62.

Simonsen, B., S. Fairbanks, A. Briesch, & G. Sugai. 2006. Positive Behavior Support Classroom Management: Self-Assessment Revised (7r). Storrs: University of Connecticut.

Singer, G.H.S., & M. Wang. 2009. "The Intellectual Roots of Positive Behavior Support and Their Implications for Its Development." In Handbook of Positive Behavior Support, eds. W. Sailor, G. Dunlap, G. Sugai, & R. Horner, 17-46. New York: Springer.

Steed, E.A., T.M. Pomerleau, & R.H. Horner. 2012. Preschool-Wide Evaluation Tool (PreSET) Research Edition: An Assessment of Universal Program-Wide Positive Behavior Support in Early Childhood. CD-ROM ed. Baltimore, MD: Brookes.

Stormont, M., T.J. Lewis, R. Beckner, & N.W. Johnson. 2008. Implementing Positive Behavior Support Systems in Early Childhood and Elementary Settings. Thousand Oaks, CA: Corwin.

Stormont, M., T.J. Lewis, & S. Covington Smith. 2005. "Behavior Support Strategies in Early Childhood Settings: Teachers' Importance and Feasibility Ratings." Journal of Positive Behavior Interventions 7 (3): 131-39.

Strain, P.S., D.L. Lambert, M.M. Kerr, V. Stagg, & D.A. Lenkner. 1983. "Naturalistic Assessment of Children's Compliance to Teachers' Requests and Consequences for Compliance." Journal of Applied Behavior Analysis 16 (2): 243-49.

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Building Environments That Encourage Positive Behavior: The Preschool Behavior Support Self-Assessment

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From learning activities to transitions, children's challenging behavior can influence every aspect of a classroom.

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This video by Learn Behavioral highlights the importance of using positive language while experiencing challenging behaviors with young children.

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Help at Home: Positive Behavior Support - Positive Language & Challenging Behavior

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9 wonderful examples of how to set up supports in a classroom setting. Including routines and positive reinforcement. Useful for both parents and educators.

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Positive Behavioral Support and Interventions (PBIS) was initially created to protect and support students with disabilities. However, PBIS is beneficial for all students and provides effective Tier I interventions as well. Below are a few examples of PBIS interventions you can use in your classroom to positively reinforce student behavior for all students.

Positive Behavioral Support and Interventions (PBIS) was initially created to protect and support students with disabilities. However, PBIS is beneficial for all students and provides effective Tier I interventions as well. Below are a few examples of PBIS interventions you can use in your classroom to positively reinforce student behavior for all students.

Routines

Set clear routines for everything you would like students to do in your classroom. Although it can be tedious, be explicit about everything. Do not assume that students know the expectations for your classroom and be sure to show them how you would like things to be done. Give students multiple opportunities to practice classroom routines; provide ongoing support for routines and behaviors; reinforce expected behaviors and explain the consequences if the expectations are not met.

Teach your routines and expectations in a way that allows you to differentiate ignorance versus defiance. Students often get in trouble because they genuinely did not know what they were expected to do.

Silent signals

Create silent signals to remind your students to pay attention and remain on task. These signals can be for your whole class or you can establish special signals for a particular student who needs extra behavioral support. Silent signals are an effective intervention because they quickly reinforce behavioral expectations with minimal disruption. You can come up with signals for your class or your class can help you create signals that work best for your community. You can create signals to express your expectations for your students; and you can also create signals to allow your students to express their needs to you.

For example, my class had silent signals for asking for the bathroom and getting water. I have also used silent signals to let my students know when I was with a student and should not be interrupted. Remember to keep silent signals simple and quick. Consider using American Sign Language for your silent signals.

Proximity

Proximity is another great silent intervention; by simply getting physically closer to a student you can get them on task without having to give verbal instructions. Make it a habit to circulate around your classroom while students are completing tasks to keep them focused. You can even rest your hand on their shoulder to get the student's attention. Use proximity when teaching a lesson, during independent work, or in transitions to a new task.

Quiet Corrections

When a student is off task they are often seeking attention, so it is important for teachers to remove the stage when addressing them. Avoid using shame and intimidation to correct a student; instead quietly and quickly bend down and whisper to the student what you would like them to do and the consequence they will receive if the expectation is not met, then move away. If the student still does not comply, administer an appropriate consequence. Quiet corrections allow you to remain in control of the situation and keeps the public stage out of the student interaction.

Give students a task

Negative student behavior affects your classroom and the other students. If you notice a student has a behavioral challenge at a certain time of the day consider giving them a task or errand to complete for you, for example sending a message to another teacher. This will give the student a chance to reset and come back and join the class. Also consider ways to encourage leadership and peer interaction by pairing the student up with a classmate as a helper on an academic task to encourage positive interactions and build community.

Take a break

Students benefit from a 3-5 minute break to reset and get focused. Consider allowing students rest and reset during an activity or before transitioning to a new task. Brain breaks are helpful and fun. Check out Action for Healthy Kids for brain breaks and energizers.

Positive phrasing

This refers to focusing on the positive results of a behavior rather than the negative. As teachers we can easily get into the habit of threatening students with statements that say, "If you don't...then I will..." This type of phrase is negatively stated and creates tension. Instead, describe the positive impact of a behavior. This also works when establishing class rules. Class rules should be positively phrased, instead of, "Don't run in the halls" the rule can be, "We walk in the halls."

In another example, if a student is not completing their homework the teacher could say, "If you don't complete your homework tonight, you will stay inside and complete it at recess tomorrow." To make the phrase positive the teacher could say, " If you finish your homework tonight, you will get to go outside and play with your friends at recess." Both express the need to complete homework but the tone of each phrase is different.

State the behavior you want to see

Positively narrate the behavior you want to see or acknowledge students who meet expectations right away. This rewards positive behavior and repeats the expectation for students who may not have heard the first time. For example, when my students were lining up and all of them were not ready I would quickly state the specific behavior 1-2 students were doing correctly. In no time other students where mimicking that behavior.

Tangible reinforcers

Rewards are an effective way to encourage positive behavior. Rewards can be edible treats, toys, or a desired activity. Be sure that you set clear guidelines for how to earn rewards. Set realistic goals so students can earn the reward consistently, to maintain motivation. Get student input so the rewards are items or activities that the student desires.

Here at Kickboard we have seen school culture transform because of effective implementations of PBIS. We also have the tools and resources to support your school team as they begin to implement PBIS as a way to promote positive school culture. to learn more about how Kickboard can support PBIS in your school.

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9 Examples of Positive Behavior Support & Interventions | Kickboard

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Positive Behavioral Support and Interventions (PBIS) was initially created to protect and support students with disabilities. However, PBIS is beneficial for all students and provides effective Tier I interventions as well. Below are a few examples of PBIS interventions you can use in your classroom to positively reinforce student behavior for all students.