https://padlet.com/anitabauer2/2uciczewzp89wu5h Please, use the jam board for this week's CORP discussion en-us 2022-01-24 00:48:51 UTC 2022-09-05 04:15:24 UTC hello@padlet.com jessicaobrecht https://padlet.com/anitabauer2/2uciczewzp89wu5h/wish/2018914238 Tier 1 also known as universal. This is the classroom as a whole. Teachers need to make sure that the environments are engaging for the children and that they have access to materials. The classroom should have visuals for the children to use; girl or boy line, circle time expectations, stop signs for center that may be closed, voice level. Social skills and problem solving taught, learning about emotions, recognize them and know what to do with those emotions.
Tier 2- child or small group. What do they need more of. Small groups of problem solving. Specific ways to support friendship skills. A chance for more practice and feedback.  More support to help with specific strategies and skills. 
Tier 3- Individual child with challenging behaviors. Individualized process to figure out why and what they are trying to communicate with those challenging behaviors. A child may need a story book made that is specifically about him/her to describe and remind them of what their day will be like and what they can expect to help ease the frustration and anxiety they may be feeling. Teach new skills to help them communicate their wants and needs instead of them using those challenging behaviors. Adults need to respond appropriately, redirect when needed and honor the child when they are using the new skills learned. ]]> 2022-01-29 05:01:21 UTC https://padlet.com/anitabauer2/2uciczewzp89wu5h/wish/2018914238 ferryshalee https://padlet.com/anitabauer2/2uciczewzp89wu5h/wish/2282533425 2. Teir 2- Experimenting with different methods to be more specific with the challenging behaviors. Such as small- group problem solving, using support systems to work on skills. We had a child in our care struggling with wanting to use a toy when another child was playing with the toy, this issue was happening daily. We set up a puppet show showing two bunnies struggling with this issue, we showed a bunny getting upset, wanting the toy the other bunny had, and brought the bunny to our feelings area where they can look in the mirror and identify their feelings using the visuals located on the wall there, then they could find a teacher to help them with their feelings and choose a way to help them express and deal with their feelings. Once the bunny felt under control he went back to the other bunny and kindly asked if he could play with the toy when the other bunny was done, and asked if they could play with them in their game. 

Teir 3- changing the environment to fit the needs of the child. Reading a story specifically for the child about the specific problem they are facing, such as becoming overstimulated. One child in our care was having regualr meltdowns, when we started documenting the meltdowns, we realized they always happened when the area he was in would get crowded. We made an area that he could be alone in with a few of his favorite activities such as puzzles and magnitiles, we would ask him if he needed a break when we noticed the area getting busy and when he started to show signs of being overstimulated such as covering his ears, yelling or kicking. He now knows he can ask to go to the area and says "I nee a bake". He still gets overstimulated sometimes but he doesn't get to the point of full meltdowns as much now that he has a place to go be alone, away from all the stimulation.]]> 2022-09-05 04:12:33 UTC https://padlet.com/anitabauer2/2uciczewzp89wu5h/wish/2282533425