We all BELONG. Looking Beyond Behaviours. In this issue. Anna s Story

We all BELONG Spring and Summer 2012 Volume 12 No.1 Looking Beyond Behaviours The rate for young children who exhibit behavioural problems is est...
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We all

BELONG

Spring and Summer 2012

Volume 12 No.1

Looking Beyond Behaviours The rate for young children who exhibit behavioural problems is estimated to range from 10% to 30%. (Fox & Smith 2007). These emotional and behavioural problems are often divided into two main categories. The first category includes external issues such as aggression, tantrums or refusal to follow directions or routines. The second category consists of internal problems such as depression, withdrawal, or anxiety.

The most common reason child care programs refer for Special Needs Resource support is to ask for help in dealing with the ongoing and challenging behavioural needs of children in their care. Some children may have a formal diagnosed disorder such as Autistic Spectrum, Anxiety, or Attention Deficit Hyperactivity. But often there appears to be no definitive answer why the child is having difficulty in the program.

This issue of the We All Belong Newsletter will focus on some factors that influence the behaviour of children, ideas to consider before behaviours become a real concern, and recommended basic intervention strategies.

Anna’s Story At the age of 3 ½, Anna received the diagnosis of autism and started full day childcare on the recommendation of her pediatrician. Her first few weeks were very positive but she soon began to behave in a way that was a puzzle and a challenge to her teachers. She developed a piercing scream, and yelled or cried for up to 20 minutes.

Teachers could not figure out how to calm her. She then began to hit out at teachers, other children and herself particularly in the head and face. Lunch had been a favorite time but became a struggle as she would refuse to come to the table and would pick up chairs to throw. Her mother reported that she was becoming increasingly difficult at home. Perhaps the childcare program was too stressful and the behaviors were the result. Teachers explored options, asked for extra staffing, and tried numerous strategies. Nothing seemed to work and Anna was becoming a danger to herself and others. It was becoming apparent that this was not the right program and Anna should leave. Before a discharge meeting could be arrange, Mother took Anna for a 3 week summer vacation. When she returned from this break, she was calm

In this issue Behaviour Stories and Articles 2 What’s Happening 7 Try This 10 Parent Comment 12 Recommended Reading/Resources 11

cont’d from pg.1 and able to sit and focus on a task. She was much as she had been during her first few weeks. No yelling. Obviously her distress was due to the demands of the program and teachers decided to speak to Mother about a part time option. Mother then informed the centre that during the time away from the centre, Anna had major dental surgery at The Hospital for Sick Children. Her girl had been in pain and we all had jumped to the wrong conclusion. Anna’s story points to the need to look beyond the behavior and consider all possible factors (How many ‘non – compliant’ children would benefit from a hearing test?) The first consideration should always be the health and physical needs of the child. High quality programs know that prevention is best. The social rules and expectations are clear and adult

responses are consistent. The environment and routines allow for individual and group needs. Children are not expected to understand and comply with rules that are beyond their developmental level. Teachers in these programs look to their own attitudes and preferences. They know that they cannot change the behavior of others – but can only change their own reaction and responses. We all know of that “loud and bossy” child “who is seen as a “feisty leader” when he moves to another room with a new teacher who enjoys his personality. The best programs consider all factors influencing behavior and have preventative measures in place. Pro social programming is woven throughout all the activities of the day. The child care teachers work with parents to support the child and to refer

for assessment services if needed. If the child attends a school program, the school teachers are part of the team to share resources and ensure consistency. If you are having concerns about a behavioral issue the SNR are available. They offer a number of social skills programs and series that can be done in the classroom. They help in room design and provide suggestions for routine and environment adaptations. They work with teachers to implement successful behavior management strategies. They also provide parents and teachers with options for specialized referrals for individual children when needed. Sources: Fox, L., & Smith, B.J. (2007). Issue Brief: Promoting social, emotional and behavioural outcomes of young children served under IDEA. Challenging Behaviour. Louise Cohen, Resource Supervisor

Behavior and the Environment Awareness and recognition of risk factors enable us to understand why a child behaves in such a way. This helps us figure out how to design the environment the child or children are in. Environment is defined as the situation in which a person or a thing exists in. Behaviour is learned through one’s interaction with his or her environment. Risk factors that affect behaviour are classified in two categories: Biological and Environmental. Biological factors include prenatal history, exposure to substances, developmental delays, neurological syndromes, gender and

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temperament. Environmental factors refer to the experiences that a child has or is exposed to, quality of child care, parenting styles, family circumstances and socio-economic status. It is a combination of these factors that affect a child. Children have no control over these factors. Designing the environment not just refers to the physical lay out of a space but includes how we interact with the children. It is important to consider furniture size, number and variety of toys, the developmentallyappropriateness of the materials and how everything is pulled together.

What is even more important in an environment are the adult-child interactions. Adults need to respond to children based on where the children are at developmentally. Children

Toronto Children’s Services

cont’d from pg.2

Why won’t you play with me?

take in and respond to information differently. Therefore it is crucial for adults to know when and how to adjust their responses to the children. Tailoring our responses and interactions can provide opportunities for children to develop resilience and

“No one will play with me” or “I have Here are some suggestions: no friends”. These are statements often • Observe the child as to his heard by staff in early learning settings. developmental level of play noting Good social skills and making friends interests and abilities. are a strong foundation to future suc• Pair children up with someone who cess. Think of the children that start has similar interests. play by grabbing or knocking over toys, • Plan activity areas with what the get angry and leave or quickly get into child likes. conflicts. These children are referred to as having behaviour problems yet • To encourage sharing and turn really do not have the social skills that taking, adapt your furniture and match their chronological age. Having materials in that area. the social skills to learn how to play • Consider how much adult with children and make friends can be involvement is necessary for the a major challenge. As with all developchild to be successful. Does the mental areas, play skills build on previadult need to be present throughout ously learned abilities. the play or can they set up the activity, leave and then return? Why do some children have difficulty

success. When we care enough, we allow ourselves to get to know everything about the child – strengths, needs likes, dislikes, temper, skills, family and culture. This translates to positive self-esteem and the feeling of importance, which drives positive attitude, values and behaviours. Partnering positive relationships with a physical space that provides the right amount of stimulation, role models of healthy interactions and a sense of safety, is key to supporting positive behaviour. References: B. Kaiser & J.S. Rasminsky. Meeting the Challenge: Effective Strategies for Challenging Behaviour in Early Childhood Environments (Canadian Child Care Foundation,1999). Marissa Tapangco, R.E.C.E, R.T.

in finding a friend to play with? According to the research of Dr. Michael Guralnick, “the child must have a shared understanding of what is happening in the play and the ability to understand roles and rules of the play to be successful”. Children must also have the ability to control their emotions when they cannot get to do what they want; a willingness to compromise. They must also be able to listen to their peers, wait for a turn and share materials in order to create a friendship or positive peer interaction.

• Discuss strategies that can be used to teach emotional control. • Implement social skill or anger management programs with the whole group of children. Post visuals in the playroom and playground to support understanding. • Schedule structured role playing of specific situations during group time so everyone can practise. When possible resolve conflicts in the moment. Elyssa Marks, MEd, R.E.C.E, R.T.

Understanding Development Always consider the developmental stage as opposed to solely focusing on the chronological age. Some children may show a scattered level of development. For example, a 5 year old child who speaks in full sentences, with age appropriate self help skills, may have play skills at a solitary level. This child will need support to develop his play skills and social interactions with his peers.

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Functioning At 0-12 Months

Functioning At 1-3 Years

At this stage a child is too young to know right from wrong. It is your job to comfort, teach and guide them. You must consider safety. Establish routines as they tell time by the routines and not by the clock. Expect them to use their hands to explore by pulling, poking, reaching and grasping.

Children at this age insist on being independent as their skills are developing. “NO” and “MINE” are their favourite words. They have short attention span and like to copy the actions of others. Be realistic about your expectations; remember the child may not have the ability to do what you ask of them. For example, asking a

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cont’d from pg.3 3 year old to share may be an unrealistic expectation. Try to understand the child’s behaviours: Is there a pattern to the child’s behaviour? Is the child trying to get your attention? Are the behaviours happening at the same time everyday? These patterns may help you understand why and prevent the behaviour in the future.

Functioning At 3-5 Years Children at this age may be able to do more for themselves independently. They are able to speak in sentences, ask lots of questions and are able to follow directions and routines. They are learning to take turns and share with friends. Catch the child doing something positive; be specific about what the child has done well. For example: “you shared your toys with your friend”. Avoid saying “good boy” or “good girl” to praise a positive behaviour. Be a good communicator. Get down to your child’s level and get the child’s attention. Make sure your instructions are short and clear. Offer a choice if there is one. Make sure the consequences match the behaviour.

Functioning At 6+ Years Children at this age enjoy rules, competition and games. Friends are very important and they may experience peer pressure. Bodily changes may be observed and mood swings may be prevalent as puberty approaches. Consider programming to promote positive peer interaction.

Looking Past Behaviours: Using Physical Play to engage all Children As early childhood educators, dealing with problematic behaviours can be a gruelling task. For certain children, sometimes the room sets the stage for outbursts, power struggles and an inability to regulate emotions. However planning times that allow physical play can help to reduce or eliminate certain behaviours by providing an alternative outlet. Children need opportunities to explore, experiment, manipulate, reconfigure, expand, influence, change, discover, practice, push their limits, yell, sing, and create. There are many ways to support a child’s development through the use of physical play. Physical play improves focus, attention, alertness and selfesteem. Children need a way to safely let off steam. Cognitive development can be paired with physical play to create an environment to help all children flourish. By including cognition skills such as colour recognition with physical movement (for example having children run to different coloured papers on the playground) children are able to master concepts that might have been troublesome to understand within the classroom. Physical play can take on many forms and serve different purposes.

Unstructured Physical Play: Unstructured play allows children to explore on their own term with minimal requests or outcomes. There are many children who benefit from unstructured play as they enjoy creating their own learning and exploring new things on their own

terms. Free play requires as much planning and staff involvement as structured play. Remember to take the children’s support needs and interests into account and allow them to lead you through the activities and games. Also keep in mind the safety of all children by ensuring that surrounding structures are age and developmentally appropriate.

Structured Physical Play: Structured activities have predetermined outcomes. Many children do well when engaging in activities that have rules and purpose. Children who require consistency and clear expectations tend to enjoy and succeed in organized activities. Structured activities can include obstacle courses, relay races, bean bag toss. School agers tend to like more competitive games like soccer baseball, touch football or floor hockey. When looking for ways to curb disruptive behaviours, do not look past the power of physical activity. Allowing children to explore and learn through unstructured and structured physical play can help to improve their self image and also highlight their strengths. Sources: Burdette, H.L., Whitaker, R.C. Resurrecting Free Play in Young Children: Looking Beyond Fitness and Fatness to Attention, Affiliation, and Affect. Arch Paediatric Adolescence Medical. 2005; 159: 46-50 Meagan McIntyre, B.A . R.T.

Linda Tham, RT

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Toronto Children’s Services

Communication and Behaviour We must take into account a child’s level of communication when analyzing their behaviour. As with all developmental areas, language develops at an individual rate. What the child is understanding (receptive) and what the child is attempting to communicate (expressive) needs to be considered.

sit

look

listen

First we must determine if a hearing test would be beneficial. Then consider if the behavior is a result of a communication delay. We also must take into account their level of understanding of the expectation or does the child have the ability to express himself in an appropriate way.

A “Social Script” is a positive behaviour intervention for many students. “Social Scripts” are short simple stories written from the perspective of the child. They provide instruction on appropriate social behaviours. When used consistently social scripts are able to prevent meltdowns by providing information, a variety of choices and solutions to the child. Children who are learning the English language benefit from the use of visual strategies. Teachers must put the proper resources into place to meet the individual language level of each child. Frustration and misunderstandings may be prevented and self-esteem and socialization may be better supported. Visuals are a universal language and can be used within all languages.

Tip Sheet • Within a social script illustrate “WHAT TO DO” VS “WHAT NOT TO DO”

Adults must remember to be down at the child’s level and use concise language that is developmentally appropriate. Sentences should be short and provide a clear choice. Inappropriate behaviour may be because the child does not understand what is being said. A toddler will bite because they are not able to verbally communicate their needs.

• When writing a social script- consider the child’s ability and interests

The use of visuals, for example pictures, social scripts and visual schedules help children gain a better understanding of expectations and consequences. They can provide a means to communicate. Visuals are easy to understand and may help to prevent non-compliance. Visuals are NOT an absolute CURE for a behaviour problem, but are useful in helping a child understand expectations or can be a tool for self-expression.

• Use concrete objects to communicate transitions. For example, show a diaper to let the child know that it is washroom time

• Meltdowns may be prevented by using social scripts consistently as they provide a variety of choices and strategies • Use pictures to illustrate calming techniques

• Use “first/then” picture boards- “first” we do this activity, “then” this activity • When using visuals ensure they are meeting the developmental level of the child. For example pictures of real objects or activities are best for children. Stephanie Hennaoui, B.A., R.E.C.E., R.T.

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The Shy and Withdrawn Child Shyness becomes a problem for the child when it interferes with relationships with social situations, school, and other important aspects of life. Shyness is something that all people experience at one time or another. Symptoms of shyness or withdrawal may appear as part of the child’s overall personality or as a situation-specific response to a particular stress factor. There are children who are commonly described as shy (lacking in confidence, socially anxious). However there are children who may also be withdrawn (unresponsive, uncommunicative, or daydreaming). If you observe children who are withdrawn speak to the parents and recommend that they follow up with their doctor. Whatever the causes of shyness in a child, it is a behaviour that teachers should not ignore. Shyness can be very painful for a child to live with, and it can have negative effects on other aspects of a child’s life. It’s easy for shy and withdrawn children to fall through the cracks and the farther they fall, the harder it is for them to accept attention when it’s given. Shy or withdrawn children tend to be quiet and overlooked in a busy classroom environment.

The Negative Effects of Shyness Shyness can impact a child for a lifetime. • Friendships are a very important part of children’s emotional development. Many shy and withdrawn children do not have the social skills necessary to make friends. Many are fearful of

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social situations, and therefore avoid them. They are often lonely. At times they may even create imaginary friends. • Shy and withdrawn children have trouble asserting themselves. They are taken advantage of by peers, or talked into doing things that they don’t want to do. • Shy and withdrawn children often have not learned how to adequately express themselves. Because of this, they often bottle up their emotions. • Shyness and withdrawal may lead to academic problems in child care/ school, as they may be reluctant to ask for help. There may be a number of causes for a child to be withdrawn or shy. Here are some of the reasons why: • Difficulty with frequent exposure to new situations. Some children have trouble coping with new situations, and tend to withdraw as a result.

adults may have few friends or social interests, thus their children have difficulty learning how to make friends and how to behave socially. • Children who do not talk because of social anxiety (selective mutism). Teachers may help shy and withdrawn children considerably by using strategies that are relatively easy to implement. The following are some of the strategies that teachers can use to provide encouragement and opportunities to develop confidence and comfort in the childcare. • Break children into smaller groups. • Partner child with an appropriate peer. • Give shy and withdrawn children a job to do by having them be a helper! • Comment on their successes. • Reward small improvements – provide positive feedback.

• Children who are frequently teased or criticized, by other people may learn to expect only negative feedback. This expectation will lead to the avoidance of social situations.

• Offer lots of positive attention and reinforcement when the shy and withdrawn child does try new things and encourage their strengths and interests.

• Children may become shy because they have not yet learned how to effectively take part in social situations. Thus, when exposed to social situations, these frightened children may withdraw.

• Make regular contact with the shy and withdrawn children – you don’t have to do much – a comment, question or smile can make a big difference.

• Children who have low self-esteem or negative opinion of themselves expect other people to feel the same way about them, too. • Children learn from watching their parents. Parents who are shy often have children who are shy. Shy

• Educate parents about the skills shy and withdrawn children can practice at home. • Consider referral for further assessment. Lisa Iozzo, B.A, R.E.C.E, RT

Toronto Children’s Services

WHAT’S HAPPENING: Applegrove City Of Toronto – Community Complex Parks, Forestry And Over the Rainbow Therapeutic Recreation Play Program

Over The Rainbow is a therapeutic play group for young children who are experiencing behavioural and/ or emotional difficulties in their interactions with other children or their parents. The program consists of 8 weekly sessions for children and parents. Children use music, art, drama and story-telling to explore feelings, experiences and behaviours, while parents discuss concerns in a supportive group environment. All children can have difficulties adjusting their emotional states to different life situations and as a result may be moody or have trouble listening, waiting, and/or making changes in routine. There can also be difficult social times when children learn to play and interact with other children. However, this group is designed for children who are having more difficulty than others and whose parents worry about the children’s social and emotional health. This program is funded by the United Way of Greater Toronto’s Success by 6 ® program. For more information contact Michelle Baer. Phone: 416-459-4769 Email: overtherainbow@ ApplegroveCC.ca

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Adapted and Integrated Services Our commitment is to promote and encourage people with disabilities and special needs (developmental, intellectual, behavioural, medical, physical and emotional) to participate in the wide range of activities offered throughout the City of Toronto’s Parks, Forestry and Recreation Division. We provide individuals with disabilities the opportunity to participate in recreation programs within their community at a level of participation suited to their ability, program choice and facility access. Participants are offered varied supports to promote safe and meaningful experiences.

Participation Options for Persons with a Disability: 1. Integration into general program with additional support: We have a limited number of experienced staff who can provide support for people with disabilities in order for them to participate in various programs to the best of their abilities. A participant may provide their own one-on-one support person, however please contact the designated recreation staff for further details. 2. Integration into general program without additional support: Registration into a general program with additional support as participant can participate fairly independently. Staff are aware of any special requirements participant may need.

3. Adapted Programs & Camps: Specialized programs designed for people with disabilities and run by experienced, mature staff. Specialized equipment is often provided. For further information regarding programs and support in your area, please contact the community recreations programmer for your district: North – Matt Hilts 416-395-6183 East – Elaine Devine 416-396-7760 West – Lindsay Mogford 416-394-8746 South – Serena De Souza 416-392-4677

Classroom Design To Promote Positive Behaviour Are some children running around from activity to activity without playing in a purposeful manner? Does free play become too noisy and chaotic at times? Are activities spilling over into each other so that different activities are happening in the same area at the same time? If so, you may need a classroom ‘makeover’. We will come to your Centre and work with one set of teachers and one classroom. You will learn to set up your classroom to eliminate a number of behaviour issues and promote more purposeful play with toys and materials.

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Workshop Requirements: • One classroom at a time (within a child care centre) • Supervisor and all teachers who work in that classroom are required to attend the full workshop • Total time required: 2.5 hours without children (1 hour in a meeting room; 1.5 hours in the classroom immediately after to make changes to the current room arrangement) • Morning, afternoon or evening times by arrangement with John Breuer and your Special Needs Resource Consultant Presenter: John Breuer Fee: Free To set up a workshop at your child care centre and for further information, supervisors should contact John Breuer at 416-225-7166 ext. 229 or [email protected].

• how to keep kids safe • how to feel good about yourself and your kids

Program Details

A free parent support and information program

About the program The Nobody’s Perfect parenting program is a free program for parents and/or caregivers who:

Program details • 14 sessions once a week

• 8 – 10 weekly 2 hour session

• each session is 2 hours long

• a certificate when you finish

• you get a certificate when you finish

• child care available

• child care available

• TTC tokens will be provided if needed

• TTC tokens will be provided if needed

• snacks provided

• snacks provided

• books • program is available in different languages For more information or to register contact: 416-338-7600

The Incredible Years A free program for parents and/or caregivers with children 2 to 6 years!

About the program

Nobody’s Perfect

• how to feel good about yourself and your child

The Incredible Years parenting program is free for parents and caregivers with a child between 2 and 6 years old wanting to learn more about: • social and emotional development in children

For more information call: Toronto Health Connection - 416-338-7600 Monday to Friday, 8:30 a.m. – 4:30 p.m.

Adventure Place Adventure Place has been assisting young children and their families since 1972. Services are open to all families living in Toronto, North Quadrant, with children up to 12 years of age who are experiencing difficulties in one or more of the following areas: • Development • Learning • Communication (Speech and Language) • Behaviour

• play, praise, and rewards

• Social and/or Emotional Functioning

• have children 18 months to 6 years of age

• limit setting and handling misbehaviour

• Attention and/or Regulatory Functioning

• want to learn about their children

• children experiencing difficulties with attention, problem solving and social skills

• Pervasive Developmental Disorders (ASD/PDD)

• feel isolated because of childcare responsibilities • are in their teen years • are feeling stressed

Parents will talk about: • Why kids act the way they do • what kids can do at different ages • how to keep your kids healthy

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Parents and/or caregivers will talk about: • why kids act the way they do • how you can get kids to do what you want them to do

Adventure Place is a registered charitable organization, fully accredited by Children’s Mental Health Ontario. Services range from treatment programs, early identification, autism support and prevention and training programs for parents and families.

• how to discipline your child without spanking

Toronto Children’s Services

For more information regarding the programs and supports offered through Adventure Place, contact 416-7447650 ext 228 or visit their website at www.adventureplace.ca

Services are offered in various other locations such as in schools, hospitals, child care settings, family shelters, etc., throughout the communities of East York and Scarborough. Some services are offered across the City of Toronto.

The HincksDellcrest Centre

For more information contact intake at: 416-321-5464 ext 233

The Hincks-Dellcrest Centre helps more than 8,000 children and families each year through a combination of prevention, treatment, research, and education activities. Located in Toronto, Ontario, Canada, we are a community affiliate of the University of Toronto’s Faculty of Medicine (Department of Psychiatry) and Faculty of Social Work. Our vision is to bring hope, optimism, and possibilities to the children and families we serve.

The George Hull Centre

Downtown: 416-924-1164, North York: 416-633-0515, e-mail [email protected]

Aisling Discoveiries Child And Family Centre Aisling Discoveries Child and Family Centre provides responsive services in partnership with families and communities to strengthen the social and emotional well-being of children and promote their healthy development. We are accredited by Children’s Mental Health Ontario. Our services are for children from birth to twelve years of age who have social, emotional or behavioural problems and their families.

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The George Hull Centre is for children and youth from 0 to 18 years of age and their families. The Centre provides professional consultation, support and family treatment for a broad range of problems affecting the mental health of children and youth.

Services include: Community Services (ages 0 – 18) which includes all outpatient services Residential and Day Treatment Services (ages 12-18) which includes two residential programs, a school program and a substance abuse program For more information, contact the intake office at: 416-622-8833 ext 258

Etobicoke Children’s Centre The Etobicoke Children’s Centre (The ECC) is an accredited Children’s Mental Health Centre serving children (from birth up to age 13) and their families who live in West Toronto (also known as Etobicoke and the City of York). The ECC provides early intervention and mental health services for children, their parents and families.

in partnership and in the context of significant others who support the child in their development including but not limited to one or both parents, family members, kinship care providers, and other who are in a position to provide care to the child. We do this through a continuum of services including prevention, early intervention, consultation, treatment, transition support and where needed, follow-up. For more information, contact: 416-240-1111

Child Development Institute Child Development Institute, in partnership with parents and communities, is committed to strengthening families and promoting healthy child development. We provide child development, early intervention, and family violence services for children under the age of 12 and their families. We support children and families through a spectrum of services from universal prevention and healthy child development programs, to early intervention programs targeted to vulnerable or at-risk children and their families. We also help children and families through our research: building and sharing the knowledge and understanding of what children and families need, and what makes a positive difference. For more information or general inquiries, contact: 416-603-1827 Try This: Give readers practical ideas on how to best adapt or facilitate the program

The ECC believes that children’s mental health needs are best met

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TRY THIS: 1) T  ips For Behaviours Related To Development • Your child is doing something you don’t want him/ her to do – Remember to consider the child’s developmental stage. Use a nurturing touch and redirect for the very young. For children 3+, plan ahead, talk to the child about positive behaviour before they are in that situation, and tell them what they can do. • Your child is biting - Biting is part of the child’s developmental stage for 2 years and under. Check for teething and offer safe biting choices such as a teething ring. For children age 3 plus, the common reason is usually communication. Support the child by giving the words to use or model the expected behaviour. Trip to the dentist may be necessary to determine whether it is an oral issue. • Temper tantrums – Remain calm. Make sure the child is safe and let them have the tantrum. Try to determine the reason for the tantrum. Plan ahead by reviewing rules, offering choices, give them calming down strategies or ways to help them deal with frustration. • Using a “bad word” – Most likely the child is imitating what he/she has heard. Try to ignore, if it keeps happening substitute it with another word. Talk to the child about it, help your child find acceptable ways of expressing themselves. • Whining – Get face to face with them and give them the exact words to use to voice their wants. Avoid giving them a lecture on how their behaviour is inappropriate.

2) T  ips For Behaviours Related To Environement • When a child is expressing his/her wants by whining or crying – Get face to face with them and calmly give them the exact words to use to voice out their wants. Avoid giving them a lecture on how their behaviour is inappropriate. • When children are restless or have short attention spans – Incorporate active games and activities into the daily routine. Inject humour and animation in the manner in which directions or expectations are communicated.

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• When a child has difficulty with transitions – Use signals that appeal to two or more senses consistently. For example, a music box caters to the auditory senses and an hour glass caters to the visual senses. • When a child needs augmentative communication – Incorporate the use of it with all children throughout the daily routine. • When a school-aged child is having difficulty making friends – Raise their profile by providing him/her with something that will interest other peers to engage.

3) Tips For Physical Play Egg and Spoon Relay Races: Form two teams; give every player a spoon. Give each team a hard-boiled egg. To play, teams carry their egg from the starting line to a turnaround point and back again, and then pass it to a teammate to repeat the process. If the egg is dropped, the player must stop and retrieve it. Whichever team gets the egg back and forth the fastest wins.

Tail Tag: Give each child a scarf, sock or ribbon to tuck into their waistband to act as their tail. Choose a child to be the “it” person (they do not have tail). The object of the game is for the “it” person to capture everyone’s tail. Once a child’s tail has been captured they join the “it” person in capturing the other tails. The last child to have their tail is considered the winner and can become the “it” person for the next round.

Soccer Baseball: Exactly the same as baseball except the batter uses their leg to kick a soccer ball that has been pitched rather than the traditional bat and ball.

Outdoors: The Ultimate Playground: Outdoors: The Ultimate Playground is a physical activity resource developed by Toronto Public Health in consultation with community agencies, childcare centres and physical activity experts. Children all over the world have one thing in common, they love to play! Children enjoy hopping, skipping, jumping, catching, chasing and hiding. The benefits of physical activity go beyond fun. Program material is available at: www.toronto.ca/health/ playground/index.htm

Toronto Children’s Services

Music and Movement:

4) Encouraging Positive Behaviour

Music and movement can be a therapeutic experience for some children. Engaging in group music making can help to release energy in a positive manner. Through music and movement children learn about themselves and others by playing together and by listening to each other. Group music time can also help children to feel more comfortable in participating and can release hidden anxiety or fear of being judged or ridiculed. Music naturally evokes movement, and children delight in and require movement to help foster their development and growth. Music and movement is a creative process that includes the expression of feelings. Children sometimes do not have the words to express themselves and how they feel and need positive ways to release their emotions.

Handout available through

www.livestrong.com

Relaxation and Yoga: Yoga can help children engage in physical “learning”. Yoga has been known to help people relax and manage stress and the same effects can prove true in children as well. Through yoga, children can learn to breathe deeply and calm their bodies and minds. Yoga combines exercise and breathing techniques, will helps children can learn to relax. This could in turn help them to better concentrate on tasks, such as schoolwork, and help to remain calm and focused throughout the day. A regular yoga practice can help children learn to cope with the stress in their lives and heighten their sense of well-being. www.musikgarten.org

Prevent The Bahviour Many problem behaviours can be prevented by making the behaviour irrelevant or not important. You can do this by changing the antecedent conditions – the things that happen right before the behaviour. Here are some suggestions: 1. Plan smooth transitions – When changing from one activity to another give your child plenty of warning. Try using visuals, such as pictures to help your child understand what activity or event is coming next. 2. Reduce waiting times – Young children can get restless when having to wait for a long time. When it is unavoidable, like waiting in line at the supermarket, bring a small toy for your child to play with, a book to read, or play a game like “Peek-a-Boo”. Set simple rules – Setting rules ahead of time and reviewing them regularly will help your child understand what to do and what to expect. Be clear and consistent about what the rules are and the reasons for them. 3. Give clear instructions – Get down to your child’s level and speak in clear, simple words that let your child know exactly what you want him to do. Using gestures and visuals can also help your child understand. 4. Reduce distractions – Many things, such as sounds, too many toys, television, or people can distract your child and lead to lack of focus. Take note of the things that are happening in the environment when problem behaviour occurs. Sometimes taking away or reducing a distraction can lead to greater success. 5. Provide choices – Making a choice can help build your child’s self-esteem and reduce the likelihood of a power struggle. You will need to decide on and prepare the choices in advance. It is best to start with only two choices and gradually add more. A visual “choice board” can help you to organize this by creating pictures that represent all the “choices”.

Teach A New Skill Or Alternative Behaviour Many problem behaviours can also be made inefficient, or have no value for your child. You can do this by teaching an alternative to the behaviour (a more appropriate behaviour), such as teaching your child to ask for help instead of climbing furniture to reach a toy.

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1. Begin by gathering information • Try to find the reason for your child’s behaviour – Why does he do that? You can use the ABC Assessment Chart to help you gather information about the problem behaviour including what happens before the behaviour, what the behaviour is, and what happens afterwards. Check out the For More Information box at the end of this document for details. • Consider what you want your child to be doing instead of the problem behaviour. What will give him the same pay-off or result, but is more acceptable? What skills might help him to cope better with difficult situations? 2. Select an alternative behaviour • The key is to introxduce a new skill, or alternative behaviour that: o serves the same function or reason as the problem behaviour o is simple or easy for your child to do 3. Best teaching strategies should be used • Break new skills down into small steps, and then teach each step. This is also known as Task Analysis. Check out the For More Information box at the end of this document for further details. • Model the desired or appropriate behaviour for your child.

2. Respond to problem behaviour by: • Ignoring the behaviour (unless it could harm people or property). • Re-direct your child to another activity. • Use “no” carefully. Say “no” only when it is critical that your child stop the behaviour immediately.

Tips For Parents To Remember Behaviour change takes time and effort • It takes time to make changes so don’t expect immediate success. • Often, behaviour gets worse before it gets better. This can be the most difficult stage of changing your child’s behaviour. • Be consistent and stick to your plan. • Make sure that all the people who interact with your child use the same plan and strategies. Reward the right behaviour(s) • Know what appropriate behaviour you want to reward. • Don’t make promises or threats that cannot be followed through. • Make sure the consequence is clear to your child.

Pick your battles

• Use visual supports, such as pictures, to help teach the steps.

• Don’t overwhelm your child by creating too much change at one time.

• Reinforce your child for using the new skill or appropriate behaviour. Give him lots of verbal praise, or a special toy to play with.

• Select the most important behaviour and work on that first. • Ask for support if you need it.

Change The Result Many problem behaviours can be made ineffective or not successful for your child by changing the consequences. The consequences are things that happen after the behaviour. 1. Catch your child doing something right • Find genuine occasions to reinforce your child for his positive behaviour (e.g., “Wow, Jamal! Good tidying up your toys!”). • Find reinforcements (e.g., verbal praise, preferred objects or activities) that will really motivate your child to use positive or alternative behaviours.

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Toronto Children’s Services

Parent Comment My Life With Justin Eleven years ago life changed! I was a teen mom trying to figure out what parenting was all about. If that wasn’t overwhelming enough I had an undiagnosed child with special needs. I was looked at as being stupid and uneducated because I was young. As a baby Justin had colic, he never slept and did not separate easy from me. He was sensitive to changes and new individuals in his environment. As he got older his behaviours went through periods of time where things were either really good or really bad. It was similar to being on a roller coaster ride. From the age of two Justin has demonstrated explosive anger that consists of swearing, throwing objects, and physical aggression. He was not diagnosed until the age of six. One of the main symptoms that Justin exhibits continues to be explosive behaviours. Today I can say that I am the proud parent of a child with Tourette’s syndrome combined with ADHD, an Anxiety Disorder, and a severe Learning Disability. Overtime the behaviours have improved but I have also learned strategies to support Justin’s needs. When dealing with behaviours it is important to find out the reason why the behaviour is happening. Behaviour is a form of communication and I see it as a cry for help through a child’s eyes. For Justin his behaviour’s were a symptom of his condition. This was very hard for both the school and my family to understand. To gain a better understanding of why the behaviours were happening I charted them to develop a pattern. After I established the pattern I found out some vital information about Justin’s needs. Many of his outbursts occurred when there was a change in his routine that he was unaware of, when he was hungry, tired, or overheated, when he was frustrated, and when he was in any sort of social situation. This allowed me to make some changes to my lifestyle. I started by changing my routine and being as consistent and as predictable as possible. I also ensured Justin had snacks between meals, that he was not overdressed and that his sleep schedule was “somewhat” routine. Those were the easy ones. Dealing with Justin in social settings was much more time consuming and stressful. I monitored the amount of time he spent in a social setting and how many new individuals

We All Belong

that were in his environment at one time. We missed several family events and social activities, but I was ok with that. I was able to provide hands on support. Even at the worst of times I did my best to remain calm and patient. I also avoided the use of no and instead gave choices and rationales. Slowly things got better. As Justin gets older, the aggression is still a very big part of his life. He has learned several relaxation techniques and physical outlets to help him cope. Deep breathing and having an area where he can be alone when he is angry has helped greatly. Justin also takes an interest in drawing so he will often draw when he is upset. I have also registered Justin in several sporting activities that he attends weekly. This not only has helped him physically, but it has helped him to regain his confidence and further develop his social skills. In each article I read there are always strategies for the children, but what about the parents. Raising a child with aggressive behaviours can be draining both mentally and physically. Parents need to remain healthy and active to support these children. I chose to join a gym and I exercise regularly. I also keep a journal to reflect on my feelings and often write poetry as an outlet. It is important to find activities where you can feel relaxed and rested. If you are stressed and tired your child’s behaviours will increase. Children can sense what you are feeling. It is important to take time for yourself, even if it is having a bubble bath for 15 minutes. Currently, Justin is 11 years old. He has two younger siblings ages 6 and 18 months. He is in grade 6 and he will be going to junior high next year where I am sure more great endeavours await us. Although my life with Justin has been challenging it has been equally rewarding. Justin taught me a lot about myself. He has made me much of who I am today and continues to both empower and test me. Without Justin I would not know much of what I know today! Stephanie Moroni

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Champions of Inclusion:

On January 19th, 2012, Mothercraft and CITYKIDS held their bi-annual CITYKIDS Inclusion Awards ceremony. The Honourable David C. Onley, Lieutenant Governor of Ontario, graciously hosted the event in his Suite at Queen’s Park. The awards recognize professionals in the field Early Learning and Care who demonstrate exceptional practices of inclusion in their programs, as nominated by their peers and the families they work with. The recipients for 2011 CITYKIDS Inclusion Awards were: • Alderwood Action After School, Senior Kindergarten Team (West Quadrant) • Baylawn Cooperative Preschool (East Quadrant) • Duke of York Child Care Centre, School-Age Team (South Quadrant) • North York YMCA Child Care Centre, Toddler Team (North Quadrant)

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The event was beautiful, elegant and a wonderful tribute to our colleagues working in the early learning and care sector. In the official greeting from his Honour, David C. Onley, Lieutenant Governor, he stated with the utmost compassion that “according to the Child Care Human Resources Sector Council here in Canada, the development of social ties among children can lead them to better physical and emotional health, greater community involvement, and lower poverty and crime rates. What social tie can be greater than inclusion – recognizing the intrinsic value of all children and their inalienable right to achieve their full potential?” Continuing this sentiment, Michele Lupa, Executive Director of Mothercraft stated “I am proud to live in a city that has embedded the importance of inclusive practices in policy initiatives like Every Child Belongs, weaving into the delivery of services and programs the notion that

everyone has a right to be treated with dignity and respect.” She continued to give the individual program teams citations which reflected exceptional practices and heartfelt comments from parents of children with extra support needs. One nomination from a parent stated that “as parents of a child with special needs, knowing that the people, who are caring for your child, and love that child unconditionally, is a true blessing”. Additionally, those in attendance also heard directly from a parent about her child’s experience within an early learning program which highlighted the positive impact that the culture of inclusion can have on a child and family. It was shared by many in attendance how they felt humbled and proud to be part of the special needs community and ceremony. Devon Physick, BA, RECE CITYKIDS, Service Navigator, Team Leader Canadian Mothercraft Society

Toronto Children’s Services

Recommended Reading: When My Worries Get Too Big! A relaxation book for children Who live with Anxiety. Buron, Kari D (2006) Autism Asperger Publishing Company A story book written to help children, professionals and parents deal with the anxiety experienced by children with Autism Spectrum Disorder. The introduction discusses examples of high anxiety and stress. Suggested strategies are outlined and illustrated in the story. This story can be appropriate for children aged 4-7.

Conflict Resolution: Teaching Children to Work Together Carpas, J.; Hughes, M.; Lenzo,C.; & Oakes, K.; (2003) Carson-Dellosa Publishing Company, Inc. A book with activities for children from kindergarten to grade 3 on the following topics: friendship; classroom communication; clear expectations; a caring environment; positive behaviour and dealing with difficult situations. Includes bulletin board ideas, books to read and suggestions to foster parent involvement.

“Don’t get so Upset!” Help Young Children Manage Their Feelings by Understanding Your Own.

Cool Down and Work Through Anger Meiners, Cheri J. M.Ed.(2010) Free Spirit Publishing A children’s book about how to recognize, express and safely deal with feelings of anger in typical settings at home and at school. Included are sample questions adults can ask after reading a section of the book and suggested games and activities to reinforce the ideas discussed. This book is recommended for school age children from four to eight years old and is part of the “ learning to get along series” on social skills.

Visual Strategies for Improving Communication: Practical Supports for School & Home Hodgdon, Linda A. (1995) Quirk Roberts Publishing Packed with instructional support tools and ideas, Linda Hodgdon’s book is considered an “essential resource” for teachers, speechlanguage pathologists, and parents who are attempting to develop strategies and solutions to the communication and self-management challenges that are common to students with autism and other moderate-to-severe communication disorders. A “how-to” book filled with examples and illustrations makes Visual Strategies a “must have” book.

Jacobson, T. PhD (2008) Redleaf Press A book to help caregivers get in touch with their emotions when they are dealing with children with challenging behaviours. Includes information on emotional development, behaviour management strategies, self-reflection and new ways to handle daily situations on the job.

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Solving Behavior Problems in Autism Hodgdon, Linda A. (1999) Quirk Roberts Publishing

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POETRY CORNER I Am A Child I am a child, All the world waits for my coming All the earth watches with interest To see what I shall become. The future hangs in the balance, For what I am The world of tomorrow will be. I am a child, I have come into your world about which I know nothing. Why I came I know not. How I came I know not. I am curious I am interested. I am a child, You hold in your hand my destiny. You determine, largely, whether I shall succeed or fail. Give me, I pray you, Those things that make for happiness. Train me, I beg you, That I may be a blessing to the world. Author: unknown

Editorial Team Members

Statement of Policy and Disclaimer

Louise Cohen Resource Supervisor, Toronto Children’s Services

This newsletter reports items of interest. The City of Toronto Children’s Services Division, Special Services Unit does not promote or recommend any therapy treatment, political position or religious view.

Linda Tham, RT Resource Educator, Toronto Children’s Services Elyssa Marks, MEd, R.T. Resource Educator, Toronto Children’s Services Stephanie Hennaoui, B.A., R.T. Resource Educator, Toronto Children’s Services Lisa Iozzo, B.A., R.T. Resource Educator, Toronto Children’s Services Meagan McIntyre, B.A. R.T. Resource Educator, Toronto Children’s Services

The Editorial Team reserves the right to edit material submitted for publication. Material in this newsletter can be reproduced for educational purposes without permission. Printed in Toronto, Canada, June 2012 Printed on recycled paper. 12724

Marissa Tapangco, R.E.C.E, R.T. Resource Supervisor, Toronto Children’s Services