Difficult behavior tells us that the child doesn’t have the necessary skills to respond to a particular environment (Greene, 2005) and that if we, as teachers and parents, come in very quickly, very strictly, and in a harsh way, we escalate the problem so the child shuts down and becomes even more inflexible. [...] It is not enough for a child to think about a new way of acting and then for the child to be able to apply that thinking successfully in the moment. [...] It is not enough to tell a teacher to be kind to his/her class, work to the needs of the class, and make sure that all the children are nice to each other. [...] But where the behavior of the student interrupted the lesson and affected the learning of other children, my focus on the behavior of the child was based on my need to get on with the lesson. [...] If the group decides, with a vote and group consensus, to do a project in another way, Marsha refuses to participate in the rest of the assignment.
Authors
- Bibliography, etc. Note
- Includes bibliographical references and index
- Control Number Identifier
- CaOOCEL
- Date published
- 2013.
- Description conventions
- rda
- Dewey Decimal Classification Number
- 370.15/28
- Dewey Decimal Edition Number
- 23
- Distributor
- Canadian Electronic Library (Firm),
- General Note
- Issued as part of the desLibris books collection
- ISBN
- 9781551382876 9781551388557
- LCCN
- LB1060.2
- LCCN Item number
- M36 2013eb
- Modifying agency
- CaBNVSL
- Original cataloging agency
- CaOONL
- Physical Description | Extent
- 1 electronic text (160 pages)
- Published in
- Ottawa, Ontario
- Publisher or Distributor Number
- CaOOCEL
- Rights
- Access restricted to authorized users and institutions
- System Control Number
- (CaBNVSL)slc00233591 (OCoLC)865475192 (CaOOCEL)446629
- System Details Note
- Mode of access: World Wide Web
- Transcribing agency
- CaOONL
Table of Contents
- Cover 1
- Contents 4
- Foreword 6
- Preface 8
- Acknowledgments 9
- Introduction 10
- Meet the Children 11
- A Social-Emotional Curriculum 12
- Using this Book 14
- Chapter 1: Supporting Students Moment to Moment 16
- Looking Beyond the Behavior 16
- The Trigger 18
- Understanding Social-Emotional Skills 19
- Physical Skills 20
- Language Skills 21
- Social Skills 22
- Emotional Skills 23
- Cognitive Skills 25
- Identifying Skills Deficits 26
- Active Skill Development 27
- Skill-Based Games 28
- Teach/Practice/Survive 29
- Moment-to-Moment Support 30
- Moment-to-Moment Strategies 31
- Chapter 2: Actively Developing Physical Skills 40
- Fine Motor Movement 40
- Motor Planning 42
- Adaptability 44
- Body Awareness 46
- Attending to Others 48
- Verbal Impulse Control 50
- Self-Control 53
- Matching Movement 54
- Alternating Movement 56
- Self-Regulation 58
- Movement Control 61
- Chapter 3: Actively Developing Language Skills 64
- Receptive Memory 64
- Processing 66
- Mindful Listening 68
- Nonverbal Communication 70
- Intentional Verbal Communication 72
- Expressive Communication 74
- Perspective-Taking 76
- Verbal Expansion 78
- Verbal Messaging 80
- Storytelling 86
- Chapter 4: Actively Developing Social Skills 90
- Joint Attention 90
- Social Reciprocity 92
- Imitation 94
- Social Referencing 95
- Social Observation 97
- Emotional Sharing 99
- Social Anticipation 101
- Social Receiving 102
- Space Awareness 104
- Reflective Appraisal 105
- Chapter 5: Actively Developing Emotional Skills 108
- Expressing Emotion 108
- Internalizing Emotions 110
- Externalizing Emotions 112
- Emotional Regulation 114
- Emotional Modulation 115
- Tone Modulation 118
- Optimistic Thinking 121
- Positive Affect 124
- Emotional Agency 126
- Emotional Liability 129
- Chapter 6: Actively Developing Cognitive Skills 133
- Attending 133
- Switching Modalities 135
- Information Sequencing 136
- Seeing the Whole Picture 138
- Flexibility 140
- Symbolic Thinking 141
- Recognizing Character 143
- Social Cognition 145
- Behavior Modulation 147
- Social Narration 148
- Chapter 7: Dealing with Meltdowns 150
- Step 1: Stop Talking 150
- Step 2: Stop Your Own Escalation 151
- Step 3: Stop the Child’s Escalation 151
- Preventing Meltdowns 153
- Actively Developing De-Escalation 153
- Conclusion 156
- Professional Resources 157
- Index 158
- A 158
- B 158
- C 158
- D 158
- E 158
- F 159
- G 159
- H 159
- I 159
- J 159
- L 159
- M 159
- N 160
- O 160
- P 160
- R 160
- S 160
- T 161
- U 161
- V 161
- W 161
- Y 161
- Z 161
