SUBJECT: Behavior Guidance Guidelines

PERFORMANCE OBJECTIVE  Our intent is to modify and develop the child’s behavior while keeping the child’s sense of safety, self-esteem and sense of “belonging” intact. Staff and volunteers assist children to develop self-control by utilizing age appropriate Behavior Guidance techniques. When it is determined that these methods are not adequate, first a behavior plan may be implemented with parents and teachers. If the behavior plan is unsuccessful then a Student Study Team will meet, create a Student Study Team plan, and may decide to modify a child’s program to ensure overall success for the child.

OPERATIONAL PROCEDURES

1. Behavior Guidance shall include developing consistent classroom routines, having “responsive” staff that model appropriate social behavior at all times, allowing children to experience age appropriate natural or logical consequences for their actions, while maintaining a safe and positive learning environment for all children enrolled in our Programs.

   1. Any form of discipline which violates a child’s personal rights shall not be permitted as outlined in California State Child Care Licensing Requirements, Regulation 101223, including but not  limited to:

      1. “to be free from corporal or unusual punishment, infliction of pain, humiliation, intimidation, ridicule, coercion, threat, mental abuse or other actions of a punitive nature including but not limited to: Interference with functions of daily living, including eating, sleeping or toileting; or withholding of shelter, clothing, medication or aids to physical functioning.”

      2. Staff will not use “competition, comparison, and criticism” as a tool to address positive or negative behaviors.

   2. Staff will identify and address with parents and the Health Services Manager any suspected health concerns that may have an impact on a child’s behavior.

   3. Teaching staff and volunteers will use the following age appropriate “positive” guidance techniques, with the understanding that every child responds differently to different approaches, to help children be successful on a daily basis while developing a strong lifelong social /emotional foundation:

      1. Teachers will observe and record children’s behavior, be “active listeners” and “responsive” caregivers. These techniques will allow staff to “anticipate” and “prevent” possible behavioral problems. This includes being “flexible” and spontaneous” with planned activities to accommodate the behavior needs of children.

      2. Appropriate verbal and physical interactions with children, other staff, and parents, will be modeled by all staff and volunteers at all times.

      3.  Clear consistent “routines”, “schedules”, and classroom “rules” will be posted and implemented. Children will be instrumental and active participants in creating and implementing these tools. 

      4.  “Small Group” learning activities will be implemented to decrease the stimulation intensity of larger groups so that individual needs of children can be more easily, quickly, and effectively be addressed.

      5. Interactive age appropriate classroom environments will be maintained to meet the needs all types of learning levels and styles (visual, auditory, physical). Calm music, lighting, displays, and activities will be used to create relaxed environments that are not over stimulating.

      6. Redirection/Substitution will be used to direct a child “away from a conflict or negative event to a more positive activity”.

      7. Positive Reinforcement and Praise will be used when children are successful classroom participants.

      8. Children will be given chances to make “choices” on a regular basis. This technique allows children to have a sense of “ownership” and “control” in their daily experiences and helps minimize negative reactions to teacher directed consequences.

      9. Children will be consistently encouraged to resolve conflicts by “problem solving” with “open-ended questions”, and to “respect the feelings and rights” of their peers.

      10. Children shall experience “logical” and “natural consequences” for their actions.

      11. Staff will “buddy-up” or “shadow” children who have difficulty staying on task.

      12. “Quiet time”, a brief and adult supervised separation from ongoing group activity and social interactions, may be used only when a child is “consistently” having difficulty. This approach must not be used in a punitive way and should only be implemented if redirection and other behavior guidance techniques have been exhausted. When the child is ready he/she should have the opportunity to join back in a group. Teacher’s must follow-up verbally with the child about the incident before the child can successfully be reintegrated back into the classroom.

   4. The following words and phrases will be posted and used program-wide by staff to provide consistency and ensure familiarity of terms for all children, parents, and staff. (First Five Therapeutic preschool model “Words that make a difference”)   Staff will visually model the phrases to the entire class so each child has a clear understanding of their meanings.

Make a better choice

Turn it around

Stay on track

I know you can do it – I’ve seen you do it before

Erase and start over

Pause

2. Children in Distress: Staff realizes that a child acts out for a reason. Our goal is to work with the child and family to better understand the behavior and implement appropriate behavior guidance techniques and plans to ensure the child’s overall success. At this time an internal behavior plan can be developed with staff and parents. This can be a first step in behavior modification. The second step would be a Student Study Team meeting.

   1. Whenever a child is endangering themselves, other children, staff, or volunteers, the staff must stop the action immediately.

         

      1. Staff will remove all children away from the child having difficulty to ensure everyone’s safety.

      2. One staff member will remain within close proximity of the child having difficulty, talk to the child in a calm and nurturing way, encourage and model “deep breathing”, and if possible get the child to sit on his or her lap until they calm down. After the child has calmed down, staff will talk to the child about the incident, feelings, and other options that the child can depend on when he or she is experiencing difficulty in the future. If the child is unable to “turn it around” after 20 to 30 minutes, the child’s parent should be called immediately to devise a plan to get the child on track. This may include having the parent come to center to spend time with the child and possibly taking the child home for the remainder of the day (see “sending children home” below)

   2. Sending children home:  When all attempts to get a child on the appropriate track have failed and classroom safety becomes an issue, LCT’s, or their designee, may call a parent to spend the remainder of the day with their child at the center or take their child home. All of the following criteria are required and must be implemented when children are sent home.

      1. The staff feels a child’s behavior is a safety concern for the classroom.

      2. The staff has used the appropriate behavior guidance techniques as described in section “A”.

      3. The child is unable to turn it around after 20 to 30 minutes.

      4. The LCT, or designee, will immediately do the following:

         a.    Call the Parent to pick up the child with an explanation of the circumstance. Explain to the parent that the child can return to school on their next regularly scheduled day and that a Student Study Team Meeting will be set-up to develop a plan.

         b.    In both counties, call the Child Developmental Specialist or any other service area manager available to inform them that a child has been sent home. 

         c.    Complete the county-appropriate “statement of concern” and submit it on the same day.

         d.    Set up a Student Study Team, as described in the following Behavior Plan section, within 24hrs of the incident.

   3. Student Study Team Plans, for children who consistently exhibit severe behavioral concerns, will be created by “Student Study Teams”.

      1. LCT, or designee, will submit and follow the “Statement of Concern” process as outlined in Health Services, Mental Wellness, Operational procedure C.

      2. LCT, or designee, will coordinate a “Student Study Team” meeting that will include parents, pertinent teaching staff and managers, and the designated consultant with parent consent forms complete. The team will analyze the child’s strengths and areas of concern. A plan will be designed and implemented that is specific to the individual child’s needs while being sensitive to overall Program available resources and constraints. The “Student Study Team” forms should be used to track the plan and any follow-up needs of the child.

      3. Student Study Team Plan may include:

         1. Formal observations by a mental health consultant and referrals to pertinent outside agency’s such as Special Education.

         2. Specific classroom strategies to improve behavior.

         3. Modified Program. Days and hours may be decreased and increased in incremental stages based on the success of child having difficulty.

         4. Referrals to home base or programs with smaller group sizes.

Edited 05/24/2010 03:02:36 PM