Social DevelopmentSt. Maximilian Kolbe Parents Group

April 23, 2012

Social DevelopmentSt. Maximilian Kolbe Parents Group

April 23, 2012

Charlie RobeyCharlier@cciu.org

484-237-5246

Charlie RobeyCharlier@cciu.org

484-237-5246

WELCOME EVERYONEWELCOME EVERYONE

Behavior is:Behavior is:

Communication?Communication?

“I Want A Candy Bar,…”“I Want A Candy Bar,…”

BEHAVIOR And Its Impact on

STAGES OF FRIENDSHIPS

BEHAVIOR And Its Impact on

STAGES OF FRIENDSHIPS

FRIENDSHIP – Ages Up to 3

FRIENDSHIP – Ages Up to 3

Not what is thought of as friendships

Based on shared interest in an item – toy, book, sandbox, etc

Brief and transient

Not what is thought of as friendships

Based on shared interest in an item – toy, book, sandbox, etc

Brief and transient

Friendship – Ages 3-5Friendship – Ages 3-5 Friends begin to seek others out Boys’ friendships look very

different from girls Boys usually show closeness by

running, jostling, wrestling girls are more verbal, tend to spend

more quiet time together and show more nurturing behaviors

able to agree about roles and rules

Friends begin to seek others out Boys’ friendships look very

different from girls Boys usually show closeness by

running, jostling, wrestling girls are more verbal, tend to spend

more quiet time together and show more nurturing behaviors

able to agree about roles and rules

Ages 3-5 ContinuedAges 3-5 Continued prefer to play with similar children –

age and gender more social approaches with more

positive and cooperative social interactions and more complex play

also more arguments, more threats and hostility between friends!

most likely because they spend more time interacting together

Friends also resolve conflict

prefer to play with similar children – age and gender

more social approaches with more positive and cooperative social interactions and more complex play

also more arguments, more threats and hostility between friends!

most likely because they spend more time interacting together

Friends also resolve conflict

FRIENDSHIPSMiddle Childhood (6-10 years)

FRIENDSHIPSMiddle Childhood (6-10 years)

largely gender bound rules of friendship are tested and

re-evaluated begin to test their social power and

to find their place in the social pecking order

time when bullying can begin in earnest

gossip becomes a reality

largely gender bound rules of friendship are tested and

re-evaluated begin to test their social power and

to find their place in the social pecking order

time when bullying can begin in earnest

gossip becomes a reality

Definition of Bullying:Definition of Bullying:

“Bullying is when someone repeatedly and purposely says or does mean or hurtful things to another person who has a hard time defending himself or herself because one person has greater status, control or power than the other.”

“Bullying is when someone repeatedly and purposely says or does mean or hurtful things to another person who has a hard time defending himself or herself because one person has greater status, control or power than the other.”

Signs to look for when distinguishing

Signs to look for when distinguishing

Possible signs that a situation is not a bullying incident:

When two students show an equal response, such as they are both angry or upset, or laughing, it is less likely a bullying situation.

However each case is different, and an equal response may still be a case of bullying.

Possible signs that a situation is not a bullying incident:

When two students show an equal response, such as they are both angry or upset, or laughing, it is less likely a bullying situation.

However each case is different, and an equal response may still be a case of bullying.

FRIENDSHIPSMiddle Childhood (6-10 years)

FRIENDSHIPSMiddle Childhood (6-10 years)

friendships last for a year or less move past just having fun playing

together begin to support each other and affirm

each other in ways that parents cannot help them know where they fit in the

world outside their family. expect friends to be loyal and to stick up

for them.

friendships last for a year or less move past just having fun playing

together begin to support each other and affirm

each other in ways that parents cannot help them know where they fit in the

world outside their family. expect friends to be loyal and to stick up

for them.

FRIENDSHIP - AdolescentsFRIENDSHIP - Adolescents

bound up with intense feelings report that they have fewer friends

on average than younger children spend increasing amounts of time

with peers more likely to include members of

the opposite sex

bound up with intense feelings report that they have fewer friends

on average than younger children spend increasing amounts of time

with peers more likely to include members of

the opposite sex

FRIENDSHIP - AdolescentsFRIENDSHIP - Adolescents most trusted with all the young

person's hopes, fears and secrets boys however, more closely guard their

secrets – sharing is a test of friendship recognize that friends can have a

degree of autonomy and independence apart from them

a growing sense of connectedness with a broader social group

most trusted with all the young person's hopes, fears and secrets

boys however, more closely guard their secrets – sharing is a test of friendship

recognize that friends can have a degree of autonomy and independence apart from them

a growing sense of connectedness with a broader social group

BEHAVIORS – Why they occur!

BEHAVIORS – Why they occur!

They can’t get your goat if they don’t know where your goat is tied up.

They can’t get your goat if they don’t know where your goat is tied up.

#1 Consequence Strategy#1 Consequence Strategy

Pay more attention to the behaviors

you want than the behaviors

you don’t want!

Pay more attention to the behaviors

you want than the behaviors

you don’t want!

- a consequence that results in increasing or maintaining the future rate of the behavior it follows

- a consequence that results in decreasing the future rate of the behavior it follows

1.

2.

-anything that happens after behavior

CONSEQUENCE

25

Consequence*Consequence*Pay attention to: What the adult(s) do

Give a verbal reprimand Keep child from preferred activity Send to timeout Ignore the behavior

What the other children do Laugh at the child Imitate the child Ignore the child

Pay attention to: What the adult(s) do

Give a verbal reprimand Keep child from preferred activity Send to timeout Ignore the behavior

What the other children do Laugh at the child Imitate the child Ignore the child

* “Nothing

” is not

an option!26

Reinforcement – VERBAL PRAISE

Reinforcement – VERBAL PRAISE

Tell the child what he or she did that was correct.

Stay close when acknowledging appropriate behavior.

Tell the child what he or she did that was correct.

Stay close when acknowledging appropriate behavior.

Provide positive acknowledgement that fits the situation.

Provide the positive consequence within 3-5 seconds of recognizing the appropriate behavior.

Provide positive acknowledgement that fits the situation.

Provide the positive consequence within 3-5 seconds of recognizing the appropriate behavior.

Teaching the ExpectationsTeaching the Expectations Teach Behaviors like we Teach

Academics

1.State the behavioral expectation (include a brief rationale statement)

2.Specify the expected behaviors (rules/expectations)

3.MODEL appropriate behaviors4.Children must PRACTICE appropriate behaviors5.ACKNOWLEDGE appropriate behaviors

Teach Behaviors like we Teach Academics

1.State the behavioral expectation (include a brief rationale statement)

2.Specify the expected behaviors (rules/expectations)

3.MODEL appropriate behaviors4.Children must PRACTICE appropriate behaviors5.ACKNOWLEDGE appropriate behaviors

Teaching the ExpectationsTeaching the Expectations

Tips for Teaching Behavior Practice in actual setting

(whenever possible) Child only practices EXAMPLES Use high frequency

acknowledgements Remind child of expectations

before activity Have a plan for misbehaviors

Tips for Teaching Behavior Practice in actual setting

(whenever possible) Child only practices EXAMPLES Use high frequency

acknowledgements Remind child of expectations

before activity Have a plan for misbehaviors

Stages of LearningApplication -Behavior

extended and used in new

ways

Generalization - Behavior transferred to

other settings or people

Stages of LearningApplication -Behavior

extended and used in new

ways

Generalization - Behavior transferred to

other settings or people

Maintenance - Fluency and accuracy of behavior retained

Proficiency - Behavior performed with high accuracy and fluency

Entry – Behavior performed at slow rate or not at all

Increasing degree of independence

Adapted from D.P. Rivera and D.D. Smith 1997

Maintenance - Fluency and accuracy of behavior retained

Proficiency - Behavior performed with high accuracy and fluency

Entry – Behavior performed at slow rate or not at all

Increasing degree of independence

Adapted from D.P. Rivera and D.D. Smith 1997

Point to PonderPoint to PonderRemember…through the course of a day…and even a given smaller period of time (like a class period)…all children will likely do something that is worth giving positive attention towards. The key is to be looking for it!

32

Consequences are what happen when rules are

broken or followed.

Consequences are what happen when rules are

broken or followed.

Consequence provided that strengthens the

behavior it follows

Tangible - food, drink, toys, etc.

Social – praise, facial expression, nearness

Preferred activity – computer time, free time,

listening

to music, etc.

Tokens – tickets, points, etc. that can be “cashed in”

for other types of reinforcement

Being excused from unpleasant activities

Consequence provided that strengthens the

behavior it follows

Tangible - food, drink, toys, etc.

Social – praise, facial expression, nearness

Preferred activity – computer time, free time,

listening

to music, etc.

Tokens – tickets, points, etc. that can be “cashed in”

for other types of reinforcement

Being excused from unpleasant activities

Reinforcement- What is it???

Reinforcement- What is it???

Consequences for following the rules: Must be specific, descriptive, and

contingent Use the vocabulary of the rules to praise

for rule following Provide praise feedback more frequently

than you think is necessary (4 to 1 ratio) Recognize that some children will need

more reinforcement than others Expand reinforcement choices yearly and

vary choices throughout the year

Consequences for following the rules: Must be specific, descriptive, and

contingent Use the vocabulary of the rules to praise

for rule following Provide praise feedback more frequently

than you think is necessary (4 to 1 ratio) Recognize that some children will need

more reinforcement than others Expand reinforcement choices yearly and

vary choices throughout the year

Reinforcement

Not every behavior deserves a pony (or a Wii)

Not every behavior deserves a pony (or a Wii)

Time with parents doing something special Going to the park Playing a game Building a model

Choosing dinner Choose where we are going for dinner Choosing Family movie A special item – make it equal to the expectation Friend stays over Play date with peers Extra video game time Lunch with a friend

Time with parents doing something special Going to the park Playing a game Building a model

Choosing dinner Choose where we are going for dinner Choosing Family movie A special item – make it equal to the expectation Friend stays over Play date with peers Extra video game time Lunch with a friend

Remember…

It is not about the stuff …

It is about the acknowledgement and feedback that lets children know they did it the correct way.

Remember…

It is not about the stuff …

It is about the acknowledgement and feedback that lets children know they did it the correct way.

3 Basic Principles:3 Basic Principles: Be Firm

Be Fair

Be Consistent

Be Firm

Be Fair

Be Consistent