Dear Sue Miller
This young girl must be 3-5 years age range.
Behavior disorders come from seeking attention, power and control, imitating an adult that they bonded with and poor processing of verbal input secondary to poor attention span and impulsivity.
The social Emotional Learning deficiencies lead to all cognitive and emotional imbalances.
Child is the biological unit of the family. Sensory processing, inference, integration and binding of information through all senses occurred 90% by the 30-36 months.
1. There are ASQ-SE scales, Devareaux scales and ISD E team assessment that can be done to seethe need for PPCD through ISD or not. This is a fixer upper
2. Prevention of further behavior issues is an evaluation of getting to know parenting skills, behavior management that is being taken care of at home.
3. Are there loud noises in the house?
4. Are there significant spouse bonding issues?
5. Are there poor anger management issues at home?
6. Are there drug and alcohol problems among one or the other care takers?
7. How much creative redirections parents are using to ward off triggers at home?
8. Are parents aware of love and discipline strategies, positive redirections offered ?
9. If it there is a reward system, what is being used?
10. Is there control on I pad use, TV, VCR and movies that are detrimental at 2 hrs per week or even half an hour a day?
Behaviors in infants and children get triggered for their inability to be in control and detest an adult imposing control.
They are very focused on winning the battle with sleep, food, back talk, jealousy, controlling adults much more so when they are angry and lose control , start yelling.
The teacher, day care supervisor, and family should really have a heart to heart talk on how things are handled at home.
Children love rules and rewards.
They love to make a choice.
That opportunity of straight eye contact, calm voice, redirection with nasal breathing for 2-3 minutes with classical music with ear phones, quiet corner to self regulate works wonders. Child is instructed on 2 choices with spelled out related consequence to the behavior. Good choice reward or privilege is explained. If the child is off the handle already, start with the next step first and then spell our choices, reward and consequences.
Immediate notice and stamp for making healthy choice.
The self respect of the child is protected if this quiet breathing with classical music and ear phones is done behind a screen or a section where they are not being noticed.
When a child with so much negative behaviors is told by adult to do something, they lose control, freeze in fear, fight or dissociate, withdraw and dart out.
Ifthey sequentially understand that a transition is occurring and they have been told, they transition. If they have difficulty, music therapy with nasal breathing and choice making prevents cortisol induced escalation from mid brain reactivity.
Much more can be explained with multi sensory integration tools.
That is one of the reasons why all parents need to be taught the role of nurture, 0-3 year neuroplasticity and help with a universal curriculum that makes multi sensory processing and integration possible with. SEL, Cognitive intelligence, Cognitive Flexibility, Expressive language by 18-24 months.
Ability to explain feelings comes naturally if nurture curriculum is implemented from prenatal period, prevents behavior and learning disorders.
Family understanding, acceptance , recorrecting parenting strategies is important. There are parent attitude scales also.
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[Meena Chintapalli, M.D. F.A.A.P
Founder and C. E.O of A thru Z Pediatric Clinics, retired December, 2018.
Founder and CEO of The SAI Institute Of Educare
April, 2002.
Society For Assistance International
San Antonio, Texas.[FirstName]
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Original Message:
Sent: 10-16-2019 02:23 PM
From: Sue Miller
Subject: How much data is necessary for getting children with behaviors the help they need
Cindy,
I agree that dual placement can be hard on children. The only reason we thought of this is that the elementary school will have this child next fall and change is very difficult for her. This way they would get gradually acclimated to the school they will attend next year and also they would be able to ride home with their sibling who attends that school now. This building also has the ECSE classroom. I guess what frustrates me so is that if this was a medical issue I could understand but behavior issues are so much harder. The child is intelligent but the behaviors get in the way of her learning abilities and experiences, thus disrupting the other children's learning experiences. We thought a smaller class size would benefit her with more 1 on 1 availability than we can give them. I am gathering data and following the agency's suggestions for behavior modifying strategies. We meet again in 2 weeks and I knew this was probably the way it would go before I even got them involved. I understand a doctor's diagnosis is different. The child is in play therapy and has been for over a year. I had this child in home base setting before she even got into my classroom (I have a classroom and do EHS home base as well). So I have seen these behaviors for going on 3 years and they aren't getting much better. I want them to succeed and thought that acclimation to where they will be next fall would help if it was done now. That's my thinking and it may be way off - I just feel helpless in trying to find the help this child needs.
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Sue Miller
team leader
Child Development Center
Hawarden IA
Original Message:
Sent: 10-16-2019 07:24 AM
From: Cindy Kaier
Subject: How much data is necessary for getting children with behaviors the help they need
Hello Sue. This is a complex issue that SO many are dealing with.
You state that the child was diagnosed and the first question is by who. Doctors can diagnose many things that do not warrant an IEP.
Yes, data collection is required and an MOU (Memorandum of Understanding) is usually developed between an Early Childhood Agency and the local school district on exactly what the process will be. Ask if you have one and read it. It might need to be revisited.
Lastly. I would ask that your agency think hard about 1/2 day placement with one center and then 1/2 place somewhere else. This is hard on young children and not always a good solution.
Please feel free to email me as I might advise a different thought process
cindy.kaier56@gmail.com
Retired Elementary Principal
Currently Early Childhood Specialist in Region IV
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Cindy Kaier
EC Specialist
Rockledge FL
Original Message:
Sent: 10-15-2019 08:31 AM
From: Sue Miller
Subject: How much data is necessary for getting children with behaviors the help they need
Hello all.
I am a teacher in a state funded low income & at-risk preschool. I have a class size of 16 children. I have a child who is a repeat student with behavior issues. They were diagnosed with sensory processing and oppositional defiance disorders this past spring. We are trying to get her dual placement between our program in the AM and the school district's Early Childhood Special Education class in the PM. We are having difficulty in doing this since she is not on an IEP. We have gone thru the local Area Education Agency to try to get this in place. I have spoken to the district's elementary principal about this as well. The child's parent has gone thru PCIT training, Love & Logic training, has had the child tested thru her physician, and the child will be seen later this year by a pediatric behavior specialist.
My question is the area education agency wants data and how much data is necessary? We gave the coordinator the doctor's test results in which they did the Conner's rating scale on them We also gave them the goals that her play therapist is working on with them. We gave them a written account of what their behaviors were like the previous year and the strategies we used to manage them in the classroom. But they still want more data and to use more strategies. We are currently doing as they have requested. Our problem is the strategies work for awhile and then don't work anymore. Then we are back to square one with her. I would like some input as to other data that can be used or if we have provided enough data already. I would appreciate any input. I just feel like we are wasting time getting this child into a smaller class where they will get more one on one help than we can provide for them.
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Sue Miller
team leader
Child Development Center
Hawarden IA
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