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Results: Page 17 of 22
Resource Name Description Resource Type
Remaking Recess Here's a Remaking Recess "Booklet" from the Autism Intervention Research Network – Behavioral Health (AIR-B) that describes the program.  It's a great introduction to Remaking Recess and has lots of hands-on strategies you can start using right away.   Website
Research-Based Mealtime Hacks for “Picky” Eaters From Zero to Three: “Picky” eating behavior — being unwilling to try new or non-favorite foods — usually starts at about two years of age. This is the same time toddlers begin to establish their independence in other areas of their lives (not wanting to take a bath, hold hands in a parking lot, sit in the grocery cart, etc.). It’s also a point when their weight gain — which was rapid over the first two years — is starting to slow, so toddlers experience a decreased appetite. This is why picky eating is more of a typical milestone than a challenging behavior. Website
Resources for Families and Practitioners Working with Young Children "The Barton Lab at Vanderbilt University is focused on supporting the social development of all young children.  The Barton Lab conceptualizes and implements experimental intervention research to support healthy social development of children and to promote meaningful interactions across the people and contexts in children’s lives." Website
Responding to Persistent Challenging Behaviors in Preschool From the Head Start Early Childhood Learning & Knowledge Center:Challenging behaviors are often part of the typical development of young children. Preschoolers are learning to regulate their behaviors and emotions, solve problems, and communicate with increasing independence. They still need adult support, especially when feelings are intense. Persistent challenging behavior can interfere with a child’s ability to learn and build positive relationships with adults and peers. In this video, discover ways to provide individualized positive behavior support to ensure a healthy learning environment for all.  Website
Run Away or Run into Your Arms--Slow to Approach/Withdraw A child’s initial tendency to respond to a new experience, new person, or new environment can be either ‘arms open wide’ or ‘wait-and-see’. Both types of approaches need our guidance as early childhood professionals to be sure that children are getting the social interactions they need to be successful and validation for their sense of self-esteem. If you work with either or both of these temperaments, you’ll want to listen to this engaging podcast. Podcast
Scripted Story: Some Days are Different This Social Story from The National Center for Pyramid Model Innovations "acknowledges that children might spend time in a different classroom and temporarily have different teachers and peers. The language in the story explains that the adults in the classroom are there to help them throughout the day and acknowledges that children might feel sad or worried when they are in a different classroom. Having copies in each classroom allows for consistency across the program in how the changes are explained to children and how the adults at school can support young children during the times of uncertainty." Document
Scripted Story: When Our Teacher is Away, We Can Still Learn and Play This Social Story from The National Center for Pyramid Model Innovations, "will help teachers and program staff prepare children for when their teacher is away. Teachers are encouraged to read a scripted story, like the sample version, to children before a planned absence to reassure children and help them understand what will happen in the classroom when the teacher is away. Place the scripted story in an easy-to-find place should a substitute need to use the story. Then, substitute teachers can use the story to help children understand their role within the classroom and reassure children that their teacher will be back soon." Document
Sit Still, Don't Touch, Wait--Are We Setting Children Up for Success? In this podcast, we will continue the last conversation by looking at 4-5 year olds. It is easy at times to see a child’s behavior outside of the context of their age and stage. When we look again at what we are hoping to teach children in a larger sense, we can begin to appreciate some of those challenging behaviors as their way at reaching important milestones. Podcast
States’ Growing Commitment to Preventing Young Children’s Expulsion from Early Care and Education Programs: RESULTS OF A 50-STATE POLICY SURVEY This brief reports on a survey that examined state expulsion and suspension policies for early care and education settings serving children under age six. Authors: Carey McCann (BUILD), Sheila Smith, Uyen (Sophie) Nguyen, and Maribel R. Granja (NCCP)  Document
Strategies to Prevent Challenging Behavior The following strategies can help prevent challenging behaviors as well as positively support all children in your program, whether or not they consistently use challenging behaviors. Tipsheet
Results: Page 17 of 22