When is “Planned Ignoring” appropriate?
· When a child is merely being attention-seeking but not dangerous
· When a child would be motivated by observing peers receiving + reinforcement
· If you are certain that the child has the ability to make the connection between their behavior and your response to it

What can you do differently when you constantly repeat to a child to do something and the child still does not do what you’re asking?
· Simplify your words
· Support your words with gestural prompts
· Make sure you are asking the child to do something they are capable of doing
· Decide whether it is really important that the child follows this particular direction or will it lead to an unnecessary power struggle

If a child leaves the group (eg. During circle time) and is being non-compliant and the group is being reinforced with primaries should the non-compliant child receive the primary when he/she returns to circle?
· In most cases, yes. This is a chance to teach the child the benefits of compliance.
· If you see a pattern of the child returning specifically for the primary, then leaving right away again, you may reinforce him/her verbally for returning and tell them that if they can show good sitting they can earn a primary.

Is it OK to use raised voices with the children?
· In most cases, no.  These children respond better to neutral, even-toned, normal volume voices
· Raised voices usually serve to escalate the child’s behavior to an even higher degree interpreted as punitive to a child
· Most of these children are “immune” to raised voices by now, making a softer voice more of a novelty that they would respond to
· In extremely dangerous situations, such as a child running off the property, then a raised voice would be appropriate

What do you do when you’ve tried everything to get a child to stop being so oppositional?
· Step back from the situation and let a co-worker take over
· Decide how important the child’s compliance is at that moment.  With these children it is important to “choose your battles” wisely.  Avoid power struggles.
· Try re-directing the child

When do you use losing snack as a consequence for behavior?
· Snack should only be taken away when the behavior is directly connected to the consequence
· It is much more effective to use snack as a motivation than as a consequence.

I find it hard to tell the teacher when I don’t agree with something that is being done as far as a child’s behavior
· It is very important that all members of the team communicate openly with each other.  We all rely on feedback in order to treat these children as effectively as possible and to grow as professionals.  More often than not, your co-worker may not be aware of their behavior and would appreciate the observation you make.

If a child constantly refuses to share toys or interact with classmates what steps should the teacher take in order to show the child how to share?
· The child may not be developmentally ready to share or interact with peers.  Allow them time to explore play on their own.
· Provide modeling of appropriate social skills and facilitate sharing between peers.  If the child has a hard time with you intervening this way, allow them to continue on their own.

How do you talk to a child when he/she is getting on your nerves?
· Don’t!!  Ask your co-workers to take over.

How can someone get a point across to a child without using words and statements they don’t understand?
· Show them what it is you want them to do
· Use non-verbal communication, such as facial expressions and dramatic gestures.  The more dramatic you can be, the more effective your communication

Is there a safer way outside the building to restrain the children?
· Make sure that there is a mat outside at all times for use when it is not possible to bring a child inside.

Should some children be given a time out for behaviors that other children may not be given a time out for (eg. Cursing)?
· Time out is generally not given for cursing.  This behavior is usually handled by ignoring and reinforcing peers for using nice words.
· Each child may have different “time out” behaviors.  These are generally selected and discussed at the child’s clinical meeting.  If you have a question about a child’s time out behaviors, consult the clinician.

During naptime is it okay for them to just lay quietly if they can’t fall asleep?
· Absolutely.  The purpose of quiet time is to provide the children with a decrease in stimulation so that they can “re-charge their batteries.”  Some may need to sleep while others may not.
· Some children may feel too vulnerable about relaxing that much and need to remain alert for their own self-assurance.
· It is appropriate to allow those who can’t /don’t need sleep to do something quietly on their mat or at the table.

How can you avoid being too rigid with children who don’t act out negatively?
· Frame everything in a positive way
· Reinforce children for their appropriate behavior

Should holding a child be a last resort?  Do you have to hold a child every time they hit or kick?
· Therapeutic holds should occur when either the child, you, other children, (or all of the above) are in danger of being harmed
· If a child hits or kicks and is able to get to time out safely, then holding may not be necessary

Can you re-direct a child who is acting out sexually, seeking negative attention, instead of taking them to the bathroom where the problem will lead to a hold and more?
· Whenever possible, re-direction is always a favorable technique.  It may not be effective with all children, however.  The team needs to decide upon an intervention for specific behaviors such as this due to the underlying circumstances involved in the behavior.