Reporting Negative Behavior to Parents
Some of you have asked if standard forms exist to report negative classroom behaviors in a clear, descriptive and objective manner.  With the addition of required Behavior Intervention Plans to IDEA (Individuals with Disabilities
Education Act) much work has been done in creating standard assessment and reporting forms.  I suggest doing a web search using the words: Functional Behavioral Assessment.  You will find many sites which can provide you with sample forms which may prove useful.  In addition, do not underestimate the value of Anecdotal Records.  Document every behavioral situation in very objective and descriptive terms.  Make sure that more than one staff member is writing entries.  This is a valuable document to illustrate a child's difficulties to parents.

Separation Anxiety and Trust
When a child first arrives in a new program, it can take several weeks for them to adjust.  This is especially true for children who have experienced loss and/or instability in their lives, witnessed disturbing events, or suffered some form of parental neglect.  Foster children are at particularly high risk for separation issues.  Helping a child with separation issues involves a combination of both time and strategy.  We all know that young children learn through their experiences.  Therefore, a certain amount of separation issues require the child to see for himself, over time that the school environment is a safe and fun place to be.  In terms of strategy, teachers must remember that even little kids "need their space".  So, be flexible with these children.  Don't force them into routine.  Let them know in very clear terms that you are there to help them and then back off!  Even let them cry!  No, I am not a meanie!!  If you frequently approach a child who is upset with an empathic statement such as: "I know you are sad, it's hard when Mommy leaves.  You can join us whenever you are ready", the child will eventually hear you and respond.  You can also come up with coping statements for the child, such as, "When the little hand is on Number 2, it will be time to go home", or "You will go home again soon".  Use these statements frequently.  Having Mom and/or Dad provide a photograph of themselves for the child to hold throughout the day can also be helpful.  This way, whenever the child is missing them, they can look at their picture.  Even if a child is not experiencing separation issues, keep in mind that coming to a new school is a difficult transition for them.  So, if a child initially refuses to join group, work with peers, respond to your directions, remember that this behavior, at least during the first few weeks, is developmentally normal!  Kids are establishing their autonomy at this stage, and figuring out who they can trust and with whom they want to form
attachments.  Give them space and plenty of reminders about the rules, routines and expectations.  Praise them when they join in and when they behave appropriately.  Given the use of these practices, it is reasonable to
expect the child will adjust soon!

Head Start Program
To the teacher in the Head Start program who wrote regarding the student with apparent speech delays: ask your program's Disabilities Specialist to conduct a classroom observation.  If he or she agrees with your concerns, maybe a meeting can be arranged with you, the Disabilities Specialist, and the parent to discuss the child's progress.

Attention Deficit Hyperactivity Disorder (ADHD)
ADHD is an official clinical diagnosis which consists of 3 subtypes.  These subtypes are: ADHD-Primarily Inattentive Type (children who can sit still, but cannot attend to task and are easily distracted); ADHD-Primarily
Hyperactive/Impulsive Type (children who can pay attention but absolutely cannot stay still or control impulses); and ADHD-Combined Type (children who cannot pay attention and are easily distracted, cannot control impulses and have an extremely elevated level of activity).  Since so many of the features of ADHD are considered developmentally appropriate for very young children, delivering a diagnosis of ADHD is tricky and should only occur after very close examination of all aspects of the child's life over a considerable length of time.

Here are some tips for dealing with young children who are exhibiting signs of hyperactivity, impulsivity, and/or inattention:
¨ Keep activities brief and realistically achievable;
¨ Prepare the child for transitions of routine by giving "2-minute warnings";
¨ During structured tasks, keep the child in close proximity to a staff member and away from distracting areas, such as the door;
¨ Structure the environment for him by, for example, limiting the number of play choices during Free Play;
¨ Post the daily routine so that she is always prepared for the day ahead;
¨ Watch for signs of over-stimulation and provide the child with time and space to "decompress".  Often, training a child about what it means to "take a break" is very helpful.  I've used a special chair in class where a child
can go to pull himself together.  This is NOT to be confused with Time Out!!
¨ Don't push the child to complete tasks within a certain time frame.  Be supportive of any work product.  Remember, sound early childhood practice focuses on the "process", not the "product";
¨ Offer choices when the expectations appear to be too demanding for the child.  Flexibility is crucial in succeeding with ADHD children;
¨ Finally, and most importantly, use positive reinforcement techniques often and consistently!  Accept 1 minute on task as a major accomplishment and praise it!  Then, eventually 1 minute may turn into 2, and so on!

Anger Management
When dealing with children who do not yet have control over strong emotions such as anger, keep the following things in mind:
¨ All behavior has meaning!  The anger is coming from somewhere.  Sometimes the cause will be concrete and observable, and other times you might have to dig a little deeper to figure out the trigger.  Either way, the first step of intervention is to figure out, as much as possible, what is causing the outburst.
¨ Watch for physical signs that an outburst is about to occur.  We have a little boy in our program who starts to clap his fist and palm together when he is gearing up for an outburst.  That's when we step in and say "I can see that you are getting upset, what good choice can you make right now?"  Then, if necessary, help the child re-direct to an appropriate activity.  Often, young children may need you to specifically describe how you can tell they are mad (I see you banging your feet, I see you hitting your fist on the table, Your face does not look happy, etc.).
¨ Encourage the child to use words rather than action when angry.  This may involve verbal prompts and modeling at first, such as: "Brandon, I can tell that you are mad.  Use your words and tell me 'I am mad' ".  
¨ Provide the child with an alternative behavior during outbursts.  Even if you allow the child to go to a designated area of the room to thump on a pillow!  As we all know, sometimes you just have to let it all out!
¨ Model appropriate anger!  It's ok and, in fact, beneficial for teachers to show children when they are "not happy" about something that has occurred.  This is a great teachable moment.  Take the chance, whenever possible, to say things like: "Look at my face, I am not happy".  By doing this, you will demonstrate how to use words instead of aggression.

Head-banging
There are a few different reasons for why a child will bang their heads, such as seeking attention, sensory deprivation and anger.  Our number 1 responsibility is to make sure children are safe at all times.  It is important that you, in conjunction with your director and team, come up with a plan for intervention.  For children who have sensory impairments or who are severely delayed, helmets are often used as a safety precaution.  For others, the plan may be to remove the child to a contained area with a rug and pillows.  It all depends on the rules of your center and the specifics of the case.  If this behavior is ongoing and severe, it is most certainly time for professional evaluation.