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Coaches当工作人员关注儿童或青少年的行为时，是第一行支持。由于您与员工建立的专业关系，他们觉得令人担忧，并将您视为支持和想法的来源。然而，有时，您可能会发现自己不确定如何最好地支持工作人员：他们的担忧有效吗？环境和课程体验是否适合？他们是否与孩子或青少年的家人建立了健康的关系？工作人员是否有他们需要支持孩子或青年的技能？本课程有助于您学会区分这些问题和设计计划的答案，满足儿童的需求，青年，and职员。您可以找到有关支持行为问题的额外信息，具体而言，您如何支持员工在课程课程的第8课中应对员工的有问题的性行为，是儿童和青少年的行为。万博体育下载手机版

培训师和教练经常发现自己面临着与行为有关的几种常见情景。您可以考虑一下这一点，作为理解员工发展与儿童和青年发展。

最近，很明显，偏见发挥着成年人如何理解，观察，解释和响应行为的作用。2016年耶鲁大学学习发现，所有种族的学龄前教师都更有可能专注于尤其是男孩和非洲万博体育全站app裔美国男孩的行为 - 当他们被要求观看包含具有挑战性行为的视频时。成年人有关于谁有可能行为不端的内化信息，这会影响受护人的收到。

你在看谁？

您可以帮助工作人员反映自己的想法，价值观和关于行为的假设以及谁“行为行为”。然后，您可以帮助他们挑战他们的思考并反思他们是否正在做出公平的决定。

• 他们的行为是否立即停止，其行为并不看得如此有问题？
• What kinds of roles and responsibilities do they give children or youth? And how are these roles and responsibilities associated with race, gender, or ability?
• 谁的家庭经常参与课堂或计划，并在那里有竞争欢迎的种族，性别或经济模式？
• 工作人员是否鼓励某些儿童或青少年独立探讨比其他人更多？谁被要求抓住成年人的手？谁被打电话回答问题？谁受到赞扬或鼓励？

In the Apply section of this lesson, you will have a chance to use the Pyramid Model Equity Coaching Guide to reflect on questions like these at each level of the behavior support pyramid. Use it as a tool to support your own professional learning and that of the staff you support.

观察儿童，青年和计划

There are a variety of times you will be called upon to observe behavior. Always check with your program administrator to make sure procedures are followed and staff are supported. A coach should expect to observe:

• 当发生行为的行为意外危害：

  您可能会要求您使用管理员或所涉及的员工审核活动的闭路视频镜头。将要求您确定可能的行为的可能的前一种（触发），发生的可观察行为（行为），成年人如何应对行为（后果），以及儿童或青年如何从事件中恢复。

• Prior to developing the formal behavior support plan:

  您将被要求在他们的计划设置中观察孩子或青年。寻找已经到位的基础和环境支持，青年和同行或工作人员之间的关系证据，青年与材料或环境的互动以及直接观察到的行为。您应该根据政策使用计划提供的课程和文档观察。帮助工作人员来了解并计划普通触发程序，而计划正在制定。您可能会发现在早期学习（CSEFEL）的社交和情感基础上使用这些表格上的问题有助于指导您与员工的对话：狗万app怎么下载http://csefel.vanderbilt.edu/modules/module3a/handout5.pdf.以下是军队儿童和青年计划在挑战行为的运营指南中确定的常见触发（第5-11页）：

  Most Common Triggers

  Early childhood

  When children are not sure what is going to happen:

  • 过渡
  • Change in schedule or routine
  • 护理人员或期望不一致

  学龄

  当孩子觉得自卑/左转：

  • 挑战或要求苛刻的任务/活动
  • Being left out of a group
  • 感觉像是不公平的

  Middle school/teens

  情绪，能量和思维的变化：

  • Strong personalities in the group
  • 非结构化时间太多或太少
  • Internal stress or anxiety

• While staff implement the behavior support plan:

  在员工置于员工到位时，定期观察。收集计划实施数据，以确保已根据计划的所有元素到位。还收集儿童进度的数据并与工作人员分享。提供反馈和建模，直到计划按计划实施。

您在制定和实施行为支持计划方面的作用

You are a member of the behavior support team. This means you will participate fully in observing, generating ideas, partnering with families, developing the plan, putting the plan in place, and evaluating its effectiveness. You will also provide staff with the professional development they need to implement the plan well. You may be called upon to connect the staff with the many resources available to them and the other sources cited throughout this course.PUBLICCoachesplay an important role in ensuring that the behavior support plan is reviewed, understood, and implemented by all staff members working with the child or youth.

员工最大的压力来源之一可以与家庭讨论他们的担忧。计划管理员还将支持员工与家庭打开对话，但您也可以帮助工作人员为这些重要的谈话做好准备。帮助他们收集他们需要的信息和与您练习（见Explore activity in Lesson Six）。您可以教授工作人员与家庭共享客观信息，包括有关儿童或青年的积极信息。

Model

模型关于行为的尊重对话

工作人员围绕行为感到沮丧是常见的，他们也很常见，他们与你或彼此谈论这种挫败感。重要的是，工作人员有一个私人分享他们的担忧，但分享不应该进化到抱怨，排气或闲聊。模型遵循行为的方式：

• 

  如果你听到：

  She is out of control all of the time.

  
  

  Then say:

  这听起来她今天对小组度过了困难的时光。这看起来像什么？

• 

  如果你听到：

  我是唯一可以处理他行为的人。房间里的每个人都只回来了，期望我受到击中和咬伤。

  
  

  Then say:

  我听到你说你的团队似乎并不公平。那是准确吗？为什么你认为每个人都会叛逆你？如何帮助您的团队增加他们的信心？

• 

  如果你听到：

  She has no idea how to get along with other kids.

  
  

  Then say:

  It sounds like she's still learning how to be with the group. What skill do you think would help her the most right now?

您还可以模拟如何与家庭建立积极的关系。审查第六课for examples of strong family-centered conversations. Role play with staff until they feel comfortable talking to families about their concerns in supportive ways. You also can make sure families know who you are in the building. It can be uncomfortable if you are seen as someone who is only called in when there are problems. Model family-centered practices by:

• Greeting families by name in the hallways or program spaces.
• 在该计划中参加或领先的家庭活动。
• 维护家庭信息委员会和资源库。
• 倾听家庭故事并分享自己的故事。

模型有针对性和密集的支持

当编写行为支持计划时，员工可能不熟悉他们被要求尝试的新战略。在员工观察时，您应该感到舒适地进入教室，并在儿童或青年模仿这些策略。要确保建模是有效的，请遵循以下准则（Rush和Shelden，2011）：

• Make sure the staff member can actually observe you. This means that there is adequate staff in the room, and the staff member is not responsible for actively supervising other children during the time you are working together.
• Give the staff member something specific to look for. For example, you might say, “I’m going to wait 5 seconds before I give a reminder. Count to make sure I do that every time” or “Watch how the child responds when I praise him. I’m curious whether he likes praise or not.”
• Offer an opportunity to practice right away. Make sure the staff member can immediately try what they just watched you do. Observe and provide feedback.
• Use “team time outs” as needed. Feel free to call a “time out” while you are modeling. Ask the staff member what they think you should try next, or take a moment to describe why you took the action you did. Then jump back into the action. This strategy can be challenging or distracting with older youth, but it is very effective in early childhood and early elementary years.

观察

While you are a key person in your program for children with challenging behaviors, your primary responsibility is to ensure that direct care staff carry out recommendations created by multi-disciplinary teams. Reflect on the skills and practices you implement that guide staff to best support children with challenging behaviors.