Chapter 6 Chapter 6 Special Considerations for Working with Children Who Have Been Abused and Neglected

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Chapter 6

PROMOTING EMOTIONAL AND SOCIAL DEVELOPMENT

OUTLINE

I. Becoming Emotionally Secure

A. Attachment

B. Erikson’s Stages of Psychosocial Development

C. Greenspan’s Model of Affective Development

II. Building a Healthy Environment

A. Structure and Consistency

B. Routines

C. Limits

D. Constructive Consequences

III. Facilitating Social Skills

A. Use of Environmental Structuring

B. Use of Typical Peers as Mediators of Social Skills

IV. Encouraging Developmental Play Behavior

A. The Importance of Play

B. The Nature of Play

C. Development of Social Interaction Through Play

V. Helping Children with Emotional and Behavioral Challenges

A. Individual Temperament

B. Children Who Lack Self-Control

VI. Use of Reinforcement

A. Give Credit Where Credit Is Due

B. Ignore Minor Disruptive Behaviors

C. Minimize the Use of Negative Consequences

VII. Positive Behavior Support

A. Using Behavioral Analysis to Understand Disruptive Behavior

B. Designing Positive Behavior Support Plans

VIII. Use of Social Stories

IX. Special Considerations for Working with Children Who Have Been Abused and

Neglected

X. Summary

XI. Discussion Topics and Activities

ESSENTIAL CONCEPTS AND VOCABULARY

Affect attunement

Affective domain

Attachment

Bonding

Distal communication

Ecological perspective

Emotional literacy

Hyperresponsive

Hyporesponsive

Infant mental health

Logical connection

Logical consequences

Natural consequences

Course Assignment

Social Emotional Poster Rubric Grading Sheet

Assignment directions:

Students will obtain catalogues from toy companies by visiting school supply centers or

accessing catalogues online in order to find toys/materials that help to develop social and

emotional skills that are appropriate for a preschool inclusion classroom consisting of children

with a variety of abilities ages 3–5. Students will create a social emotional poster with three

distinct sections by cutting and pasting pictures of the toys/materials found in the catalogues.

Social emotional poster will consist of:

• Section 1: pictures of toys/materials that develop social skills

• Section 2: pictures of toys/materials that develop emotional literacy skills

• Section 3: pictures of toys/materials that develop either social and/or emotional literacy

Rubric:

Exceeds standards

Meet standards

Majority meet standards some below standard

A few meet standards some below standards

Below standard

Exceeds Standards

Meet Standards

Below Standard

___ Poster shows a deep level of

thinking and is very clear and

well organized

___ Poster is sometimes

thoughtful and organized

___ Poster is mostly “surface

level,” lacks thoughtfulness, and

is disorganized

___ Each section has a good

variety of appropriate

toys/materials

___ Each section has an adequate

amount and variety of appropriate

toy/materials

___ Some sections do not have

enough examples and may not be

appropriate

___ All pictures are labeled with

the correct specific skill(s) to be

developed

___ Almost all pictures are

labeled with the correct specific

skill(s) to be developed

___ A few pictures are labeled

and/or the skills to be developed

might be incorrect or not specific

___ All of the adaptations are

thoughtful, creative, and

functional

___ Most of the adaptations are

functional and thoughtful

___ The adaptations are vague

and unoriginal

CHAPTER 6

Multiple Choice

1. When a child is avoided by other children because he or she is aggressive, an example of

which one of the following is evident?

a. Logical consequences

b. Unavoidable consequences

c. Logical connections

d. Natural consequences

2. Which of the following may not be a useful way to help a child improve his or her self-

control?

a. Exhibiting confidence in the child’s ability to improve his self-control

b. Responding to and correcting all disruptive behavior

c. Removing unnecessary sources of frustration and noises from the classroom

d. Dealing consistently with temper tantrums

3. Research indicates that punishment

a. Is always effective

b. Should be avoided at all times

c. Is a positive approach to class management

d. Can produce negative side effects

4. One effective way to work with children who are reluctant to participate is to

a. Insist that they participate in every activity

b. Seat them where they cannot see the activity

c. Ignore them completely

d. Couple attention with something pleasant

5. Ainsworth described an infant who greeted his or her parent after a period of separation with

physical contact and a smile as

a. Securely attached

b. Insecurely attached-avoidant

c. Insecurely attached-resistant

d. Disorganized

___ A toy/material from section 1

& 2 has adaptations for 5

disabilities

___ A toy/material from section 1

& 2 has adaptations for 3

disabilities

___ Only one section has

adaptations or has adaptations for

two or less disabilities

___ All of the adaptations are

relevant and correctly stated for

the specific disability

___ Most of the adaptations are

relevant and most are correctly

stated for the specific disability

___ Adaptations are not

meaningful or correctly stated for

the specific disability

6. According to Erikson’s stages of psychosocial development, when do children begin to

develop a conscience?

a. One

b. Two

c. Five

d. Seven

7. According to Greenspan’s model of affective development, when do healthy infants develop

the ability to regulate their internal state (homeostasis) in ways that allow them to attend to the

world around them?

a. At birth

b. Birth to three months

c. Three months to six months

d. Six months to nine months

8. A time in the school routine when children with disabilities are most likely to become

frustrated is

a. Arrival time

b. Snack time

c. Transition time

d. Dismissal time

9. According to Piaget’s categories of play, the game of taking things out and putting things in is

a. Practice play

b. Symbolic play

c. Games with rules

d. Representational play

10. When should “signal interference” be used with children who are impulsive?

a. Before the behavior begins

b. As the behavior escalates

c. When the child is in a tantrum

d. After the child has calmed down

True-False

1. A strong, positive attachment to a primary caregiver appears to be the key to the

development of a healthy personality.

2. Positive peer interactions for children with special needs and/or social delays may not

develop without specific interventions from the caregiver.

3. Infants will begin to become attached to their primary care-givers at the age of 9-18 months.

4. Logical consequences will occur without adult intervention.

5. Around the age of 30 months, children begin to think about and understand the logical

connections between ideas

6. Most children fall within the “easy” category: adaptable, approachable, and positive in

mood.

7. Children with disabilities need only be put in the same environment with children without

disabilities for peer imitation to occur.

8. The onset of ADHD is before the age of 5.

9. A child is born with a particular temperament. It cannot be changed in any way.

10. Loud, lively music can be upsetting for children who have difficulty with control.

Short Answer

1. Explain the concept of affect attunement.

2. Explain how infants use distal communication as a way to achieve a clearer sense of

themselves as individuals.

3. Why is it ineffective to say to a child, “Susie, do you want to clean up now?”

4. How is “signal interference” used to prevent loss of control?

5. List three methods that do not work with children who are reluctant to participate.

6. Discuss some ways that teachers can improve their reward punishment ratio to the optimum

of five rewards to one punishment.

7. Discuss some of the disadvantages of time out.

8. How can a teacher use time away effectively for children who have disabilities.

9. Discuss the single most important intervention strategy for working with children who have

been abused and neglected.

10. Create an embedded learning opportunity to foster emotional literacy in an inclusive

classroom.

Comprehensive Essay

1. A disability may interfere with the caregiver-infant attachment process. Discuss the effect

on attachment of blindness, hearing loss, and cerebral palsy and tell why the attachment

process may be at risk.

2. Discuss Erikson’s stages of psychosocial development and give behaviors that the adult

caregiver can do to facilitate each stage.

3. State a rule that meets the three criteria of being definable, reasonable, and enforceable.

Now state a rule that does not meet these criteria and explain why it does not.

4. Discuss techniques to keep in mind when grouping children to stimulate positive

interaction.

5. Define natural consequences, logical consequences, and negative consequences. Give

examples of each.

6. Discuss ways that the teacher can prevent or lessen children’s frustration during school

routines.

7. Discuss ways to facilitate social skills among children with disabilities when they are

included with children without disabilities using environmental structuring.

8. Discuss the technique of physical prompting and fading to help children with more severe

disabilities learn to play.

9. What are some reasons that a child may be reluctant to participate? Discuss techniques you

would use to involve that child in the classroom activities.

10. Discuss some special considerations for working with children who have been abused and

neglected.

Chapter 6 :