April 9, 2014 § Leave a comment
What an amazing community of parents I have had the opportunity to come alongside this spring! Thank you to each of you for your contributions, questions, and commitment. It has been such a joy! I look forward to receiving your final at-home extension by May 1st! Please keep in touch.
April 3, 2014 § Leave a comment
Thanks to all for another wonderful evening exploring the exciting world of behavior! Please make time for a HAT meeting this week with your parenting partner to review your written or videotaped observations of the antecedents to and consequences of a challenging behavior. Those observations will guide your selection of a functional replacement behavior and therefore are critical to your participation in our final workshop!
I am looking forward to hearing all about your Super Kid Meetings this week :)
March 20, 2014 § Leave a comment
Our evening was filled with great questions (& cookies!) thanks to a wonderful parent community. Going forward, families were encouraged to continue to set aside as least five minutes every to Name the Good, to continue to play the Micro Choices Game while exploring the use of other choices in their lives, and this week we added another “positive family life” enhancing tool to our arsenal – the Micro Demands Game! The goal of this game is to help desensitize children to receiving demands by making them fun and small! This, partnered with a decrease in junk demands, should help keep your “budget” on track.
If you have an opportunity to have a HAT meeting, may I recommend that you complete the Negotiables exercise with your parenting partner? You will find information on it in the slideshow.
Finally, in the last third of our workshop we will be focusing on how to teach a functional replacement behavior. Families can prepare for this work by operationally defining a behavior that they would like to help their child replace and then observing & recording occurrences of the behavior. This might look like videotaping it or observing it as it occurs while making notes on the Antecedents (what comes before behavior, but does NOT cause behavior) & the Consequences (what comes after behavior as a result of behavior). Specificity & objectivity are the key to gathering useful information! Good luck! See you in two weeks!
March 13, 2014 § Leave a comment
We are now to the halfway point of our Spring workshop! One take-away point from this week is that small changes in implementation can result in a measurable difference in outcomes! For example, we discussed the difference between the commonly used language of “If, then” and the technique we are putting to use in our homes called, “Sure Y! First X, Then Y!” This week we also added a new tool to our toolboxes called, “Micro Choices” in order to increase each child’s experience of freedom within limits in an easy way. Happy choice offering!
March 5, 2014 § Leave a comment
Congratulations to each workshop family for making time to “Name the Good” this week! Keep up with it during your DailyFive this week.
During our workshop tonight we explored the relationship between antecedents and behavior (which we know do NOT cause operant behavior), reflected on all of the places we can say, “Yes” to our children, and prepared to put Premack’s Principle to good use this week. Good luck and as always, please be in touch with any questions or suggestions!
February 26, 2014 § Leave a comment
What a treat it was to share my evening with such a wonderful group of families! Thank you for making the commitment to this adventure.
I hope you enjoy playing the Name the Good game this week with your children. It may seem like a simple exercise but it is going to help build a foundation for the work we will be doing together over the course of the workshop series. By specifically naming the good you observe during your child’s play without demanding or correcting or questioning, you are working to strengthen your presence & voice as positive stimuli.
February 5, 2014 § Leave a comment
This is a lovely little introduction to reading with toddlers shared by the great folks at Fred Roger’s Center Early Learning Environment. Another key component to reading with young children is repetition. Research, such as work done by Horst, Parsons & Bryan (2011), highlight the importance of contextual repetition in the development of vocabulary. They write, “we found a dramatic increase in children’s ability to both recall and retain novel name–object associations encountered during shared storybook reading when they heard the same stories multiple times in succession.” A third approach, that taken by many Montessori educators, is to celebrate a beautiful story by first sharing it with children without additional commentary.
These principles, woven together, create a foundation for rich shared reading practices. Biehus Parent + Child, we typically read the same book across many meetings. The first reading will take us through the whole story. Then, depending on the developmental stage of the children & the book, we may read successive portions each time we meet. For example, with Jan Brett’s The Mitten, we began with a full reading at our first community time. The next time we met, we read the first two pages, and then the next time we read the first four pages, and so on. Over time, the children came to really know the story. After many meetings we finished the book and the children had the opportunity to participate in some extensions of the work in our classroom.