Parenting with Positive Behavioral Support: Transitions

Parenting with Positive Behavioral Support:
Transitions
Establishing consistent and predictable routines is one of the best ways to
reduce and prevent challenging behavior. Transitions, moving from one part
of the day to another or from one activity to another, are a very important
part of each daily routine. Children typically have difficulty switching from
one activity to the next, especially if they are in the middle of doing
something they really enjoy such as playing or watching TV. When parents
plan for these transitions in advance and help their children anticipate the
upcoming changes, they can prevent challenging behavior. There are many
strategies that can be used to support children as they transition
throughout their day:
 Warning Time: When children know what to expect they have an
increased sense of security and safety. Prior to telling your child it’s
time to end what she is doing and move on to the next activity, give her a
warning. “In five minutes it will be time to put the play dough away” or
“When that cartoon is over, it will be time to turn the TV off”.
 Visual Cues: Many children benefit from seeing what is going to happen
next in addition to hearing it in the form of a warning. Showing your
child a picture of what she is expected to do next provides her with
visual information in addition to hearing you talk about it. Using pictures
can be an especially helpful strategy for children with language and/or
cognitive delays as they have the additional challenge of not
understanding or attending to verbal directions. Take Jazmine for
example:
The transition from morning playtime to getting on the school bus is a daily
struggle. When Jazmine hears “the bus is here!” she immediately throws
what she is doing and runs. Inevitably, this turns into a frantic chase game
resulting in mom carrying her to the bus, kicking and screaming. Having a
photo, picture or actual toy bus as a visual warning of what is going to happen
next may be just the ticket for Jazmine. Just minutes before the bus is
due to arrive, mom gives Jazmine a verbal warning, “Jazmine, in one minute it
will be time to get on the bus”. After one minute, and BEFORE the bus
arrives, mom approaches Jazmine, hands her the bus picture and says, “Here
is your bus picture, let’s carry it to the door and put our backpack on.”
Adapted from Center for Evidence-Based Practice: Young Children with Challenging Behavior Positive
Solutions For Families.
These materials were developed (in whole or in part) with a grant from the Minnesota Department of
Education, using federal funds, CFDA 84.027A, Special Education - Grants to States.
Parenting with Positive Behavioral Support:
Transitions
Hmong
Kev Ua Niam Ua Txiv Nrog Kev
Txhawb thiab Qhuab Qhia Kom Me Nyuam
Coj Zoo los yog Mloog Lus:
Kev Dhau Mus Rau Qhov Tshiab
Qhov zoo tshaj plaws uas yuav pab tau kom me nyuam tsis txhob tawv ncauj
yog yuav tsum ua txhua yam raws caij txhua hnub. Kev dhau ib yam laij
txheej mus rau lwm yam los sis lwm qhov yog ib feem tseem ceeb ntawm txoj
kev ua txhua yam raws caij nyoog. Feem ntau, kev hais kom cov me nyuam tso
ib yam tseg mus ua lwm yam tshiab mas yeej tsis yooj yim kiag li. Piv txwv li
thaum lawv tseem tab tom ua si nrog yam khoom uas lawv nyiam los sis thaum
lawv tseem tab tom saib tej yam uas lawv nyiam hauv TV, lawv yeej tsis tshua
xav kam mus ua lwm yam li. Yog li no, yog cov niam txiv twb xub paub hais tias
lawv xav kom lawv cov me nyuam ua li cas rau li cas thiab twb xub hais qhia
rau cov me nyuam paub ua ntej lawm, lawv thiaj yuav tswj tau cov me nyuam
thaum uas txog caij hais kom lawv tso ib yam tseg mus ua lwm yam. Muaj ntau
yam tswv yim uas cov niam txiv yuav siv tau coj los pab txhawb cov me nyuam
thaum txog caij hais kom lawv tso ib yam tseg mus ua lwm yam:
 Muab Sij Hawm Rau Tus Me Nyuam: Thaum cov me nyuam paub hais tias
niam thiab txiv xav kom lawv coj li cas los yog ua dab tsi lawm mas lawv
thiaj yuav kaj siab. Ua ntej koj yuav hais rau koj tus me nyuam hais tias
txog caij tso yam ntawd tseg lawm kom mus ua lwm yam, koj yuav tsum
ceeb toom rau nws ua ntej. “Tshuav tsib feeb lawm xwb koj yuav tsum tau
muab cov play dough coj mus cia nawb” los sis hais tias “Koj saib zaj tas
lauv ko tas, kojyuav tsum tua TV nawb mog.”
 Siv Tej Yam Uas Tus Me Nyuam Qhov Muag Pom: cov me nyuam feem
coob mas yuav tau txiaj ntsim dua los ntawm qhov pom kiag hais tias yuav
ua dab tsi ntxiv dua li qhov uas cia li piav xwb. Muab ib daim duab coj los
rau koj tus me nyuam saib kom nws pom hais tias tom ntej no yuav ua dab
tsi ntxiv. Yog koj ua li no mas tsis yog hais tias nws tsuas hnov koj piav
xwb, nws tseem pom kiag ntawm qhov muag thiab. Siv duab los qhia rau me
nyuam li no, yog ibqho uas yuav pab tau cov me nyuam uas lus tsawg thiab
muaj ntsis to taub ub no nyuab. Siv Jazmine ua piv txwv:
Adapted from Center for Evidence-Based Practice: Young Children with Challenging Behavior Positive
Solutions For Families.
These materials were developed (in whole or in part) with a grant from the Minnesota Department of
Education, using federal funds, CFDA 84.027A, Special Education - Grants to States.
Parenting with Positive Behavioral Support:
Transitions
Hmong Cont.
Qhov tso kev ua si tseg thaum sawv ntxov es mus nce npav mas yog ib qho
uas nyuab tshaj plaws txhua hnub. Thaum Jazmine hnov dheev hais tias
“tsheb npav tuaj lawm!” mas nws cia li cuam kiag nws tej khoom ua si tseg ces
tso sas ntws khiav lawm xwb. Qhov nov, ua rau nws niam yuav tsum tau caum
thiab txhom nqa nws mus nce npav xwb. Nws tsis txaus siab mas yeej quaj qw
thiab ncaws tag zog. Yog muaj duab, muab ib daim duab uas muaj lub tsheb
npav coj los qhia rau Jazmine. Yuav tsum hais qhia kom nws paub hais tias nws
tsuas ua si tau txog thaum tsheb npav tuaj txog xwb, nws yuav tau mus caij
npav. Yog ua li no mas Jazmine thiaj tsis coj tus yam ntxwv zoo li. Ib feeb ua
ntej npav yuav tuaj txog, leej niam yuav tsum ceeb toom rau Jazmine hais
tias “Jazmine, tshuav ib feeb lawm xwb koj yuav tau mus caij npav nawb.”
Tom qab ib feeb tas, UA NTEJ lub tsheb npav tuaj txog, leej niam nqa daim
duab muaj lub tsheb npav mus rau Jazmine, cev loo daim duab rau nws thiab
hais tias, “Koj daim duab os. Koj nqa daim duab mus lawm tom qhov rooj, mus
ev koj lub hnab ev ntawv es yuav mus caij npav nawb mog.”
Adapted from Center for Evidence-Based Practice: Young Children with Challenging Behavior Positive
Solutions For Families.
These materials were developed (in whole or in part) with a grant from the Minnesota Department of
Education, using federal funds, CFDA 84.027A, Special Education - Grants to States.
Parenting with Positive Behavioral Support:
Transitions
Somali
Gacanta Waalidku ku lee yahay Dabciga Wanaagsan
Is bedbeddelka shaqooyinka
Dejin nidaam aan is bedbeddel lahayn lana saadaalin karo ayaa ah habka ugu fiican ee
lagu yarayn karo lagagana hor tagi karo dabciga qallafsan. Bebeddelka shaqooyinka
ku salaysan waqtiga iyo waxqabadku waa qaybaha ugu muhiimsan shaqooyinka maalin
walba la qabto. Waxaa hubanti ah in ilmaha ay ku adag tahay in ay bedbeddelaan
shaqooyinka iyaga oo mid ka guuraya mid kalena u guuraya, gaar ahaan markii ay ku
dhex jiraan shaqo ay u bogsan yihiin markaas sida marka ay ciyaarayaan ama
daawanayaan TV. Marka waalidku hore ugu qorsheeyo shaqooyin is beddelka dhici
doona ayna u sheegaan siyaabaha wax loo qaban doono, waxa ay ka hor tagi karaan
dabciga qallafsan. Waxaa jira siyaabo badan oo ilmaha lagu caawin karo in ay
ogaadaan is bedbeddelka shaqooyinka sida:
• Waqti Digniineed: marka ilmuhu og yihiin waxa ay sugayaan in uu dhoco,
waxa ay u dareen qabaan sida sahlan ee wax u dhici doonaan. Ka hor inta aan
loo sheegin marka shaqadu dhammaanayso iyo marka shaqada kale la aadayo,
waa in aad digniin siisid. “Shan daqiido gudohood waa la joojin doonaa
shaqada” ama “Marka kartuunku dhammaado, waa in la damiyo TV”.
Tilmaan la Arki Karo: Ilmo badani waxa ay ka faa’iideystaan in ay arkaan
waxa dhici doona, ka dib markii ah astaan digniineed ku maqla. Marka
ilmahaaga aad tustid muuqaal faraya waxa ay tahay in la sameeyo markaas,
waxa uu siinayaa farriin muuqaal ah iyo maqal uu hadalkaaga maqlo. Sida
badan sawiradu waxa ay caawinaan fahamka ilmah ka daaha in ay af ahaan
wax ku fahmaan, ilmahaas oo dhib ka muta fahamka oraahaha wax lagu
tilmaamayo. Tusaale aan u qaadanno Jasmine:
Is beddelka waqiga ciyaarta subaxii ilaa bas buulka waa shaqo maalin laha ah ee
adag. Marka Jasmine maqasho, “ Baskii waa yimid,!” Wax alla wixii ay faraha ku
hayso way tuurtaa wayna oroddaa. Ciyaarta ay dhexda kaga jirto inta cagta lagu
dhufto ayaa hooyadeed bask carartaa iyada oo boodboodeysa oo cabaneysa.
Maalinta xigta waxa dhaca la la keeno sawir ama toy muujinaya baska si ay muuqaal
ugu fahamto hawsha soo socota in la qabto oo u muuqata in bas la raabo. Keliya
daqiiqado ka hor marka basku imanayo hooyadu Jazmine bay ugu digtaa hadal,
“Jazmine, daqiiqad ayaa baska ayaa baska lagu fuulayaa.” Hal daqiiqo ka dib, iyo ka
hor inta aan basku iman, ayaa hooyadu Jazmine u soo dhaqaaqdaa, u dhiibtaa sawirka
baska oo dhahdaa, “Hoo sawirka baskaaga, aan u qaadanno xagga irridda
boorsadeennana aan qaadanno.”
•
Adapted from Center for Evidence-Based Practice: Young Children with Challenging Behavior Positive
Solutions For Families.
These materials were developed (in whole or in part) with a grant from the Minnesota Department of
Education, using federal funds, CFDA 84.027A, Special Education - Grants to States.
Parenting with Positive Behavioral Support:
Transitions
Spanish
Ser Padres con Apoyo de Comportamiento Positivo
Transiciones
Establecer rutinas predecibles y consistentes es una de las mejores formas para
reducir y prevenir el mal comportamiento. Transiciones o cambios a lo largo del día
hacia o de una actividad hacia otra, son una parte importante de la rutina de cada
día. Los niños por lo regular tienen dificultad para moverse de una actividad hacia la
siguiente, especialmente si están a la mitad de algo que estan haciendo y
disfrutando, tal como ver la televisión. Cuando los padres hacen un plan por
adelantado para esas transiciones, y ayudan a sus hijos dándoles a saber de esos
cambios que se van a dar, entonces ellos están previniendo el mal comportamiento.
Hay muchas estrategías que pueden ser usadas para apoyar a los niños en la
transición o cambios durante su día:
* Aviso: Cuando los niños saben lo que sigue, ellos tienen mas confianza y
seguridad. Antes de decirle a su hijo que es hora de que termine lo que esta
haciendo y que se prepare para la siguiente actividad, dele un aviso. Ejemplo “En
cinco minutos será la hora para que pongas a un lado el juego de la muñeca” o
“Cuando acabe esa caricatura, será la hora de apagar la televisión”
*Señales visuales: Muchos niños se benefician de señales visuales sobre lo que
sigue, además del aviso verbal. Mostrando a sus hijos un dibujo de lo que sigue le
provee de una información visual que complementa lo que usted esta diciendo
verbalmente. El uso de dibujos puede ser una estrategía muy útil para niños con
demora de lenguaje y/o habilidad mental, pues ellos tienen el desafío de no
entender o poner atención a direcciones verbales. Considere el ejemplo de
Jazmine:
La transición por la mañana de hora de jugar a es tiempo de subirse al
autobús para ir a la escuela, es un sufrimiento diario. Cuando Jazmine escucha “ya
está aqui el autobús!!” ella inmediatamente deja lo que esta haciendo y corre. Que
inevitable y frenética situación en la que la mamá termina por cargar y poner en el
autobús a la hija mientras esta patalea y grita. Jazmine sepuede beneficiar de una
foto o dibujo de un autobús de juguete que le recuerde de forma visual sobre un
aviso de lo que esta pronto a suceder. Unos minutos antes de la hora del autobús, la
mamá de Jazmine le da un aviso verbal “Jazmine, en un minuto ya va a ser hora de
subirse al autobús”. Después de un minuto, y antes de que el autobús llegue, la mamá
de Jazmine se acerca a ella, le da el dibujo del autobús y le dice, “Aqui esta la foto
de tu autobús, vamos a llevar esto hacía la puerta y ponte la mochila en la espalda.”
Adapted from Center for Evidence-Based Practice: Young Children with Challenging Behavior Positive
Solutions For Families.
These materials were developed (in whole or in part) with a grant from the Minnesota Department of
Education, using federal funds, CFDA 84.027A, Special Education - Grants to States.