Institute for Educational Development

Decrease Attention-Getting and Tantrum Behaviors with Practical Solutions and Strategies (Preschool - Second Grade)

NEW Seminar Presented By
Linda Davidson

Outstanding Presenter and Behavior Intervention Specialist

Designed Specifically for Early Childhood Educators: Preschool Teachers, Kindergarten Teachers, First Grade Teachers, Second Grade Teachers, Counselors, Special Education Staff, Instructional Aides, Child Care Providers, Specialists who work with young children, Title I Staff, and Administrators

  • Specific, practical strategies to reduce disruptive and often repeated, attention-getting behaviors including tattling, screaming, roaming, blurting out, excessive talking, tantrums, and outright refusal to follow directions
  • Positive intervention strategies to address problem behaviors and make them teachable moments to develop self-regulation and problem-solving skills
  • Key components of effective consequences that are instructive versus punitive in order to teach and nurture confidence and resilience
  • Receive an extensive resource handbook filled with ready-to-use intervention and prevention strategies that work for preschool-second grade students

Practical Strategies

Do you have students who present challenging behaviors that disrupt the flow of your classroom and the learning of others? Do some of these behaviors include tattling, screaming, roaming, blurting out, excessive talking, tantrums, and even outright refusal? Of course the answer is yes! While the percentage of students who engage in these types of disruptive behaviors may be small, the impact on the entire class can feel and be much more significant.

Linda Davidson, outstanding presenter and behavior intervention specialist, has designed this NEW seminar to give you practical solutions to teach the skills that will help your students be successful, both socially and academically. You will learn dozens of strategies to use immediately to reach your students who lack the skills to follow directions, share, take turns, stay focused, and remain calm in stressful situations. Ideas for simple, yet highly effective visual cues, ways to talk about behavior and thinking and positive intervention strategies to use when you need to address problem behaviors, will all be given.

You won’t want to miss this strategy-packed day filled with practical and developmentally appropriate ways to decrease behaviors that disrupt learning and increase the skills students need to be successful in school.

Ten Key Benefits of Attending

  1. Practical and Easy to Use Strategies to Reduce Repeated Attention-Getting Behaviors
    Specific strategies to significantly decrease attention-getting behaviors that repeatedly disrupt class time and get in the way of learning … Learn ways to teach your young students how to get what they need in more productive ways
  2. Decrease Tantrum Behaviors that Frequently Turn into Episodes
    Positive intervention strategies to address tantrum behaviors and make them teachable moments for developing self-regulation and problem-solving skills in your students
  3. Analyze the Function of the Behavior to Develop a Meaningful and Strategic Plan of Action
    It is imperative to understand the “why” of a student’s behavior … Learn to identify the function of a behavior in order to select the most effective replacement behavior … Tools you can use to better understand students’ behavior
  4. How Traditional Management Systems May Exacerbate Problem Behaviors
    Find new ways to address problem behaviors, especially those problem behaviors that continue to persist in spite of good intentions
  5. Practical Strategies to Develop Young Children’s Self-Regulation Skills
    Reduce behavior problems and increase learning with practical and easy to use strategies to develop children’s self-regulation skills … Ideas you can use and adapt to meet the needs of your preschool-second grade students
  6. Build the Necessary Skills that are Critical for Success in Social Environments
    Ideas for planning actions and carrying them out, following directions, taking turns, and communicating verbally … Ideas you can use immediately and adapt to meet the needs of your students
  7. Increase Your Young Students’ Ability to Stay Engaged in Group Activities
    Use strategies to help your students increase their attention, engagement and focus on thinking and learning while participating in small and large group activities, in the classroom or on the playground
  8. Develop a Toolkit of Consequences that are Instructive and Teach Replacement Behaviors
    Students with more persistent and challenging behaviors may respond negatively in a downward cycle to certain consequences … Learn how to create more effective consequences that teach students the replacement behavior that gets them what they need
  9. Help Students Generalize Positive Behaviors Across Settings
    Discover how to use everyday experiences to teach students how to participate in school activities successfully … Proactive strategies that will help students generalize positive behaviors in other social settings
  10. Work Successfully with Students with Special Needs
    How to apply all the strategies to the most difficult behaviors … Implement a comprehensive plan for prevention that works for developing students, including those with special needs

Specific Topics


Here's what you'll learn:
  • Specific strategies to significantly decrease attention-getting behaviors that repeatedly disrupt class time and get in the way of students’ learning and your teaching
  • Teach your students to develop skills that will help them be successful, both socially and academically
  • How to help students learn appropriate behavior through instruction, practice, feedback, and encouragement
  • Develop a toolkit of consequences that are instructive and teach replacement behaviors
  • Make transition times fast and easy using visual and auditory cues
  • Assess the function of behaviors through different data collection tools
  • Innovative ideas for making minor adjustments in your classroom structure for greater results
  • Learn specific strategies to teach students to regulate their thinking, emotions and behavior
  • Scaffold for success using visual tools that clarify expectations and provide reinforcement
  • Increase your students’ ability to focus and stay engaged
  • Practical ways to prevent conflict due to frustration, compounded by a lack of self-regulation
  • Build a classroom environment that encourages problem solving between students
  • Develop specific strategies that will teach your students to respond more appropriately
  • Help your most difficult students achieve daily successes and increase confidence
  • Develop strategies that address students with special needs

A Message from Your Seminar Leader

Dear Colleague:

My bet is that we have a lot in common. I can visualize your classroom full of young, eager learners. I imagine you are passionate about making an optimum day of learning for each of them. Today’s young learner, however, comes to us with a wide range of experiences and behaviors that can impede their social development, learning and disrupt valuable class time for all learners. They may not follow directions, take turns, keep their hands to themselves or they cry, scream, and run around or out of the classroom. Strategies that you have successfully utilized in the past may not be working with these students.

During our day together, I will present you with various practical and easy-to-implement strategies to stop the cycle of repeated attention-getting behaviors that interfere with productive class activities and learning. We will explore specific ways to use visual and auditory cues, transition routines, strategies to teach students to regulate their thinking, emotions and behavior, as well as how to increase your young students’ ability to focus and stay engaged. We will examine what to do during and after a tantrum to defuse the situation and reduce re-occurrences.

I am excited to give you a toolkit filled with strategies to help you and your students develop the skills and behaviors necessary to be successful inside and outside the classroom. All of this and more in an engaging, multi-media, fast-paced day!

Sincerely,
Linda Davidson, Ph.D.

P.S. Be prepared to leave with dozens of practical solutions to develop social skills that help young children respond in more appropriate and acceptable ways in the classroom setting.

Who Should Attend

Early Childhood Educators: Preschool Teachers, Kindergarten Teachers, First Grade Teachers, Second Grade Teachers, Counselors, Special Education Staff, Instructional Aides, Child Care Providers, Specialists who work with young children, Title I Staff, and Administrators

Special Benefits of Attending

  1. Extensive Resource Handbook:
    Each participant will receive an extensive resource handbook specifically designed for this seminar. The handbook includes:
    • Visual strategies to prevent off-task and other behavioral challenges
    • Goal setting and self-evaluation forms
    • Choice boards and “I Can…” charts to increase focus, attention and motivation
    • What to say and do when your students struggle to stay engaged
    • Strategies to de escalate anger and frustration
    • Fun ways to transition and celebrate success
  2. Meet and Share:
    This seminar provides a wonderful opportunity for participants to meet and share ideas with other educators interested in reducing disruptive behaviors in their classroom.
  3. Consultation Available:
    Linda Davidson will be available at the seminar for consultation regarding your questions and the unique needs of your own program.
  4. Semester Credit Option:
    Brandman University Logo Graduate level professional development credit is available with an additional fee and completion of follow up practicum activities. Details for direct enrollment with Brandman University, part of the Chapman University system, will be available at the seminar.
  5. Meet Inservice Requirements:
    At the end of the program, each attendee will receive a certificate of participation that may be used to verify hours of participation in meeting continuing education requirements.