‘REACH’ for SUCCESS

Define:

SUCCESS
the accomplishment of an aim or purpose.
What is the
greatest
predictor of
success for
preschoolers?
Highly developed
relationships
in the early years
is the greatest
predictor
of success.
 TSG Objectives
Social-Emotional

1. Regulates own emotions and behaviors

a. Manages feelings
b. Follows limits and expectations
c. Takes care of own needs appropriately

2. Establishes and sustains positive relationships

d. Forms relationships with adults
e. Responds to emotional cues
f. Interacts with peers
g. Makes friends

3. Participates cooperatively and constructively in group situations

h. Balances needs and rights of self and others
i. Solves social problems
 Building relationships
with children
Relationships Positive
•Physical proximity Communication
•Shared activities •Verbal affection
•Peer assistance •Physical affection
•Matched affect •Positive expectations
•Social conversation

Positive Affect
Respect •Smiling
•Eye contact •Laughter
•Warm, calm voice •Enthusiasm
•Respectful language
•Cooperation and/or sharing
 challenges
• Home Based Setting
• Cultures and mindsets
• Other Skill deficits
• Distractions
Challenging behaviors:
Defiance
Avoidance
Aggression
Impulsivity
Annoying

Causes us to feel:
Stressed
Angry
Impatient
Frustrated
Insulted
Inadequate
 Emotional Bank
WITHDRAWLS
•
•
•
Giving directions
Ignoring
Corrections
5:1
• Body language RATIO
• Questions/response demands

DEPOSITS
• Smiles
• Complements and comments
• Specific praise
• Positive attention
• Listening
• empathy
 Social Skills Direct Instruction

s h a re
d an d
L en

c ti on
affe
Provid er
e he Off
lp
3 Positive Supports
 1. Rules and Routines

RULES
• Have a few developmentally-
appropriate rules
• State them positively and offer
visual cues
• Reinforce the rules on a consistent
basis
• Review rules more frequently
initially, and at lower rates
throughout the year.
• ROUTINES
• Embed routines into your
sessions
• Follow routines within the
routines
• Provide visual aids to let child
know the following:
1. What am I supposed to be doing?
2. How do I know I am making
progress?
3. How do I know when I am
finished?
4. What do I do next?
2. Levels of Engagement
ENGAGEMENT IS THE KEY TO
MEANINGFUL LEARNING

Teachers need to PLAN

to engage children
on the following levels:

1. As observers
2. Verbally
3. Motor
4. Verbally and Motor
 3. Effective Directions
• Short, Simple, and Specific
• One direction at a time
• Make eye contact
• State directions positively

Avoid the following:

• No
• Don’t
• Stop
 If the child does not follow
directions the first time:

WASH
»Wait for response
»Ask child, “What are you
supposed to do?”
»Say it again
»Help child do it

Remember, if it is not a choice, don’t make it one!