Consultation to Teachers

Behave Your Best, LLC proudly partners with child care centers, preschools, and school districts throughout the Twin Cities to provide behavioral consultation to early childhood professionals in group settings.

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Early childhood professionals report that managing the behavior of a group of young children is arguably the most stressful part of their jobs. Moreover, lack of support from management is a common reason early childhood providers leave positions. Behave Your Best helps child care centers manage this need by providing our expertise in child behavior and teacher training. We have developed several teacher workshops that provide the philosophical underpinnings of our evidence-based approach. Furthermore, we have demonstrated the effectiveness of our evidence-based consultation services for the past 5 years. Early childhood professionals are amazed to find our recommendations and consultation methods effective when they had previously “tried everything” to resolve patterns of unwanted behavior.

Teacher Workshops for Continuing Education

Each 2-hour workshop is provided for a fee of $500 for an unlimited number of attendees. Fees are subject to change at any time and without notice. Jamie and Shanna are Content Experts through the Minnesota Center for Professional Development.  And the workshops below are all approved for continuing education.

SELF-PACED ONLINE WORKSHOPS FOR TEACHERS

Each video is available for $79, which includes a worksheet, unlimited access to the video for 30 days, a certificate of completion, and a 30-minute phone consultation with Director of Child Care Center Consultation, Shanna Nseumen. While the content of this course is approved for continuing education for groups, the self-study format is not. Consequently, we will able provide a certificate of completion but we cannot guarantee that our self-paced online workshops will count toward required continuing education hours.

“Pretend You Are A Light Switch!®

Children aren’t born with all of the skills necessary to successfully interact with the world. Because of this, we can expect that they will display unwanted behaviors as they attempt to figure it all out. Our evidence-based strategy controls for typical brain development, as well as the common behavioral reasons children continue to display unwanted behavior: attention-seeking and avoidance/escape. The focus is on identifying skills that will need to be taught to prevent future occurrences of unwanted behaviors.




“Pivotal Social Skills to Compete with Unwanted Behavior”

 

Inability to perform appropriate social skills is a common reason why toddlers and preschoolers display challenging behaviors in early childhood. For this reason, reactive, consequence-based approaches are not effective to resolve patterns of unwanted behavior in early childhood. Teaching new skills is the key to resolve. In this workshop, we first review the common reasons for unwanted behaviors in the group setting. We share 6 pivotal social skills to teach children aged 18 months to 5 years old. Lastly, we provide an experiential method for teaching the social skills to children.



 

“Function-Based Assessment of Challenging Behaviors in the Classroom”

Children engage in unwanted behaviors in the preschool classroom for a variety of predictable reasons. In this workshop, we review the four most common reasons children display unwanted behaviors in early childhood. We will discuss strategies to address the unwanted behaviors, given the reason the child engages in the behavior.

Applies toward areas:
4. Curriculum Implementation
8. Supporting Development (Social-Emotional, Language/Literacy, Mathematical Thinking, Physical Dev)
Knowledge and Competency Framework Area: II.C: Promoting Social and Emotional Development (2 Hours)
CDA Content Area Social and Emotional Development

 

“Teaching Children to Listen the FIRST Time”

In this workshop, we will present the reasons why young children don’t consistently listen. Given those reasons, we will offer a teaching strategy to efficiently teach children to follow directions quickly the first time a teacher gives an instruction.

Applies toward areas:
4. Curriculum Implementation
8. Supporting Development (Social-Emotional, Language/Literacy, Mathematical Thinking, Physical Dev)
Knowledge and Competency Framework Area: II.C: Promoting Social and Emotional Development (2 Hours)
CDA Content Area Social and Emotional Development

 

“Teaching Social Skills to Prevent or Replace Unwanted Behavior in the Group Setting”

Inability to perform appropriate social skills is a common reason why toddlers and preschoolers display challenging behaviors in the group setting. In this workshop, we first review how to respond to unwanted behaviors while minimizing the potential that the child learns new unwanted behaviors. We review the common reasons for unwanted behaviors in the group setting. We describe 6 pivotal social skills to teach children aged 18 months to 5 years old, and provide an experiential method for teaching the social skills to children in the group setting.

Applies toward areas:
4. Curriculum Implementation
8. Supporting Development (Social-Emotional, Language/Literacy, Mathematical Thinking, Physical Dev)
Knowledge and Competency Framework Area: II.C: Promoting Social and Emotional Development (2 Hours)
CDA Content Area Social and Emotional Development

 

“Teaching Communicative Gestures to Infants”

Infants have limited modes of communication which can make caring for them challenging. Crying is functional for babies in that it begins as an innate response, rather than a learned behavior, and it effectively gains the attention of adults. In this workshop, we will discuss the importance of teaching communicative gestures to infants, which gestures to teach, as well as how and when to teach them.

Applies toward areas:
4. Curriculum Implementation
8. Supporting Development (Social-Emotional, Language/Literacy, Mathematical Thinking, Physical Dev)
Knowledge and Competency Framework Area: II.C: Promoting Social and Emotional Development (2 Hours)
CDA Content Area Social and Emotional Development

 

“The Ins and Outs of Potty Training”

In this workshop, we will first briefly review the literature regarding potty training norms, as well as the literature on evidence-based approaches to potty training. We will discuss readiness criteria. We will then review the key components of our rapid approach to potty training children, which is individualized to meet the needs of the child, but flexible enough to be adapted to the group, child care setting. Unlike traditional methods of potty training, our approach focuses on teaching a child to initiate use of the potty so as to prevent dependence on an adult reminding the child to use the potty.

Applies toward areas:
4. Curriculum Implementation
8. Supporting Development (Social-Emotional, Language/Literacy, Mathematical Thinking, Physical Dev)
Knowledge and Competency Framework Area: II.B: Promoting Cognitive Development (2 Hours)
CDA Content Area Physical and Intellectual Development

 

“That Behavior Came Out of Left Field!”

Children are efficient with their behavior in early childhood. They rarely engage in unwanted behaviors for no reason. It is our job to figure out the reason. This training reviews the basics of functional behavioral assessment and offers a tool to conduct assessments in your setting.

Applies toward areas:
2. Authentic Observation
10. Assessment Training
Knowledge and Competency Framework Area: IV.A: Observing, Recording and Assessing Development (2 hours)
CDA Content Area Observing & Recording Behavior (2 hours)

 

“I Can Do It All! Teach and Use My Attention Efficiently!”

Efficiently learn to use your attention to teach necessary skills of early childhood (i.e., sharing, listening). Teachers learn both how to give attention to children’s wanted behavior and utilize proactive strategies to address unwanted behavior. Well used doses of attention can limit attention to unwanted behavior and support a child to complete a task they would otherwise delay or avoid (i.e., circle time). In this workshop, participants learn to use their attention wisely by watching videos to identify proactive teaching strategies and discuss how to apply these strategies to their own classroom.

Applies toward areas:
2. Authentic Observation
4. Curriculum Implementation
7. Developmental disabilities, special health care needs, and behavioral challenges (Ended 8/15/2017)
8. Supporting Development (Social-Emotional, Language/Literacy, Mathematical Thinking, Physical Dev)
Knowledge and Competency Framework Area: II.C: Promoting Social and Emotional Development (2 Hours)
CDA Content Content Area III: Positive ways to support children’ social and emotional development (2 Hours)

 

“Pretend You Are A Light Switch!®”

Explore how typical brain development impacts a child’s ability to learn social, emotional, and behavior regulation skills in early childhood. Learn an evidence-based strategy to teach children behavior regulation exclusively owned by Behave Your Best, LLC. Learn to focus on skill-building to prevent or replace a child’s unwanted behaviors.

Applies toward areas:
1. Child Development
Knowledge and Competency Framework Area: II.C: Promoting Social and Emotional Development (2 Hours)
CDA Content Content Area III: Positive ways to support children’ social and emotional development (2 Hours)

 

Classroom Consultation to Teachers

Although workshops are a great place to start, research from a variety of discipline indicates that information acquired in a lecture-based workshop rarely translates to behavior change in applied settings. For this reason, we provide follow-up classroom consultation. The focus of classroom consultation is helping teachers accurately apply the concepts learned in workshops directly with children in the classroom. We use demonstration, coaching, and feedback to support teachers to use the strategies recommended in our workshops.

There are two options for classroom consultation to teachers:

1. As needed consultation when challenges arise in your center. Behave Your Best is not able to guarantee availability at the time that your center is in need of consultation. The rate for this service is $150 per hour and you will be billed at the end of each month during which service was provided.

2. Twice monthly visits. Behave Your Best requires a minimum of 12-month commitment to guarantee our availability. This package includes 4 hours of Consultant time in your center each month, and up to 1 hour to write a consultation summary that will be emailed to you within 3 business days of each visit. The rate for this package is $450 per month. Client can choose to use total hours purchased as needed (shorter visits, more than one visit per month, skip a month, longer visits), as Consultant availability allows. BONUS PARENT EVENTS AND UNLIMITED ACCESS TO PRETEND YOU ARE A LIGHT SWITCH® AND TEACH SOCIAL SKILLS TO PREVENT OR REPLACE UNWANTED BEHAVIORS IN THE GROUP SETTING TEACHER WORKSHOPS ONDEMAND ARE ALSO INCLUDED WITH OPTION 2

PARENTS: If your child’s child care center or preschool doesn’t currently partner with Behave Your Best for classroom consultation to teachers, we may be able to provide assessment and recommendations for your child. Request a complimentary, 30-minute phone consultation today! 

Direct requests for teacher or parent events to jamie@behaveyourbest.com

 

 

 

 

 

Testimonials are solicited from former clients as a part of Behave Your Best’s commitment to client satisfaction. Former clients receive an electronic request for feedback approximately 8 weeks after they are no longer receiving services. Unsolicited testimonials are often received on Behave Your Best’s website, or Facebook page from current and former clients. When completing our evaluation form, current or former clients may choose to remain anonymous if they give BYB permission to use their words in marketing or advertising. BYB publishes only parent first name and last initial when permission is provided.