Let them know that the teachers are working on teaching Derrick how to say "hi" and touch a friend nicely. Encourage the children to help Derrick say "hi" the correct way. Make an effort to monitor Derrick during high risk times or activities (e.g., children's arrival) to ensure that an adult is available to bridge him interactions with peers.
When Derrick approaches a center, provide him with instructions on how to play or initiate an interaction as he approaches a center. For example if he is approaching the kitchen say, "You can sit at the table and pretend to eat or stir the pot on the stove." You might also say "Anne, can you show Derrick where he can sit"? Provide a hobby box of 3 to 5 small toys that will be quiet and highly engaging for Derrick. Offer the hobby box as an alternative to activities that are too difficult or structured for Derrick. Provide a boundary or spot where Derrick is to sit on the carpet. This could be accompanied by providing a carpet square or tape on the floor. Make sure that Derrick knows this is his spot.
Examine transition times and make environmental modifications to decrease transition trouble spots and classroom congestion. Perhaps moving the location of the rug for circle or staggering in the children's arrival for hand washing may be helpful. Consider providing a transition activity (far from the bathroom or door) to occupy children who are waiting. Provide more hands-on activities within song and story time to assist Derrick in becoming more engaged. Offer Derrick as many explicit choices are possible. Offer choices by showing him two objects or two visuals of the choices. Wait for his response, Derrick can be very clear about what he wants and doesn't want. Examine all the centers and activities and add sensory play items so that Derrick can be actively engaged.
Announce to other adults when Derrick is entering their room/center...
Use visuals for planning time. Assist Derrick in making a selection of the center or activity that he wants to play in using the visual planning board.
Skills to Teach
Teach Derrick to touch the shoulder of the peer and say "hi." Inform selected peers (e.g., Anne, Tom) that may be able to assist Derrick in initiating a social interaction. Teach Derrick to sign and say "all done" when asking to leave an activity or toy. Provide many opportunities throughout the day to use "all done." Find times where he is not upset to teach the skill (e.g., "All done hand washing. Show me all done"). Provide lots of praise for increasing amounts of sitting time. Praise Derrick throughout the day for being with the group and engaging in appropriate play. Vary the praise ("Derrick is sitting for circle. I'm so glad you are here; Derrick is trying to cut. Look at you. Working hard")
Response
If Derrick moves to a peer and grabs or hits them, redirect him by saying "Derrick, if you want to say hi, touch your friend on the shoulder; Say "hi"; then follow with "no hit." Don't first state "no hit" which seems to escalate Derrick and evoke more aggression. If Derrick begins to get agitated in group, prompt him to sit for "one more turn" or "one more minute." Then prompt him to sign or say, "all done." Allow him to leave and access him hobby box. If he wanders, the adult should prompt him "box or circle."
References
Peterson, R.B.D. & Workman, C.(1988). Child-Centered Skiing: The American Teaching
System for Children. Lakewood, Colorado: Professional Ski Instructors of America.
Wright, D.B. et al., (1994). Positive Intervention for serious Behavior Problems. State of California: RiSE (Resources in Special Education).
