Topic “Managing feelings and behaviour”  

Marble run;

Bricks for sharing building and knocking down a tower;

Any lotto game where pictures have to be matched;

Skittles;

Pushing cars down a run/pipe.

pictures of children taking part

1. Choose 3 - 4 of the child's peers, a mix of those they are familiar with from their class and other children they maybe would not choose to play with.
2. Demonstrate the game to the children and make sure that you use their names whilst showing their photographs. Let the children know you are not going to pick them one after the other but they have to listen to when their name is called!
3. Support turn taking initially by saying "It's John's turn... it's Fatimas's turn", it's Dylan' s turn... and pointing to the photograph and then looking for and at that child and pointing to the child.
4. When the children know what is happening choose one to lead the turns similar to what you are doing at the table top).
5. Leave the pictures of each child on the table so they can see them easily.
   
6. If the child chooses just to point to a child saying e.g. 'your turn' model the correct phrase for them, e.g. 'Fatima it's your turn, or your turn, Fatima' encouraging them to look at the child as well.
   

Marble run game;

Waiting cards.

1. Set up the track and pass the marbles round the children.
2. When everyone has had one go say 'Who's turn next?' You want the children to name the next child in the circle and to pass the marbles with as little prompting as possible.
3. Some children may need handover hand modelling to pass the marbles.
4. The target child may need to hold a waiting card to support waiting for their turn.

Box of song cards with a name/picture for each song that could be chosen.

1. Give the song card box to one child.
2. They choose a song;
3. All sing a short bit of the song.
4. Encourage them to offer the box to the next child to choose a song.

Variety of stickers - for example of cartoon characters, cars, animals etc.

Pot of bubbles liquid.

One drum or other instrument. Or, on drum or other instrument for each child.

Game

Waiting cards

Marble run;

Bricks for sharing building and knocking down a tower;

Any lotto game where pictures have to be matched;

Skittles;

Pushing cars down a run/pipe.

1. Choose a patient friend!
2. Demonstrate the game to both children.
3. Support turn taking by saying "It's John's turn... it's Fatimas's turn".
4. You may need to support the child to maintain turn taking.

Selection of highly motivating toys

Squeeze ball/sponge

1. Sit the children in a circle and take toys out of a bag. The child is allowed first choice of toys on the first occasion that toys are taken out of the bag but on subsequent occasions will have to wait. A squeeze ball or sponge may help a child to wait by giving the child something to fiddle with while they wait.

2. While the child is waiting for a go with a desirable toy praise good waiting.

3. Gradually extend the time the child must wait.

'First......then' card - example

Desk equipment e.g. glue, scissors, rulers.

A short 'story' specially written to explain the behaviour that is wanted in the situation.

Computer

2 chairs

simple computer programme e.g. a painting programme

Set up the computer with your chosen programme

Sit next to the child

Show the child how to take turns by:

Saying 'My turn' ........'Your turn' etc Support this by using gesture/points

Depending on the level of difficulties the child is having, you may also need to do the following:

Use a visual timetable with your name in a (drawn) box and then the child's name in a box, then your name in a box and so on i.e. make a list of the turns with names written in boxes

For example:

As you take a turn, cross off one of the boxes with your name in it

As the child takes a turn help him/her to cross off one of his/her names in a box.

Computer game and two chairs

Egg timer

Attractive and non attractive food stuffs

1. During snack time have crisps/fruit etc on table and raw onion.

2. Offer raw onion. Model shaking head and saying 'no' and 'I don't like it' when raw onion is offered. Praise child for making appropriate refusal and then offer more attractive food. Model saying 'yes' appropriately.

3. When the child is used to this activity can you offer an unattractive food and wait for a short time before offering an attractive food?

4. Incorporate another adult in this activity who can model accepting and rejecting in a good way and a bad way. Can the child comment on the adult's behaviour and say if it is good or bad accepting/rejecting behaviour.

Warm clothes

Cool clothes

Broken or very babyish toys

Popular toys for the child's age group

Make a picture of child with coat on and coat off. Laminate if possible.

Show the child the relevant picture before/after play and help take coat on/off. As you do use the same phrase to describe your action e.g. 'Coat on' or 'Coat off'.

As child becomes used to this routine stand back a little and see if the child will do own coat?

Will child do own coat if you just ask without using the pictures and eventually will the child follow the routine appropriately with no support?

Tidy up box/bag

Toys to tidy

Picture of line up time