"High P" Requests.... Technical Term but Easy to Do

What is a parent or teacher to do when they need a child to do something that they typically don't want to do? Embed the request in with other directives that the child typically complies with.

For example if a parent or teacher needs a child to pick up their toys the exchange could go like this...
Parent: "Johhny, can you come here please."
Child: "Hear I am."
Parent: "Oh, thank you for listening when I called you. Can you come with me now."
Child: Child complies and follows.
Parent: "Thank you for coming with me, now I need you to pick up your toys."
Child: Most children will begin to pick up the toys.

Why is this strategy successful? The child has been given two tasks already that were easy to do but received praise for complying, the next task given may be something more difficult or less desirable for the child, however most children will do the task because they feel empowered to do well based on the praise they have just received.

These are called High P requests because they child is given tasks that are highly likely to be implemented and then the activity that is less likely to be completed. A technical term but takes much less time and effort than bargaining, begging or threatening.

Deborah K. Howell, Assistant Director

THIS BEHAVIOR IS SO ANNOYING!

The first time Cecilia showed me that she had learned to cross her eyes; I laughed and gave the behavior lots of attention. As Ceci continued to demonstrate this behavior, I became increasingly annoyed, not to mention that it is probably unhealthy for her eyes. Gradually, the behavior began to diminish. In fact, I haven’t seen those eyes cross for at least a couple of weeks. What happened to change the behavior, you ask? I changed MY behavior. I started to ignore her when she’d tap on my hip to show me her silly cross-eyed facial expression. Instead, I’d point out something positive. “Ceci,” I’d say, “You did such a good job brushing your hair. It looks beautiful.”


The formula goes like this: If you want to see more of a behavior, praise it and give it plenty of attention. On the other hand, if you want a behavior to go away, don’t give it any attention. The phrase we use here at Partners In Learning goes like this: YOU GET MORE OF WHAT YOU PAY ATTENTION TO. It’s true.

Katherine Generaux
Community Inclusion Specialist

Today is World Down Syndrome Day

Jacob Riley Usher is an endearing 3-year-old, with honest eyes and a smile that can make your day.
“He’s precious,” said Ashley Mauney, his assistant teacher.  Mauney was in charge of the class Friday afternoon.  Jacob’s classmates at Partners In Learning, the Salisbury child care center he’s attended since he was a baby, had a party for him, wishing him luck.  He’s going to be away from his class for a while.
The adults in the room are smiling, staying positive, but they are concerned.  And they are praying because Jacob will have heart surgery Tuesday at Brenner Children’s Hospital in Winston-Salem.  Jacob was born with Down syndrome, a genetic condition caused when someone has 47 chromosomes instead of the usual 46.  Today is World Down Syndrome Day — a day on which families and health professionals try to raise awareness of how people with this disorder can be better educated and cared for.  

Read more at... http://www.salisburypost.com/News/032111-down-qcdh

Another great story about World Down Syndrome Day can be found at:  http://www.salisburypost.com/Opinion/032111-edit-wagoner-downssyndromeday-qcd

Where Does Your Money Go?

Spending information is essential for making financial decisions. Your cash flow is simply the money going into your pocket and checkbook and out again.

It is matching up your income with your expenses.

• Income-money flowing in.

• Expenses- flow of cash out of the budget.

• Fixed Expenses- your obligation for a fixed expense is made when you enter a contract or commitment.   Ex. Lease to rent an apartment or a mortgage to buy a home.

• Flexible Expenses- the expenses that change from month to month. Ex. Food, clothing.

• Occasional Expenses- costs that come periodically.

Ex. Semiannual auto insurance, auto tags, holiday gifts.

Where does your money go? When income does not cover all expenses, what can you do?

• Increase your income.

• Decrease expenses. Take away some of your spending habits.

 

• Combine your income and fewer expenses.

Reference: The Ohio State University

“Broke is a temporary ‘out-of-cash’ situation, Poor is a state of mind.” - Angela Brown Oberer

Michelle Macon, Program Coordinator



"Bedtime Worries Laid To Rest"

Why does my child have so many nighttime fears?


Bedtime fears — of the dark, monsters under the bed, and sleeping alone — are common for preschoolers. These are the years when your child’s imagination is exploding and they are imagining new and scary things to be afraid of. A good portion your child’s day is spent in fantasy play, in the company of dragons and dinosaurs and bad guys. At bedtime it can be hard for your child to shut off their imagination and go to sleep. Even familiar things that have never been scary before, like the darkened bedroom, suddenly seem frightening. Since your child is still learning to distinguish fantasy from reality, the possibility of an invisible creature under their bed seems quite real.


What can I do to help my child get over his night fears?

You may not be able to help your child completely resolve their fears right now (since it's mostly a stage they"ll have to grow out of), but there's a lot you can do to help them cope with their fears and get to sleep more easily. In the hours before bed, prep your child with happy, non-violent stories or videos. Establish a peaceful routine that you can practice every night — for example, a warm bath, a gentle story or a quiet song. Last but not least if you don’t mind having your child sleep with you for a while until their fears subside, don’t worry about it. At least everyone is happy and resting.  Sweet Dreams!


April Kluttz, Family Support Specialist