You may have heard that we are currently experiencing an “epidemic” or “crisis” due to the impact of substances on our communities, country and world. In this section, we will explore the impact of substance use globally, nationally, in Kentucky, and in the workplace.
Many people are familiar with the term substance use disorder (or SUD), but it can be difficult to understand how SUD is different from other terms such as alcoholism, drug addiction, and substance abuse. In this section, we will define the term substance (or drug) and SUD. We will discuss ideas about what a SUD is, what causes SUD, and how a person is diagnosed with a SUD.
Click the first topic below to get started.
Just Breath (3 minutes 41 seconds)
[ld_video]
Children in early childhood settings are learning the foundation for understanding and following social rules. As their teacher, you are helping children to help themselves.
[ld_video]
Begin by watching this video, Managing the Classroom: Schedule and Routines (4 minutes 33 seconds). As you review the video, consider the following questions:
We will talk about steps to creating routines for children next.
The three FIT modules (ECE 104, 105, and 106) are designed to be taken in order. Although this is not required, if you have not done this, you may want to consider going back to take the modules you missed. As you conclude the 3 FIT modules, there are more points to keep in mind:
These strategies are new, and sometimes hard to use and don’t necessarily produce immediate results – though they will if used consistently over time. Continue giving children praise and support while working through the strategies. If you need help deciding when to use which strategy, solving problems, or adjusting when things are not working, make sure to follow up with your child care staff or ask to contact an Early Childhood Mental Health Specialist.
As previously mentioned, children may misbehave for different reasons:
Remember, also, that if after several FIT modules, no notable progress is being made with the child’s behaviors, referral for more intensive clinical assessment and intervention may be appropriate. It will be important to consider the reasons progress is not being made. Are there concerns about the child’s development? Is the family or home in acute or chronic distress? Please familiarize yourself with available resources in your area including pediatricians, social workers, and evidence-based family intervention programs to be able to connect the parent with appropriate supports, if necessary.
In this section, we will talk about how to address challenging behaviors. Logical consequences and removing privileges can be effective in addressing problem behavior:
LOGICAL CONSEQUENCES are given or imposed by adults for a short time in response to a child’s behavior. Logical consequences are directly related to the child’s behavior or the immediate situation.
REMOVAL OF PRIVILEGES involves taking something away, for a brief period of time, as the consequence of a behavior. Privileges to consider removing are those that are motivating and meaningful to the child. These consequences need to happen close in time to the behavior you are addressing. The child should be able to link their behavior to losing the privilege. Remove privileges for only a short time – and no longer than the remainder of the day. Removing privileges is useful when a timeout or logical consequences may be difficult or when a child is refusing to complete a timeout.
When using these strategies, remember these steps:
In the following sections, we will discuss how to support and promote positive behaviors. In addition, we will take a look at challenging behaviors, examine possible reasons behind these behaviors, and discuss appropriate responses.
All of these materials, available as no-cost downloads from www.downsyndrompregnancy.org, offer compassionate, practical, and up-to-date information and have been reviewed by leading medical and Down syndrome experts. Please share a link to downsyndromepregnany.org so that others can access these resources, but do not upload the books to your own website.
A New Parent’s Guide to the First Month
This book offers support and accurate, reliable information to the new parents of a baby with Down syndrome. The book covers topics like breastfeeding, adjusting to a diagnosis, preparing siblings, understanding medical issues, preparing for the future, and, most importantly, it shares diverse stories about the daily lives of families whose children have Down syndrome at different ages.
Una guía para nuevos padres
“La bienvenida a un bebé con síndrome de Down: Una guía para nuevos padres” escrito por Stephanie Meredith y Nancy Iannone ya está disponible en español gracias a un otorgamiento de La fundación Joseph P. Kennedy, Jr. Este libro ofrece apoyo e información precisa y fiable a los nuevos padres de un bebé con síndrome de Down. El libro abarca temas como la lactancia materna, ajustándose a un diagnóstico, preparación de los hermanos, la comprensión de los problemas médicos, la preparación para el futuro, y lo más importante, que comparte diversas historias sobre las familias cuyos hijos tienen síndrome de Down en las diferentes edades.
When you learn that someone you love is expecting a baby with Down syndrome, you naturally have concerns, and wonder what to say and do. This book will help you through your initial, normal reactions of sadness, shock, and worry, and give you the information and perspective you need to welcome a baby with Down syndrome.
If you are a new or expectant parent, you will find everything you need to know to successfully breastfeed your baby with Down syndrome, including dozens of mothers’ stories to help reassure you that babies with Down syndrome CAN breastfeed.
If you are a medical professional, you will appreciate the Pro Tips designed specifically to guide you in helping your patients overcome any challenges they may face. Each chapter is written by an expert in the field using the latest evidenced-based research.
We continue the case as Dr. Young prepares the Browns to take Craig home.
Now, Dr. Young will introduce supports available to the Brown family now that they have left the hospital.
The test results are now known for the child. The second interview is being delivered at the doctor’s office. Again, we would want both parents present, along with the baby. The purpose of this interview is to give the parents the results of the chromosomal testing, which confirms that the child has the most common type of Down syndrome, trisomy 21. This interview will also allow the doctor to follow-up on the baby’s breastfeeding and any other concerns.
Mrs. Brown now has several questions about Down syndrome. Let’s continue the case to see what information Dr. Young gives the family.
Now, let’s continue the case study with Dr. Young by exploring the characteristics of children with Down syndrome.
In this lesson, Mr. and Mrs. Brown meet with Dr. Young. Click on the first topic below to continue.
Continue exploring this case study by clicking on the first topic below.
