Data? –TPOT’s and BIR’s Why? How Do I Use It?

Annette HahnTeaching Pyramid Consultant/Coach,

Trainer

vahahn1@yahoo.com

Objectives Understand purposes for use of the

Teaching Pyramid Observation Tool (TPOT)

Assess how well teachers are implementing the Teaching Pyramid model through use of the TPOT

Summarize and evaluate the results of the TPOT on the TPOT Summary

Objectives Understand challenging behavior has

meaning for the child. Know children use behavior to access

something or someone (obtain/request) or avoid something or someone (escape/protest).

Use Behavior Incident Reports to determine the function or purpose of challenging behavior.

TPOT

What is it? Used as a way to determine how well

teachers are implementing the pyramid

Meant to be an ongoing tool, not a one time event

Can be a pre/post measure Can supplement other tools (e.g.,

ECERS…)

Designing Supportive EnvironmentsDesigning Supportive Environments

Building Positive RelationshipsBuilding Positive Relationships

Social Emotional Social Emotional Teaching StrategiesTeaching Strategies

Individualized Individualized Intensive Intensive

InterventionsInterventions

The Teaching Pyramid

CSEFEL

TPOT

Benchmarks of Quality Program-wide adoption of fidelity tool Identifies strengths and areas for

implementation Captures growth in fidelity of

implementation

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Using the TPOT Observations

Conducted for a minimum of 2 hours Must observe centers or free play and

at least one teacher-directed activity Focus on observation is lead teacher’s

behavior Interviews

For those practices that cannot be observed in a 2-hour observation

Format of the TPOT

Three types of items Environmental items (items 1-7) –

yes/no based on observation Ratings of practices (items 8-22) –

ratings based on observation and/or teacher report

Red Flags (items 23-38) – yes/no based on observation

Environmental Arrangement Items

Clear boundaries Move easily around room Lack of large open spaces Adequate number of centers Materials support play Preparation of centers Classroom rules

Items based on observations and/or teacher report

Schedules Transitions Conversations Promoting Engagement Behavior Expectations Providing Directions Social Skills Expressing Emotions Problem Solving Friendship Skills Persistent Problem Behavior Communication with Families Involving Families Relationships with Adults

Items are scored based on teacher report Supporting children with persistent

problem behavior Communication with families to

promote involvement Involving families to support social

emotional development and addressing problem behavior

Strategies to build collaborative teaching with other adults

Red Flag items 23-38 Represents issues

related to teacher training, support, or program practices

Indicated areas for immediate training

Scored as yes/no

TPOT Practice Activity

TPOT Practice Activity

TPOT Table Activity

Summarize Results

Use Teaching Pyramid Observation Tool (TPOT) Summary Strengths Emerging Skills Professional Development needs

Challenging Behavior Basic Assumptions

Challenging behavior usually has a message- I am bored, I am sad, you hurt my feelings, I need some attention. Children often use challenging behavior when

they don’t have the social or communication skills they need to engage in more appropriate interactions.

Behavior that persists over time is usually working for the child.

We need to focus on teaching children what to do in place of the challenging behavior.

“If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we……..... ……….teach? ………punish?”

“Why can’t we finish the last sentence as automatically as we do the others?”

Tom Herner (NASDE President, Tom Herner (NASDE President, Counterpoint 1998, p.2)Counterpoint 1998, p.2)

Children who are identified as hard to Children who are identified as hard to manage at ages 3 and 4 have a high manage at ages 3 and 4 have a high probability (50:50) of continuing to have probability (50:50) of continuing to have difficulties into adolescence (Campbell & difficulties into adolescence (Campbell & Ewing, 1990; Egeland et al., 1990; Fischer, Ewing, 1990; Egeland et al., 1990; Fischer, Rolf, Hasazi, & Cummings, 1984).Rolf, Hasazi, & Cummings, 1984).

Changing Our View

Take the problem away from the child and ask: Why is this behavior happening?

What changes can I make to prevent the problem from occurring and teach the child new skills?

Understanding Challenging Behaviors

Form vs. Function Form

What does the behavior look like? Function

What is the purpose of the behavior from the child’s perspective?

Forms of Challenging Behavior

Aggression Tantrum Noncompliance

HittingScratchingKickingBitingThrowing thingsPinchingThreatening

ScreamingCryingWhiningCussing

Refuses to respond to a request

Passive when a request is made

Forms of Challenging Behavior

Social Withdrawal

Self Injury/ Repetitive

Others?

Primarily plays alone

Doesn’t respond to peers attempts to play

Scratching selfBiting selfHitting selfRocking back and forthSpinning objects

Challenging Behavior Works Children engage in challenging

behavior because “it works” for them.

Challenging behavior results in the child gaining access to something or someone (i.e., obtain/request) or avoiding something or someone (i.e., escape/protest).

Functions ofChallenging Behavior

Attention Tangible/Activity

Sensory Stimulation

Obtain AdultPeer

Toys/ItemsFoodActivity

Sensory Stimulation

Escape AdultPeer

Toys/ItemsFoodActivity

Sensory Stimulation

Trigger BehaviorMaintaining

Consequence

Behavior Equation

Joey is asked to come to circle. Teacher provides physical prompt to move him to group.

Joey resists, cries, and hits teacher.

Teacher moves away from Joey and allows Joey to select a different activity.

Setting Event

Event that occurs at another time that increases the likelihood the child will have challenging behavior. Setting events serve to “set the child up” to have challenging behavior.

Behavior Equation

Setting Event

Trigger Behavior Maintaining Consequenc

eQuan approaches computer and sees child working on program.

Quan moves his picture to indicate that he is next. Quan observes and waits for his turn.

Child leaves computer and Quan sits down and begins working.

Maintaining ConsequenceBehaviorTrigger

Setting Event

Child leaves computer and Quan sits down and begins working.

Quan hits child and pushes his body on the child’s chair.

Quan approaches computer and sees child working on program.

Quan was up most the night with an asthma attack. He arrives at school looking sleepy and with dark circles under his eyes.

Behavior Equation

What is the function? Sevon, a 3 year old hits the teacher and says

“no” when give a puzzle to complete. The teacher removes Sevon from the table and places him in a chair away from the group.

Franz, a preschooler with Downs Syndrome, cries when the teacher is passing out popcorn and accidentally skips him. The teacher quickly gives him some popcorn.

What is the function? Christina, who has autism, rocks back

and forth when there is free play in the classroom. The class ignores her.

Mary, a 4 year old, “smarts off” to her teacher and the entire class laughs.

Kirby, who is 3 years old, runs to the play area when his teacher tells him it is time to sit at the table. The teacher says “no” and brings Kirby back to the table.

Observation Vignette

Observation Vignette

Setting Event Trigger Behavior

Maintaining

Consequence

Function:

What is the function?

Behavior Incident Report Procedure

Complete all areas of the form for each instance of problem behavior using the instructions provided for completing the Behavior Incident Report

Behaviors that…… Cause injury to self, or others Cause damage to the physical

environment Interfere with learning new skills Socially isolate a child

Behavior Incident Report Procedure

The BIR is completed for any behavior that is perceived as challenging. Look at the situation in which the

behavior occurs Identify and describe the challenging

behavior Identify what events, people,

activities, are associated with the behavior

Share Information Use Bar Graph or other visual to display

TPOT Summary results Tabulate BIR’s.

Define the behavior Identify factors related to the behavior

When, where the behavior occurs Persons the behavior occurs with Activities and time related to the behavior

Identify the functions/outcomes for the behavior

October Next Steps for TPOT

Develop a Professional Development Plan based on the TPOT Summary needs of the teaching team

Use the Fidelity Checklist to determine the degree to which interventions are carried out as planned

Next Steps for BIR’s – Facilitating the Development of a Positive Behavior Support Plan  Learn how to use a team work approach in

conducting a functional behavioral assessment, developing a hypothesis, creating a behavior support plan and monitoring outcomes.