implementing professional development strategies with direct service providers using positive...

Implementing Professional Implementing Professional Development Strategies with Direct Development Strategies with Direct

Service Providers Using Service Providers Using Positive Behavior SupportsPositive Behavior Supports

Sandra ReifeissSandra Reifeiss

Judy ClayJudy Clay

Shelia M. SmithShelia M. Smith

Providing Behavioral Supports to Providing Behavioral Supports to Young Children in Inclusive Early Young Children in Inclusive Early

Childhood ProgramsChildhood Programs

ARKANSAS DEPARTMENT OF ARKANSAS DEPARTMENT OF EDUCATIONEDUCATION

Sandra ReifeissSandra Reifeiss

How did it happen? What did How did it happen? What did we do at the State Level?we do at the State Level?

Collaboration-Collaboration- Collaboration-Collaboration- Collaboration with the Arkansas Collaboration with the Arkansas Division of Child Care and Early Division of Child Care and Early Childhood Education Childhood Education

Division of Child Care and Early Division of Child Care and Early Childhood Education (DCC-ECE)Childhood Education (DCC-ECE)

DCC-ECE administers the Arkansas Public DCC-ECE administers the Arkansas Public Pre-K program in Arkansas, Arkansas Better Pre-K program in Arkansas, Arkansas Better Chance program, in a unique partnership Chance program, in a unique partnership among multiple state entities:among multiple state entities: General Assembly (Appropriation & General Assembly (Appropriation &

Oversight)Oversight) Arkansas Department of Education Arkansas Department of Education

(Funding)(Funding) State Board of Education (Rules and Grant State Board of Education (Rules and Grant

Approvals)Approvals)

State LegislationState Legislation

Act 212 of 1991 created the program Act 212 of 1991 created the program with $10 million dollars. The expansion with $10 million dollars. The expansion has grown to $111 million dollars for has grown to $111 million dollars for 2008.2008.

The program is providing quality pre-k The program is providing quality pre-k programs for approximately 26,000 programs for approximately 26,000 three and four year olds in over 1000 three and four year olds in over 1000 classrooms this school year.classrooms this school year.

Arkansas Pre-K ProgramArkansas Pre-K Program

ABC grants are provided to various agency types.ABC grants are provided to various agency types.

2007-2008 ABC Sites include:2007-2008 ABC Sites include: School DistrictsSchool Districts Other non-profitOther non-profit Private, for profitPrivate, for profit Education Service CooperativesEducation Service Cooperatives Faith-basedFaith-based Community-basedCommunity-based Head StartHead Start University-basedUniversity-based

Early Childhood Special Education Early Childhood Special Education Services in the ABC ProgramServices in the ABC Program

In 2006-2007, eleven (11) percent of the In 2006-2007, eleven (11) percent of the children in the ABC program received their children in the ABC program received their special education and related services in special education and related services in these programs.these programs.

We meet on a regular basis with the We meet on a regular basis with the administrators from the Division of Child administrators from the Division of Child Care and Early Childhood Education to Care and Early Childhood Education to discuss any issues and develop solutions discuss any issues and develop solutions regarding children with disabilities in the regarding children with disabilities in the ABC programs.ABC programs.

Early Childhood Special Education Early Childhood Special Education Services in the ABC programsServices in the ABC programs

One issue identified was the need for Early One issue identified was the need for Early Childhood Behavior Specialists due to many Childhood Behavior Specialists due to many children being referred to the Early children being referred to the Early Childhood Special Education Program Childhood Special Education Program concerning behavior issues. The Division, concerning behavior issues. The Division, through interagency collaboration, provided through interagency collaboration, provided ABC funding to the ADE-Early Childhood ABC funding to the ADE-Early Childhood Special Education Program for approximately Special Education Program for approximately sixteen behavior specialists.sixteen behavior specialists.


This new program has provided behavior This new program has provided behavior support services to parents and centers. support services to parents and centers. These services include on-site observation, These services include on-site observation, consultation, in-service training, behavior consultation, in-service training, behavior support planning, social skills training and support planning, social skills training and parent training. Ongoing consultation and parent training. Ongoing consultation and in-service training is provided to assist with in-service training is provided to assist with concerns ranging from general classroom concerns ranging from general classroom management to intensive behavior support management to intensive behavior support planning.planning.


We were also successful including the We were also successful including the following procedures into the Rules following procedures into the Rules and Regulations governing the and Regulations governing the Arkansas Better Chance Pre-K Arkansas Better Chance Pre-K program:program:

No child in ABC shall be dismissed or No child in ABC shall be dismissed or expelled from the program for behavior expelled from the program for behavior without approval from the Division of Child without approval from the Division of Child Care and Early Childhood EducationCare and Early Childhood Education


If necessary, intervention shall ensure each If necessary, intervention shall ensure each child has access to professional services, child has access to professional services, such as referrals to the educational such as referrals to the educational cooperative behavioral specialist, the cooperative behavioral specialist, the regional support network for early autism regional support network for early autism identification, community mental health identification, community mental health center and a private therapist. If a child in center and a private therapist. If a child in question has a disability and is in the question has a disability and is in the process or has been identified under IDEA, process or has been identified under IDEA, the ABC program shall follow state special the ABC program shall follow state special education rules and regulations governing education rules and regulations governing suspension/expulsion.suspension/expulsion.


If children demonstrate inappropriate If children demonstrate inappropriate behavior, as indicated by the results of the behavior, as indicated by the results of the Deveraux Early Childhood Assessment Deveraux Early Childhood Assessment (DECA) given by ABC staff, the ABC (DECA) given by ABC staff, the ABC program shall consult with the Early program shall consult with the Early Childhood Special Education program Childhood Special Education program regarding classroom modification and regarding classroom modification and interventions.interventions.

ARCH FORD ARCH FORD EDUCATION SERVICE EDUCATION SERVICE

COOPERATIVECOOPERATIVE

EARLY CHILDHOODEARLY CHILDHOOD

SPECIAL EDUCATIONSPECIAL EDUCATION

PROGRAMPROGRAM

Judy ClayJudy Clay

Program OverviewProgram OverviewThe Arch Ford Early Childhood Program provides special education services for children with disabilities ages three to five. The services are offered in accordance with the Individual with Disabilities Education Act, (IDEA) on behalf of the public schools.

The Early Childhood Program provides services on behalf of 27 school districts in 7 counties. The EC staff consists of:

•1 Coordinator

•11 Early Childhood Special Education Teachers

•13 Speech/Language Pathologists

•5 Para-Educators

•1 Behavior Specialist

•1 Administrative Assistant

•1 Medicaid Clerk / Office Assistant

•10 Part-time Purchase Service Speech Pathologists

• Physical Therapists, Occupational Therapists and Interpreters contracted as needed

All staff meet certification requirements as approved by the Arkansas Department of Education.

Program OverviewProgram Overview

Services & SettingsServices & Settings

Services provided by the EC Program include:

Screenings Evaluations Preschool Instruction Speech/Language Therapy Physical/Occupational

Therapy Behavior Consultation

Services are provided and delivered through a free and appropriate public education which include:

Public School Based Classrooms

Day Care Centers Head Start Centers Arkansas Better Chance

Programs (ABC) Itinerant Services Home Based Instruction

Arch Ford Education Cooperative Special Education Early Childhood

December 1, 2007 Child Count --650Program Type

HIPPY183%

Preschool16826%

Licensed Home Daycare102%

Head Start97

15%

Even Start0

0%

ABC28743%

Itinerant, Unlicensed Daycare,

7011%

Service DeliveryService Delivery Services are provided in:

18 Head Start centers 204 day cares centers; numbers vary based

on student enrollment 47 ABC programs Public school classrooms* Home based settings Itinerant settings Separate school

Service DeliveryService Delivery Child care regulations are followed and each

classroom is licensed by the Arkansas Department of Human Services.

Direct services are offered from mid August through mid June each year honoring holidays. The EC Program operates 190 days each year. There is no cost to the family for services. Medicaid and private insurance are billed when appropriate.

AgenciesAgenciesThe EC Program has established a local interagency council which meets quarterly to address issues relating to children birth to five who reside in the cooperative region. Representatives from various agencies are members of the council:•Developmental Disabilities Services

•Universities

•Children’s Medical Services

•Department of Human Services

•Head Start

•Day Care

•Public School

•Parents

•ABC Projects have included the development of a service directory, brochures, parent training, behavior workshops, parent activity booklets, child find information dissemination, transition procedures, and a resource lending library.

Arkansas Better ChanceArkansas Better ChanceArch Ford ABC ProgramArch Ford ABC Program

The Arch Ford ABC Program is designed to provide safe, healthy, nurturing experiences for preschool children in a developmentally appropriate setting. In order to be accepted into an ABC Program, the child must qualify under one or more of the following areas:

Arkansas Better ChanceArkansas Better ChanceArch Ford ABC Program EligibilityArch Ford ABC Program Eligibility

Teenage parent Income level Low birth weight (under 5 ½ lbs) Parent without high school diploma or GED History of abuse/neglect or drug/alcohol abuse Disability under IDEA Failed developmental screening English as a second language

EvaluationEvaluation

•Increase in number of children served

•Mastery of IEP goals and objectives

•Reduction of special services needed in public school

•Portfolio assessments

•ADE Monitoring

•1996 Arkansas Exemplary Program Award

•1997 American Council of Rural Special Education National Award

•Parent surveys

The Arkansas Special Education Early The Arkansas Special Education Early Childhood Family Outcomes SurveyChildhood Family Outcomes Survey

Parents complete a 10 item survey rating Parents complete a 10 item survey rating services in the following areas:services in the following areas: Understanding your child’s strengths, abilities Understanding your child’s strengths, abilities

and needsand needs Knowing your rights and advocating for your Knowing your rights and advocating for your

child child Helping your child develop and learnHelping your child develop and learn

Recognized the Need for Recognized the Need for Behavior ServicesBehavior Services

The Arch Ford Early Childhood Program is in its 20The Arch Ford Early Childhood Program is in its 20thth year year of service delivery. Within the past few years, the need of service delivery. Within the past few years, the need for behavior services was recognized at a state and local for behavior services was recognized at a state and local level due to:level due to:

More children entering the preschool setting due to increased More children entering the preschool setting due to increased number of ABC programs established in Arkansasnumber of ABC programs established in Arkansas

Increase in number of children with significant behavior concernsIncrease in number of children with significant behavior concerns Number of children dismissed from preschool programs due to Number of children dismissed from preschool programs due to

behavior concernsbehavior concerns Need for teachers to be trained to work effectively with childrenNeed for teachers to be trained to work effectively with children

Arch Ford Early Childhood Program established Arch Ford Early Childhood Program established Behavior Specialist position in 2005 to address such Behavior Specialist position in 2005 to address such needs. needs.

State LevelState Level In the 2006-2007 school year, funds were In the 2006-2007 school year, funds were

allocated with assistance from ABC Programs to allocated with assistance from ABC Programs to establish an Early Childhood Behavior Specialist establish an Early Childhood Behavior Specialist position in each education cooperative throughout position in each education cooperative throughout the state. the state.

There are a total of 16 Behavior Specialists in the state to There are a total of 16 Behavior Specialists in the state to assist programs served as well as parents with concerns assist programs served as well as parents with concerns related to behavior.related to behavior.

State LevelState Level Training was provided by the State to Behavior Training was provided by the State to Behavior

Specialists on research based programs such as the Specialists on research based programs such as the DECA Program, Reframing Discipline, Applied Behavior DECA Program, Reframing Discipline, Applied Behavior Analysis, etc. to assist with effective classroom behavior Analysis, etc. to assist with effective classroom behavior management techniques, the development of positive management techniques, the development of positive behavior supports, as well as, strategies specific to behavior supports, as well as, strategies specific to special populations such as children with autism.special populations such as children with autism.

ARCH FORD EARLY ARCH FORD EARLY CHILDHOOD PROGRAMCHILDHOOD PROGRAM

BEHAVIOR SERVICESBEHAVIOR SERVICES

Dr. Shelia SmithDr. Shelia Smith

Research Support:Research Support:Pre-Kindergarteners Left BehindPre-Kindergarteners Left Behind

Gilliam, W.S. (2005) Yale University Child Study CenterGilliam, W.S. (2005) Yale University Child Study Center

In 2005, the Yale University Child Study Center researched In 2005, the Yale University Child Study Center researched expulsion rates in state funded pre-kindergarten systems.expulsion rates in state funded pre-kindergarten systems.

Key findings indicated: Key findings indicated: Pre-K students are expelled at a rate more than 3 times that of K-Pre-K students are expelled at a rate more than 3 times that of K-

12 students12 students Expulsion rates are lowest in public school classrooms and Head Expulsion rates are lowest in public school classrooms and Head

Start, and highest in for-profit and faith-affiliated centersStart, and highest in for-profit and faith-affiliated centers Likelihood of expulsion decreases significantly with access to Likelihood of expulsion decreases significantly with access to

classroom-based behavior consultationclassroom-based behavior consultation



ArkansasArkansas 7% of teachers reported expelling at least one 7% of teachers reported expelling at least one

Pre-K over the past yearPre-K over the past year Expulsion rate ranks 29Expulsion rate ranks 29thth among 40 states among 40 states

that fund Pre-K with a rate of 4.4 expulsions that fund Pre-K with a rate of 4.4 expulsions per 1,000 enrolledper 1,000 enrolled

Expulsion rate is over 3 times higher than K-Expulsion rate is over 3 times higher than K-12 rate of 1.2 per 1,00012 rate of 1.2 per 1,000



Based on these findings, researchers Based on these findings, researchers recommended: recommended: Policies established to prohibit expulsionsPolicies established to prohibit expulsions Provide in-service trainings to train teachers to Provide in-service trainings to train teachers to

effectively manage behavior concerns effectively manage behavior concerns Provide behavior consultation to support teachers Provide behavior consultation to support teachers

with the implementation of research based behavior with the implementation of research based behavior interventionsinterventions



““The goal of early education is to promote school The goal of early education is to promote school readiness. Many children go “unready” for readiness. Many children go “unready” for kindergarten because of difficulties regulating kindergarten because of difficulties regulating their emotions and behavior, forming friendships, their emotions and behavior, forming friendships, and following adult directives.”and following adult directives.”

Steps in the Behavior Steps in the Behavior Service Process Service Process

1.1. A request for behavior services is made by A request for behavior services is made by teacher or parent.teacher or parent.

2.2. The Behavior Specialist contacts via telephone The Behavior Specialist contacts via telephone conversation to follow-up on request.conversation to follow-up on request.

3.3. The teacher and parent are required to The teacher and parent are required to complete a request packet including complete a request packet including parent/teacher questionnaires and behavior parent/teacher questionnaires and behavior rating scale.rating scale.

4.4. The Behavior Specialist schedules an on-site The Behavior Specialist schedules an on-site visit to observe the child and consult with the visit to observe the child and consult with the teacher and parent.teacher and parent.

Steps in the Behavior Steps in the Behavior Service Process Service Process

5.5. Specific needs are identified. Specific needs are identified.

6.6. The team meets to discuss a plan of action. The team meets to discuss a plan of action.

7.7. Ongoing consultation and support offered with Ongoing consultation and support offered with the implementation and monitoring of the plan the implementation and monitoring of the plan of action.of action.

Who can make a request for Who can make a request for behavior services?behavior services?

A request for behavior support services can be A request for behavior support services can be made by an early childhood center, teacher, or made by an early childhood center, teacher, or parent that would like assistance with behavior parent that would like assistance with behavior concerns for a child between the ages of 3 to 5. concerns for a child between the ages of 3 to 5.

It is recommended teachers or parents request It is recommended teachers or parents request services when a child exhibits significant services when a child exhibits significant behavior concerns interfering with the child’s behavior concerns interfering with the child’s learning or the learning of peers which may learning or the learning of peers which may include tantrums, physical aggression, include tantrums, physical aggression, noncompliance, or difficulty following classroom noncompliance, or difficulty following classroom expectations. expectations.

How is a request for behavior How is a request for behavior services made? services made?

The request for behavior support services is The request for behavior support services is submitted on-line through a state level secured submitted on-line through a state level secured website known as the Early Childhood Special website known as the Early Childhood Special Education Coordination (ECSpEC). Education Coordination (ECSpEC).

Once the request is submitted, the Behavior Once the request is submitted, the Behavior Specialist contacts the requesting person to gain Specialist contacts the requesting person to gain further information and to decide how to proceed further information and to decide how to proceed with the request. with the request.

Early Childhood Special Education Early Childhood Special Education CoordinationCoordination

What assistance can the What assistance can the teacher or parent expect?teacher or parent expect?

First, the teacher and parent are First, the teacher and parent are expected to complete a behavior expected to complete a behavior request packetrequest packet


Parent Packet:Parent Packet: Parent permission for services provided (informed Parent permission for services provided (informed

consent is obtained according to due process consent is obtained according to due process procedures if child is receiving special education procedures if child is receiving special education services)services)

Questionnaire addressing information such as child’s Questionnaire addressing information such as child’s strengths, behavior concerns at home, discipline strengths, behavior concerns at home, discipline techniques, sleeping, eating, mental and physical techniques, sleeping, eating, mental and physical health, and medication.health, and medication.

Behavior rating scale such as the Devereux Early Behavior rating scale such as the Devereux Early Childhood Assessment- Clinical Version (DECA-C) or Childhood Assessment- Clinical Version (DECA-C) or Behavior Assessment Scale for Children (BASC-2)- Behavior Assessment Scale for Children (BASC-2)- Parent Rating Scales PreschoolParent Rating Scales Preschool


Teacher Packet:Teacher Packet: Questionnaire addressing information such as child’s Questionnaire addressing information such as child’s

strengths, activities enjoyed, behavior concerns at strengths, activities enjoyed, behavior concerns at school, classroom behavior management policies, school, classroom behavior management policies, individual behavior strategies, best time of day, and individual behavior strategies, best time of day, and worst time of dayworst time of day

Behavior rating scale such as the Devereux Early Behavior rating scale such as the Devereux Early Childhood Assessment- Clinical Version (DECA-C) or Childhood Assessment- Clinical Version (DECA-C) or Behavior Assessment Scale for Children (BASC-2)- Behavior Assessment Scale for Children (BASC-2)- Teacher Rating Scales PreschoolTeacher Rating Scales Preschool

Behavior observations for at least a 1 week period Behavior observations for at least a 1 week period using specified form included in packetusing specified form included in packet

Copy of discipline policyCopy of discipline policy Copy of daily scheduleCopy of daily schedule


After the request packets are completed, the After the request packets are completed, the Behavior Specialist schedules an on-site visit to Behavior Specialist schedules an on-site visit to observe the child in his natural environment and observe the child in his natural environment and meet with teachers and parents.meet with teachers and parents.

Based on all information gathered, specific Based on all information gathered, specific needs are identified which may include:needs are identified which may include:

additional screening and assessment of behavior additional screening and assessment of behavior concerns and/or developmental delaysconcerns and/or developmental delays

teacher in-service trainingteacher in-service training parent trainingparent training

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

Center for Positive Behavior Interventions and Supports (2002)


Once needs are identified, the team which may Once needs are identified, the team which may include center director, teacher, include center director, teacher, paraprofessional, parents, special education paraprofessional, parents, special education teacher, speech language therapist, and teacher, speech language therapist, and behavior specialist meet to discuss a plan of behavior specialist meet to discuss a plan of action to address needs focused on action to address needs focused on establishing positive behavior supports.establishing positive behavior supports.

On some occasions, the Behavior Specialist will On some occasions, the Behavior Specialist will address and work on classroom management issues address and work on classroom management issues with the teacher before meeting with the team to with the teacher before meeting with the team to address specific strategies for the individual child. address specific strategies for the individual child.


Ongoing consultation and support is provided to Ongoing consultation and support is provided to the teacher and parent with the implementation the teacher and parent with the implementation and monitoring of interventions.and monitoring of interventions.

Modeling of effective classroom management Modeling of effective classroom management techniquestechniques

Data collection to monitor intervention effectiveness Data collection to monitor intervention effectiveness Individual meetings with parents to discuss parenting Individual meetings with parents to discuss parenting

skills used at homeskills used at home Follow-up visits on an as needed basis which may be Follow-up visits on an as needed basis which may be

several times a week before fading out to bi-monthly several times a week before fading out to bi-monthly or monthly visitsor monthly visits

Other Services ProvidedOther Services Provided

Summer in-service trainings offered to teachers, Summer in-service trainings offered to teachers, paraprofessionals, special education teachers, paraprofessionals, special education teachers, speech language therapists, occupational speech language therapists, occupational therapists, and school administratorstherapists, and school administrators Topics of trainings include effective classroom Topics of trainings include effective classroom

management including prevention and intervention management including prevention and intervention strategies, effective communication with parents, strategies, effective communication with parents, functional behavior assessment and behavior functional behavior assessment and behavior planning, and autism planning, and autism

Involvement in special education team meetingsInvolvement in special education team meetings

Other Services ProvidedOther Services Provided

Transitioning children with behavior concerns to public Transitioning children with behavior concerns to public schoolsschools

Implementation of Incredible Years social skills program Implementation of Incredible Years social skills program at the classroom levelat the classroom level

6 week parent training program using the Incredible 6 week parent training program using the Incredible Years Parenting ProgramYears Parenting Program

Guest speaker at parent meetings held by Head Start Guest speaker at parent meetings held by Head Start agencies and ABC programsagencies and ABC programs

Guest speaker at local universities to students enrolled Guest speaker at local universities to students enrolled in early childhood or special education classesin early childhood or special education classes

Involvement in state and local committee conferences to Involvement in state and local committee conferences to address behavior concernsaddress behavior concerns

Behavior Services so far…Behavior Services so far…Number of Behavior RequestsNumber of Behavior Requests

35

50

67

0

10

20

30

40

50

60

70

2005-2006 2006-2007 2007-2008

Behavior Services so far…Behavior Services so far…Early Childhood Settings Requesting Services Early Childhood Settings Requesting Services

2007-20082007-2008

ABC64%

Daycares/ Preschools

25%

Head Start10%

Itinerant1%

Behavior Services so far…Behavior Services so far…

Most behavior requests are made by teachers in Most behavior requests are made by teachers in Arkansas Better Chance Programs.Arkansas Better Chance Programs.

The majority of behavior concern requests are The majority of behavior concern requests are due to noncompliance, physical aggression due to noncompliance, physical aggression toward teachers and peers, and difficulty toward teachers and peers, and difficulty following classroom expectations.following classroom expectations.

Our goal is always to help establish positive Our goal is always to help establish positive behavior supports for the classroom and the behavior supports for the classroom and the child with behavior concerns.child with behavior concerns.

Success StoriesSuccess Stories

The in-service trainings provided have The in-service trainings provided have had a domino effect with attending had a domino effect with attending teachers going back to their centers and teachers going back to their centers and instructing paraprofessionals and other instructing paraprofessionals and other staff members with the implementation of staff members with the implementation of positive behavior support strategies.positive behavior support strategies.

Our special education staff have learned Our special education staff have learned to effectively implement positive behavior to effectively implement positive behavior support strategies, program effectively for support strategies, program effectively for children with behavior concerns, and children with behavior concerns, and consult with teachers on behavior consult with teachers on behavior concerns. concerns.

Success StoriesSuccess Stories We are now seeing a trend that teachers We are now seeing a trend that teachers

who have made requests in the previous who have made requests in the previous years are more effective in classroom years are more effective in classroom management; therefore, time is not spent management; therefore, time is not spent addressing interventions at the primary level addressing interventions at the primary level but instead addressing the specific needs of but instead addressing the specific needs of the child with behavior concerns. the child with behavior concerns.

More early childhood centers are seeking More early childhood centers are seeking behavior assistance before dismissing behavior assistance before dismissing children from their programs. children from their programs.

Success StoriesSuccess StoriesTeacher Comments Teacher Comments

““I believe this program provides many benefits I believe this program provides many benefits for teachers. Sometimes we run out of ideas or for teachers. Sometimes we run out of ideas or ways to help and we get frustrated. This ways to help and we get frustrated. This program helps with that because it provides a program helps with that because it provides a new focus and new techniques and ideas.”new focus and new techniques and ideas.”

““There is a There is a GREATGREAT need for this. We personally need for this. We personally have several children with slight behavioral have several children with slight behavioral problems. Shelia Smith was visiting one child problems. Shelia Smith was visiting one child here and this helped us with the others.”here and this helped us with the others.”

““There is a great need. In theory the earlier the There is a great need. In theory the earlier the intervention the better. Many teachers don’t intervention the better. Many teachers don’t know where to turn to or how to get support.”know where to turn to or how to get support.”

Success StoriesSuccess StoriesTeacher Comments Teacher Comments

““This program has helped me to better This program has helped me to better understand a child’s behavior and has provided understand a child’s behavior and has provided me with various techniques to try. Not only could me with various techniques to try. Not only could I use these techniques with the behavior child I use these techniques with the behavior child but with all my students.”but with all my students.”

““It was so encouraging to have someone there It was so encouraging to have someone there to consult with about behaviors. Too often this is to consult with about behaviors. Too often this is just left up to the childhood educator to deal with just left up to the childhood educator to deal with having no other reinforcement/encouragement. having no other reinforcement/encouragement. Wonderful, new program!”Wonderful, new program!”

Challenges FacedChallenges Faced The turnover rate in childcare centers and the continued The turnover rate in childcare centers and the continued

efforts that are needed to retrain staff.efforts that are needed to retrain staff. The time involved in traveling as well as effectively The time involved in traveling as well as effectively

monitoring due to the large geographic area served.monitoring due to the large geographic area served. The increasing number of children and early childhood The increasing number of children and early childhood

centers in need of service. centers in need of service. Outside factors that influence behavior concerns Outside factors that influence behavior concerns

including the degree and severity of behavior concerns, including the degree and severity of behavior concerns, home environment, teacher attitudes, and center home environment, teacher attitudes, and center conditions.conditions.

Teachers and parents following through and consistently Teachers and parents following through and consistently implementing recommendations.implementing recommendations.

Teachers and parents wanting a “quick fix” to behavior Teachers and parents wanting a “quick fix” to behavior concerns and not realizing it is a process that takes time.concerns and not realizing it is a process that takes time.

Lessons LearnedLessons Learned Establishing a specific behavior request for Establishing a specific behavior request for

services process has streamlined requests. services process has streamlined requests. Creating a brochure to detail the request Creating a brochure to detail the request

process and services offered has assisted process and services offered has assisted teachers and parents in making requests as well teachers and parents in making requests as well as understanding expectations. as understanding expectations.

Teacher in-service training has been a time Teacher in-service training has been a time effective method in educating large groups of effective method in educating large groups of teachers. teachers.

Incorporating the use of telephone calls and Incorporating the use of telephone calls and email to consult with teachers and parents email to consult with teachers and parents instead of weekly on-site visits. instead of weekly on-site visits.

Identified Needs for the FutureIdentified Needs for the Future

This year we have employed School Psychology This year we have employed School Psychology Interns to assist with providing behavior Interns to assist with providing behavior services.services.

We are beginning to utilize and train School We are beginning to utilize and train School Psychology Doctorate Practicum Students from Psychology Doctorate Practicum Students from a local university to assist with providing a local university to assist with providing behavior services. behavior services.

We have identified the need for a program We have identified the need for a program evaluation of our behavior services and will be evaluation of our behavior services and will be developing a program evaluation plan this developing a program evaluation plan this spring. spring.

ResourcesResources

Gilliam, W.S. (2005). Gilliam, W.S. (2005). Prekindergarteners left Prekindergarteners left behind: Expulsion rates in state prekindergarten behind: Expulsion rates in state prekindergarten systems. systems. New Haven, CT: Yale University Child New Haven, CT: Yale University Child Study Center. Study Center.

The Incredible Years ProgramThe Incredible Years Program

www.incredibleyears.comwww.incredibleyears.com The Devereux Early Childhood InitiativeThe Devereux Early Childhood Initiative

www.devereux.orgwww.devereux.org

ResourcesResources

Center for Evidence Based Practice (CEBP) for Center for Evidence Based Practice (CEBP) for Young Children with Challenging Behavior, now Young Children with Challenging Behavior, now the Technical Assistance Center on Social the Technical Assistance Center on Social Emotional Intervention (TACSEI) for Young Emotional Intervention (TACSEI) for Young ChildrenChildren

www.challengingbehavior.orgwww.challengingbehavior.org Center on the Social and Emotional Foundations Center on the Social and Emotional Foundations

for Early Learning (CSFEL)for Early Learning (CSFEL)

www.vanderbilt.edu/csefel/www.vanderbilt.edu/csefel/

ResourcesResources

NECTAC conference callsNECTAC conference calls Implementing Positive Behavior Supports Implementing Positive Behavior Supports

within Local Systems (January 2008)within Local Systems (January 2008)• www.nectac.org/~calls/2008/sec619/call1.aspwww.nectac.org/~calls/2008/sec619/call1.asp

Promoting the Social, Emotional, and Promoting the Social, Emotional, and Behavioral Development Outcomes of young Behavioral Development Outcomes of young children (February 2007)children (February 2007)• www.nectac.org/~calls/2007/challengingbehavior/cwww.nectac.org/~calls/2007/challengingbehavior/c

hallenge.asphallenge.asp

implementing professional development strategies with direct service providers using positive...

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