ptr-yc part 1 8 28 14 - university of...
TRANSCRIPT
8/29/14
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Phoebe Rinkel, M.S. TASN -‐ KITS TA Coordinator, Part B/619 Preschool TA Provider [email protected]
Chelie Nelson, Ph.D. TASN – KITS Part B/619 Preschool TA provider [email protected]
If you experience technical problems during the webinar contact:
Kim Page TASN – KITS ECRC Coordinator [email protected] (620) 421-‐6550 extension 1638
Part I: Prevent-‐‑Teach-‐‑Reinforce for
Young Children (PTR-‐‑YC)
Essen%al Preven%on Prac%ces for Reducing Challenging Behaviors in Early
Care and Educa%on Se9ngs
Participants Will Be Able To… • Define “serious” challenging behavior • Iden%fy and describe five classroom prac%ces essen%al to
preven%ng the development or escala%on of serious challenging behavior
• Learn about specific strategies for implemen%ng and monitoring the five essen%al classroom prac%ces
• Learn about a step-‐by-‐step process to guide teams in developing individualized interven%on plans when serious challenging behavior persists in spite of implementa%on of essen%al preven%on prac%ces
Intro to PTR-‐‑YC Features of PTR-‐‑YC • Research-‐based prac%ces • Specific applica%on of posi%ve behavior interven%ons and support (PBIS)
• Designed for use by typical prac%%oners in typical preschool and child care se9ngs
• A collabora%ve model of team-‐driven decision-‐making
• Emphasis on implemen%ng with fidelity • Detailed steps for designing and implemen%ng posi%ve interven%ons
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Who are These Kids? Young Children with Serious
Challenging Behavior
The targeted students are young children (ages 0-‐8) who
demonstrate pa:erns of significantly challenging behaviors.
These behaviors may be internalizing or externalizing
behaviors, are of a nature that is beyond developmental norms
in frequency, duraDon, and/or intensity, and impede learning
and/or parDcipaDon in age-‐appropriate acDviDes for the child
and/or others. KASEA Research Committee, February 2014
Young Children with Serious Challenging Behavior
“…young children whose behaviors are serious
enough that they interfere with the child’s ability to
engage in posi%ve rela%onships, form friendships,
play with others, and learn expected skills. “
Dunlap, Wilson, Strain, & Lee (2013)
Evidence of Growing Problem
• Rising rates of problem behavior in preschool se9ngs
• Higher expulsion rate in preschools than K-‐12 grades
• Early childhood staff reques%ng more training and support for classroom management and for individual children
Increasing Rate and Intensity!
• In 1980s, 10-‐15% of preschoolers exhibited mild to moderate problem behaviors.
• In 2002, 22-‐39% of preschoolers exhibited clinically significant levels of problem behaviors.
• In 2008, child care providers reported more young children engaging in more severe challenging behaviors at a younger age.
• In 2009, approximately 20% of young children in the general popula%on and 70% of young children with special needs engaged in significant challenging behavior.
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National Trends in Expulsion and Suspension—For Preschool???
Children are expelled from pre-‐kindergarten classrooms at a rate 3.2 %mes higher than the expulsion rate for K-‐12 students. "
" " " " "Gilliam, 2005"
Why the Concern About Behavior of LiPle Kids?
For no other group of young children is the trajectory so certain and so dismal as it is for children with
challenging behaviors who do not receive effecDve services (Vinh, 2011).
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What Does PBIS Look Like for Young Children (Birth to 6)?
[Assessment-based interventions result in individualized behavior support plans.]
Prev
entio
n
Unive
rsal
Prom
otion
Trea
tmen
t Few children
Children at-risk
All Children
CSEFEL, 2010
What Does PBIS Look in Preschool?
• Promo%ng and suppor%ng young children’s social and emo%onal development;
• Individualizing interven%ons; • Promo%ng skill building
with intensity; • Implemen%ng strategies in context, and • Modifying strategies to meet diverse needs.
CSEFEL, 2010
Outcomes of Program Wide Adoption of Pyramid Model
• Reduc%ons in child challenging behavior • Increases in children’s social skills • Increased sa%sfac%on of program staff and families • Reduced turnover in the program • Increases in teachers competence and confidence in the support of children
• Changes in classroom and program climate • Sustained implementa%on of the Pyramid Model
TACSEI, 2014
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High Quality PBIS Practices in EC Before We Talk about Intensive Individualized Supports. . .
Implementa%on of PTR-‐YC • Requires %me, effort, and commitment • Is only possible for 1-‐2 children at a %me • Is more likely to be successful in a classroom with program wide PBIS in place
Essential Classroom Practices for Success of PTR-‐‑YC
• Implementa%on of essen%al universal classroom prac%ces in preschool can reduce the need for individualized interven%ons, or,
• If individualized interven%ons are necessary, they may not need to be as intensive or effordul.
Dunlap, et al.. (2013)
Essential Practices for Preschool Classrooms
1. Providing 5:1 ra%o of posi%ve vs. correc%ve feedback
2. Using schedules in a way that is likely to prevent challenging behavior
3. Suppor%ng rou%nes within rou%nes across the day 4. Teaching the specific behaviors we want
to see for each classroom rou%ne 5. Providing explicit peer-‐related social skills
Dunlap, et al., 2013!
Assessing Essential Classroom Practices
1. Are we providing posi%ve feedback* to children with persistent challenging behavior at five %mes or more the rate that we are giving correc%ve feedback for challenging behavior? *Posi%ve feedback: Encouraging comments to the child about his or her behavior. Making requests, giving direcDons, or asking quesDons count as negaDve comments, even if stated in a posiDve tone or nicely asked.
Resources Supporting Implementation of 5:1 Ratio
• Building Posi%ve Rela%onships with Young Children hjp://csefel.vanderbilt.edu/modules/module1/handout5.pdf
• Posi%ve Ajen%on Data Sheet hjp://csefel.vanderbilt.edu/modules/module1/handout6.pdf
• Some Starters for Giving Posi%ve Feedback and Encouragement for Effort, Thinking, Problem solving hjp://csefel.vanderbilt.edu/modules/module1/handout7.pdf
• Building Posi%ve Teacher-‐Child Rela%onships What Works Brief Training Kit #12 hjp://csefel.vanderbilt.edu/kits/wwbtk12.pdf
• Acknowledging Children's Posi%ve Behaviors What Works Brief Training Kit #22 hjp://csefel.vanderbilt.edu/briefs/wwb_22.pdf
• School-‐wide Classroom Support: 5 to 1 Ra%o: Increasing Specific Praise www.signetwork.org/file_ajachments/321/download �
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Assessing Essential Classroom Practices
2. Are we using schedules in a way that is likely to prevent challenging behavior? q Prominently display the daily schedule at children’s eye level? q Use words and pictures to represent entries on the schedule? q Design schedule so that you can remove an item or indicate its
comple%on? q Review the schedule daily with the whole group and with individual
children prior to making a transi%on? q Preview upcoming changes with children? q Keep things new and exci%ng: a predictable schedule doesn’t mean
doing the exact same thing every day
Resources to Support Use of Schedules to
Prevent Challenging Behavior • Helping Children Understand Rou%nes and Classroom Schedules
What Works Brief Training Kit #3 hjp://csefel.vanderbilt.edu/kits/wwbtk3.pdf
• How to Make a Visual Schedule to Support Young Children. TTYC: Teaching Tools for Young Children with Challenging Behavior. hjp://challengingbehavior.fmhi.usf.edu/do/resources/teaching_tools/toc/folder5/5b_how_make_vis_sched.pdf
• How to Use Visual Schedules to Help Your Child Understand Expecta%ons (for families). TACSEI Backpack Connec%on Series. hjp://challengingbehavior.fmhi.usf.edu/do/resources/documents/bkpk_visual_schedules.pdf
• Au%sm Internet Modules: Visual Supports hjp://www.au%sminternetmodules.org/
Assessing Essential Classroom Practices
3. Do we have rou%nes within rou%nes within rou%nes across the preschool day? q Think about developmental goals for each rou%ne (e.g., peer interac%on, communica%on, fine motor skills)
q Create picture sequences of behavioral expecta%ons for each rou%ne
q Directly teach the sequences using fun ac%vi%es q Make picture sequences available for all rou%nes
Resources for Routines Within Routines Within Routines Across the Preschool Day
• TACSEI Teaching Tools for Young Children: o Folder 5—Visual Strategies
hjp://challengingbehavior.fmhi.usf.edu/do/resources/teaching_tools/jyc_toc.htm
o Folder 1– Rou%nes Based Support Guide hjp://challengingbehavior.fmhi.usf.edu/do/resources/teaching_tools/toc/folder1/1e_rou%ne_based.pdf
• TACSEI-‐CELL Integra%on Level 2 – How to Make a First/Then Board hjp://earlyliteracylearning.org/TACSEI_CELL/project_files/content/level_2/pdf/2_2e_Howto_firstboard.pdf
• Planning Transi%ons to Prevent Challenging Behavior (2008) hjp://journal.naeyc.org/btj/200805/pdf/BTJ_Hemmeter_Transi%ons.pdf
Assessing Essential Classroom Practices
4. Have we taught children the specific behaviors we want to see for each classroom rou%ne? q Iden%fy 1-‐3 expecta%ons for every rou%ne q Teach expecta%ons to all children using fun ac%vi%es and pictures q Post pictures of behavioral expecta%ons where they can be used
to prompt, remind, or redirect children q Prac%ce expecta%ons beforehand (priming) q Provide opportunity for all children to prac%ce expecta%ons daily q Remember 5:1 ra%o and catch children exhibi%ng appropriate
behavioral expecta%ons q Adjust level of expecta%ons across the year
Resources for Teaching Behavioral Expecta%ons Across Preschool Se9ngs
• Na%onal Center on Quality Teaching and Learning 15 Minute Inservice Suites/Well Organized Classrooms Sta%ng Behavioral Expecta%ons (Trainer Version) hjp://eclkc.ohs.acf.hhs.gov/hslc/ja-‐system/teaching/prac%ce/ISS/state-‐t.html
• TACSEI Make and Take It Workshops: Reducing Challenging Behavior by Clarifying Expecta%ons, Rules, and Rou%nes hjp://challengingbehavior.fmhi.usf.edu/communi%es/make_n_take/make_n_take_home.html
• PreSET3.2 Manual hjp://pbisnetwork2010conference.wikispaces.com/file/view/PreSET3.2+manual.pdf
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Assessing Essential Classroom Practices
5. Are we providing explicit peer-‐related social skill instruc%on on skills such as sharing, taking turns, and following another child’s lead throughout the day? q What social skills goals do I have for individual children in my class? q What do I typically do for the children? q Could a child do this task or job? q Is this an ac%vity that happens frequently? q Can I ensure that support will be available for children carrying out
the task or job?
Resources to Support Explicit Peer-‐‑Related Social Skill Instruction Throughout the Day
• Using Classroom Ac%vi%es and Rou%nes as Opportuni%es to
Support Peer Interac%on What Works Brief Training Kit #5 hjp://csefel.vanderbilt.edu/kits/wwbtk5.pdf
• Promo%ng Posi%ve Peer Social Interac%ons What Works Brief Training Kit #8
• hjp://csefel.vanderbilt.edu/kits/wwbtk8.pdf • Implemen%ng the LEAP Curriculum in Inclusive Preschool
Se9ngs: Keystone Learning Services hjp://www.kskits.org/webinars/LEAP/LEAP_test.swf
More Essential Practices for Preschool Classrooms?
Hemmeter, Fox, & Snyder, 2014
ü Children are ac%vely engaged in meaningful, developmentally appropriate ac%vi%es throughout
the day
ü Teachers connect with families on an
individual basis using ongoing
systems of bi-‐direc%onal
communica%on
! "Hemmeter, Fox, & Snyder, 2014"
Self-‐‑Assessment Action Plan Which of the 5 prac%ces do you need to work on implemen%ng with consistency in your preschool se9ng? What are the specific strategies you will learn and/or teach the rest of your team? Write a goal for yourself or your team:
Good News
• ImplemenDng the five universal classroom pracDces can lead to surprising and dramaDc reducDons in challenging behavior to the extent that individualized and relaDvely efforNul intervenDons are no longer needed.
Dunlap, et al., 2013
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Bad News • Some challenging behaviors do persist even when high quality classroom pracDces are used. Children with these behaviors are in need of individualized, assessment-‐based intervenDon strategies.
Dunlap et al. (2013)
Young Children with Serious Challenging Behavior
The behaviors persist even in response to carefully created systems of
posiDve behavior supports, intenDonal teaching of social skills/
strategies, and targeted intensive supports that have been implemented
with consistency and true fidelity (including data collected and analyzed
from a behavior intervenDon plan derived from funcDonal assessment of
problem behaviors that includes prevenDon strategies and teaching of
replacement behaviors). KASEA Research Committee, February 2014
PTR-‐‑YC Part 2: Implementing PTR-‐‑YC for Young Children
Save the Date:
October 15, 2014, 4:00 p.m. October 17, 2014, 11:30 a.m.
Watch for registration announcement on KITS List Serv
and on TASN and KITS Calendars
PTR-‐‑YC Intervention Steps 1) Teaming and goal se9ng 2) Prac%cal data collec%on 3) Func%onal behavioral assessment 4) Interven%on 5) Follow up and next steps
Get a Free Copy of PTR-‐‑YC
• Webinar par%cipants will find out how to obtain a free copy of Prevent-‐Teach-‐Reinforce for Young Children, courtesy of the Kansas Technical Assistance System Network (TASN)!
Complete the Electronic Sign-‐‑In and
Webinar Evaluation to Receive a Certificate
Cer%ficates Send and email message to Karen Lawson – [email protected] including the following informa%on for each par%cipant:
o Name o Posi%on o Email address o USD Number o Essen%al Prac%ce(s) I am working on: _____________________________
Electronic Evalua%ons – Your feedback is important to us! • Session One (8/28/14)
hjp://ddesurvey.com/tarequest/WorkshopSurvey.aspx?ID=2283 • Session Two (8/29/14)
hjp://ddesurvey.com/tarequest/WorkshopSurvey.aspx?ID=2284
8/29/14
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Questions?
KSDE TASN hjp://www.ksdetasn.org Phoebe Rinkel [email protected]
Presentation References!• Cornely, P. and Bromet, E. (1986). Prevalence of behavior problems in three-‐‑year-‐‑old
children living near three mile island: A comparative analysis. Journal of Child Psychology and Psychiatry, 27, 489-‐‑498.
• Dunlap, G., Iovannone, R., Kincaid, D., Wilson, K., Christiansen, K., Strain, P., & English, C. (2010) Prevent Teach Reinforce: The school-‐‑based model of individualized positive behavior support. Baltimore, MD: Brookes Publishing.
• Dunlap, G., Wilson, K., Strain, P., & Lee, J. (2013) Prevent Teach Reinforce for Young Children: The early childhood model of individualized positive behavior support. Baltimore, MD: Brookes Publishing.
• Dunlap, G., Strain, P. S., Fox, L., Carta, J., Conroy, M., Smith, B., et al. (2006). Prevention and intervention with young children’s challenging behavior: A Summary of current knowledge. Behavioral Disorders, 32, 29-‐‑45. h\p://www.challengingbehavior.org/do/resources/documents/prevention_dunlap_11.06.pdf
• Earls, F. (1980). Prevalence of behavior problems in 3-‐‑year old children: A cross national replication. Archives of General Psychiatry, 37, 1153-‐‑1157.
• Fox, L., Veguilla, M., and Perez Binder, D. (2014). Data Decision-‐‑Making and Program-‐‑ Wide Implementation of the Pyramid Model. Roadmap to Effective Intervention Practices #7. Tampa, Florida: University of South Florida, Technical Assistance Center on Social Emotional Intervention for Young Children.
• Hemmeter, M.L., Fox, L., & Snyder, P. (2014). Teaching Pyramid Observation Tool (TPOT™) for preschool Classrooms manual, Research Edition. Baltimore, MD: Brookes Publishing Co.
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Presentation References!• lovannone, R., Greenbaum, P., Wang, W., Kincaid, D., Dunlap, C, & Strain, P. (2009).
Randomized control trial of a tertiary behavior intervention for students with problem behaviors: Preliminary outcomes. Journal of Emotional and Behavioral Disorders, 77,213-‐‑225.
• Joseph, G., & Strain, P. (2008). Early Care providers’ first responses to children’s challenging behavior. Paper presented at Division for Early Childhood Conference, Minneapolis, MN.
• Kaiser A., Cai, X., Hancock, T., & Foster, E. (2002). Teacher-‐‑reported behavior problems and language delays in boys and girls enrolled in Head Start. Behavioral Disorders, 28 (1), 23-‐‑39.
• Powell, D., & Dunlap, G. (2009). Evidence-‐‑Based Social-‐‑Emotional Curricula and Intervention Packages for Children 0-‐‑5 Years and Their Families (Roadmap to Effective Intervention Practices). Tampa, Florida: University of South Florida, Technical Assistance Center on Social Emotional Intervention for Young Children. h\p://challengingbehavior.fmhi.usf.edu/do/resources/documents/roadmap_2.pdf
• Steed, E., & Pomerleau, T. (2012). Preschool-‐‑Wide Evaluation Tool: PreSET Manual Research Edition. Baltimore, MD: Brookes Publishing Co.
• Vinh, M. (2011) Policy Brief: The Importance of early intervention for young children who engage in challenging behaviors. Pyramid Plus: The Colorado Center for Social Emotional Competence and Inclusion h\p://www.pyramidplus.org/sites/default/files/images/policy_brief_challenging%20_behaviors_final_3_11.pdf
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