pyramid model components...pyramid 101 positive behavior support 3 early appearing aggressive...
TRANSCRIPT
Pyramid 101 Positive Behavior Support
1
Early Childhood Positive Behavior Support
Introduction to Positive Behavior Support in Early
Childhood Settings
Patti Mahrt-Roberts
Pyramid Model Components
Effective Workforce better-trained caregivers are the foundation
Nurturing and Responsive Relationships positive relationships with children, families, and other providers
High Quality Supportive Environments setting up an environment to prevent problems before they start: arranging
materials & toys, predictable schedules, and routines
Targeted Social Emotional Supports planning for how to respond to children's behaviors
Intensive Intervention planning with others for how to support individual children that need additional
help beyond steps 1-4
Where does today’s conversation fit?
Discussion and Introduction
Why are we here?
Why are we focusing on the social and emotional development of
children?
Pyramid 101 Positive Behavior Support
2
Some Sobering Facts5
An estimated 9 to 13% of American children andadolescents between ages 9 to 17 have seriousdiagnosable emotional or behavioral healthdisorders resulting in substantial to extremeimpairment.
(Friedman, 2002)
6
Students with SED miss more days of school than do studentsin all other disability categories (U.S. Department of Education, 1994)
More than half of students with SED drop out of grades 9-12, the highest rate for all disability categories. (U.S. Department of Education, 2002)
Of those students with SED who drop out of school, 73% are arrested within five years of leaving school (Jay & Padilla, 1987)
7
Children who are identified as hard to manage at ages 3 and 4 have a high probability (50:50) of continuing to have difficulties into adolescence (Campbell & Ewing, 1990; Egeland et al., 1990; Fischer, Rolf, Hasazi, & Cummings, 1984).
8
Pyramid 101 Positive Behavior Support
3
Early appearing aggressive behaviors are the best predictor of juvenile gang membership
and violence.
(Reid, 1993)
9
When aggressive and antisocial behavior has persisted to age 9, further intervention has a poor chance of success.
(Dodge, 1993)
10
Of the young children who show early signs of challenging behavior, it has been estimated that
fewer than 10% receive services for these difficulties.
(Kazdin & Kendall, 1998) 11
Young Children with Challenging Behavior
• It begins early– Between 10-30% of preschool students are
not behaviorally and emotionally ready to succeed in school
• Early problem behavior is predictive of future challenges– Best predictor of delinquency in adolescence,
gang membership, and incarceration
Pyramid 101 Positive Behavior Support
4
Early Educator’s Challenges
-Preschool teachers report that children’s disruptive behavior is the single greatest challenge they face
-Preschool children are three times more likely to be expelled than children in K-12
We are talking about babies…
• Developmental ages from 6 months to 5 years
• Limited understanding and expression
• Moving from solitary play to social play
• Moving from object exploration to representation
– Implications for guidance, corrective feedback, classroom management, instruction
Meltdown moments should be expected
• Crying
• Head Banging
• Biting
• Throwing objects
• Pinching
• Pulling hair
• Hitting
• Spitting food
.
Introductory Activity
1. Knowledge and skills of professionals and parents
2. Collaboration and coordination
3. Beliefs and attitudes
4. Other
Which of the following do you think is the most significant barrier to effectively addressing social emotional development and challenging behavior in young children?
16
Pyramid 101 Positive Behavior Support
5
It’s about Play…
• Instruction is embedded within play and routine activities
• Major focus is to facilitate peer social interaction and concept development
• Instructional activities are brief and concrete
– How social skills are taught, the concepts of rules and expectations
18
The Promise The Challenge
• We have evidence- based practices
– Earlier is better
– Support for parents matters
– High quality environments are key
– A comprehensive approach is necessary for addressing the range of needs
• There are very few programs that have the resources (e.g., personnel, funding, policies) to implement the comprehensive approach that is needed
Center for Evidence Based Practice: Young Children with Challenging Behavior www.challengingbehavior.org
The Challenge: Early Educators
• Have very little training in behavior
• Have limited training about teaming
Programs might
• Be minimally staffed
• Have no access to mental health or behavioral consultation
• Use exclusion to resolve behavioral issues
• Offer no opportunities for professional development or training
Pyramid 101 Positive Behavior Support
6
National Center Partnership
Center on the Social and Emotional Foundations for Early Learningfunded by Head Start and Child Care
www.vanderbilt.edu/csefel
Technical Assistance Center on Social Emotional Interventionfunded by the Office of Special Education Programs
www.challengingbehavior.org
Center’s Guiding Principles/Values
• Support social and emotional development to prevent challenging behaviors
• Individualize interventions to meet interests, strengths, and needs
• Promote skill building with enough intensity• Implement strategies in naturally occurring
routines and environments• Ensure fidelity through a systematic change
process• Modify strategies to meet the diversity of
families and children.
• Most social/emotional development and behavior is promoted through positive preventive measures
• Most children’s behavior and development does notrequire intensive intervention
Guiding Principles
23
“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 ) Counterpoint 1998, p.2)
Pyramid 101 Positive Behavior Support
7
Few Children
Some Children
All Children
The Pyramid Model: Promoting Social and Emotional Competence and Addressing
Challenging Behavior
Universal Promotion
Prevention
Treatment/Focused Intervention
Level One: Effective Workforce
Systems and policies promote and sustain the use of evidence based practice
Level Two: Nurturing and Responsive Relationships
Supportive responsive relationships among adults and children is an essential component to promote healthy and social emotional development
Level Three: High Quality Supportive Environments
High Quality early childhood environments promote positive outcomes for all children
Pyramid 101 Positive Behavior Support
8
Level Four: Targeted Social Emotional Supports
Systematic approaches to teaching social skills can have a preventative and remedial effect
Level Five: Intensive Intervention
Assessment based intervention that results in individualized behavior support plans
Teaching Pyramid Model
• Universal Strategies to Support All Children– Relationships
– Partnerships with Families
– Supportive Environments
• Secondary Interventions for Children At-Risk– Teaching Social Emotional Skills Intentionally and
with Intensity
• Interventions for Children with Severe Challenging Behavior– Individualized Positive Behavior Support: Prevent.
Teach, and Reinforce
Implementing the Pyramid Model
Pyramid 101 Positive Behavior Support
9
Nurturing and Responsive Relationships
• Foundation of the pyramid• Essential to healthy social development• Includes relationships with children, families, and team members• Meets criteria for high quality practices as defined by NAEYC and
DEC
Building Relationships
• Why is it important?– Creating a safe environment for
children– Ensuring that all children, even those with the
most challenging behaviors, have access to ongoing positive relationships
• How do we build relationships with children and their families?
•How do we build relationships with staff?
Family Photo Bulletin Board
Pyramid 101 Positive Behavior Support
10
Happy Note High Quality Environments
• Inclusive environments • Comprehensive
curriculum, assessment, and program evaluation
• Environmental design, instructional materials, scheduling, child guidance, and teacher interactions
(meet high quality practices as described by NAEYC and DEC)
Pyramid 101 Positive Behavior Support
11
Classroom Arrangement and Environmental Supports
• Physical Design
• Environmental Cues
• Schedules and Routines
• Transitions
• Promoting Engagement– Large group activities– Small group activities– Design of learning centers– Adaptations and Modifications
• Simple Rules that are accessible
• Adaptations and Modifications
Sample Expectations
Program-Wide Expectations:Be a Friend – in Centers
• Gentle hands and feet
• Share toys
• Arms are for
hugging
• Quiet voices
• Kind words
• Use our best
manners (please/thank you)
• Help your friends
Infant Room
• Be Safe
– Have safe toys, no broken toys
– Divide room for differing ages/stages
– Implement poison control measures
– Use seat fasteners
– Provide constant supervision
– Disinfect objects/areas
– Use good hand washing techniques
• Be a Friend (nurture)
– Role model, set good examples
– Interact through play, song, reading, talking
– Hold and cuddle
– Use positive phrases
– Praise desired behaviors
– Respond to children in a timely manner
Pyramid 101 Positive Behavior Support
12
Sample Matrix of Behavior Expectations
Expectation Playground Hall Classroom Bus
Be Respectful
Help each other
Take turns
Take care of our playground
Use inside voices
Use helping hands
Share
Be fair
Listen to others
Be aware of others’ feelings
Stay in your own space
Take care of the bus
Be Safe Play safely
Keep bikes on bike path
Play where you can see your teacher
Sit on bikes, roller racers, and swings
Use walking feet
Stay together
Make sure the teacher knows where you are
Use walking feet
Play safely
Follow directions
Keep our room clean
Tell the teacher where you are
Stay with your teachers
Stay seated
Use inside voices
When buses are moving – stop, look and listen
Follow directions
Be A Team Player
Share outdoor toys.
Help park the bikes.
Work it out with words.
Help each other Share ideas
Help each other
Work it out with words
Help others
Rules
• Have a few simple rules
• Involve children in implementing the rules
• Address:
– Noise level; movement inside; and interactions with property, peers, and adults
• Post visually and at the child’s eye level
• Teach rules systematically
• Place classroom rules on a cue card ring for portability
• Teach rules every day, throughout the day
• Name the rule and have a child demonstrate the rule (right vs. wrong)
Pyramid 101 Positive Behavior Support
13
Circle Time Rules
“Rules Activity Ideas” for Centers
• Work together with a friend• Model sharing the toys• Soft voices when talking with
friends• Be the leader
– Assign a leader to help with “directing” clean-up
• Clean-up song• Use puppets in circle to
demonstrate being safe and being a friend in centers by role playing the above
• Catch kids doing the rules and give “high five”
• Set “block building height” and play “measurement games”
• Tent talk-build table tents or bring in a small tent
• Play “Stop and Go” game in circle prior to centers
• Create kid made scripted stories about rules in centers (take photographs)
• Have clean-up teams• Post “helping hands” on walls in
various centers as you catch kids doing great things
• Have “friend toys” that can only be used with a partner
• What are some new ideas?
Promoting Expectations
• Bulletin Boards
• T-shirts
• Photo Displays
• Classroom books
• Plays
• Songs
• Roll Out Rally
• Classroom celebrations
• Family lesson plans
• Playground party
• Video production
• Family newsletter
• Staff acknowledgement
• Invite the Mayor!
Pyramid 101 Positive Behavior Support
14
Promoting the ExpectationsAcknowledging the
Expectations
Schedules and Routines
Pyramid 101 Positive Behavior Support
16
Adults Engaged With ChildrenInteresting Materials and
Activities
Pyramid 101 Positive Behavior Support
18
Think of 2 children
• Your most socially skilled and angelic child? What social skills does this child have?
• A child about the same age that has problem behavior or social emotional delays, what skills are missing?
Friendship Skills
• Gives suggestions (play organizers)
• Shares toys and other materials
• Takes turns (reciprocity) • Is helpful• Gives compliments• Understands how and
when to give an apology• Begins to empathize
70
Targeted Social Emotional Supports
• Self-regulation, expressing and understanding emotions, problem solving, developing social relationships
• Explicit instruction• Increased opportunities for
instruction, practice, feedback
• Family partnerships• Progress monitoring and
data-based decision-making
Activities to Support the Development of Friendship Skills
• Friendship Can
• Planting Seeds of Friendship
• Friendship Tree/Compliment Tree
• Books about Friendships
• Friendship Quilt
• Friendship Journal
• Music/Songs
72
Pyramid 101 Positive Behavior Support
20
Emotional Literacy
• Expresses feelings appropriately
• Expresses empathy for others
• Learning how to control anger, relax, and calm down
• Problem-solving with peers
77
Emotional Literacy
Emotional literacy is the ability to identify, understand, and express emotions in
a healthy way.
What is emotional literacy?
78
English/Spanish
79
Pyramid 101 Positive Behavior Support
21
Use of Children’s Literature
On Monday When
it Rained
Glad MonsterSad Monster
Hands Are Not for Hitting
Book Nookshttp://www.csefel.uiuc.edu/practical-ideas.html
84
Pyramid 101 Positive Behavior Support
22
Controlling Anger and Impulse
• Recognizing that anger can interfere with problem solving
• Learning how to recognize anger in oneself and others
• Learning how to calm down
• Understanding appropriate ways to express anger 85
Turtle Technique
Recognize
that you
feel angry.
“Think”
Stop.
Go into shell. Take 3 deep breathes. And think calm, coping thoughts.
Come out of shell when
calm and think of a solution.
86
The Solution Kit
88
Pyramid 101 Positive Behavior Support
24
How to teach?
• Ask a friend to play
• Go to cozy corner when angry
• Ask a teacher for help
• Sit in own space, hands and legs to self
• Line up when provided with direction
• Take turns while playing
• Problem solve peer conflict
Intensive Intervention
Individualized Intensive Interventions
• Comprehensive interventions
• Assessment-based
• Skill-building
Positive Behavior Support
• Convene a team
• Conduct functional assessment
• Identify hypotheses
• Develop behavior support plan for all relevant environments
Pyramid 101 Positive Behavior Support
25
• Team Based• Focused on understanding the purpose of
Coop’s challenging behavior - importance of gathering information
• Developed a comprehensive plan that includes:– Strategies for preventing his challenging
behavior– New skills– Adult responses
• Implemented plan– Provide support to teachers
Develop Plan Tim’s Hypothesis
• In group play situations, Tim uses verbal aggression (threats), physical aggression (hit, push, kick, punch), and property destruction (throwing or banging toys) to obtain toys. When this occurs, the peer relinquishes the desired toy and leaves the play area and/or an adult intervenes and provides Tim with excessive negative attention.
Behavior Prevent Data Teach Data Reinforce Data
Challenging behavior:
• Group play: centers and outside play with peers
Verbal aggression (threats), physical aggression (hit, push, kick, punch), property destruction
• Peers give up toys/items
• Peers leave area• Adults intervene with negative attention to Tim
Tim’s PTR-YC FBA SummaryTim’s Plan
• Prevention– Pre-teach skills via social story– Use visual cards to help him remember
lessons when in difficult situation– Self-monitoring form to work on social
goals
Pyramid 101 Positive Behavior Support
26
Individualized Schedule
•Teach:― Asking to play― Everyone can play with the toys― Flexibility, accepting other’s ideas/space― Asking for teacher’s help
Tim’s Plan
Pyramid 101 Positive Behavior Support
27
• Reinforce– Immediately respond to his requests for help– Intervene to prevent harm by providing
attention/support to child who is attacked– Provide certificate and praise at end of each
day for successfully achieving goals. Fade certificate.
Tim’s Plan Major Messages
• The first and most important thing that we can do is to build positive relationships with every child and family.
• Focus on prevention and teaching appropriate skills.
• Promoting social emotional development is not easy. There are no quick fixes to challenging behavior.
• It requires a comprehensive approach that includes building relationships, evaluating our own classrooms and behaviors, and TEACHING.
106
For these are all our children. We will profit or pay
for whatever they become. James Baldwin
For more information!
Center on Social and Emotional Foundations for Early Learning (CSEFEL) Resources for all early childhood settings Training modules for staff and parents http://www.vanderbilt.edu/csefel/index.html
Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) Resources to use in everyday routines and activities http://www.challengingbehavior.org/index.htm
Nebraska Early Childhood Training Center Resources for training & coaching Checklist for self-assessment of program practices Phone 402-557-6880 http://www.education.ne.gov/oec/teaching_pyramid/index.html
University of Nebraska-Lincoln Extension Early Childhood Educational resources and training opportunities for parents and early childhood
professionals http://www.extension.unl.edu/web/child