the pyramid framework - university of south florida€¦ · benefits: stronger relationships...

43
v The Pyramid Framework within Early Intervention Programs: Promoting the Social Development of Infants and Toddlers

Upload: others

Post on 25-Jun-2020

2 views

Category:

Documents


0 download

TRANSCRIPT

Page 1: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

vThe Pyramid Framework within Early Intervention

Programs:Promoting the Social

Development of Infants and Toddlers

Page 2: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

What we hope to accomplish in this webinar

Provide rationale for Teaching Pyramid Explain why the Teaching Pyramid is a useful

model for thinking about social emotional development of infants and toddlers.

Examine some of the key features of model as applied to very young children and their families.

Talk about some of the promise and the challenges of such an approach.

2

Page 3: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

The Teaching Pyramid: Promoting Social and Emotional Competence

and Addressing Challenging Behavior

High Quality Supportive Environments

Nurturing and Responsive Relationships

Individualized InterventionFocus on Caregiver-Child

Interaction

Intensive Interventions

Universal Promotion

Prevention

Treatment/Focused Intervention

3

Page 4: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

Key Ideas Underlying Multi-Tiered Models

Pyramid provides a tiered intervention framework of evidence-based intervention for promoting the social, emotional and behavioral development of young children.

Model describes 3 tiers of intervention practice:Universal promotion for all children.Secondary prevention to address the needs of

children at risk for social-emotional challenges.Intensive or tertiary intervention for children with

persistent challenges.4

Page 5: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

Strong foundation is important in all multi-tiered systems of support.

Foundation: If this is in place, most children won’t need more intensive interventions.

In Teaching Pyramid, Foundation is:Nurturing and Responsive RelationshipsHigh quality Environments

5

Page 6: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

CSEFEL Pyramid Model:Promoting Social Emotional Competence in Infants and Young Children

6

Page 7: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

The Teaching Pyramid – Key Ingredients for Supporting Social Emotional Development

Focus on promotion and prevention rather then reactive procedures

Positive interactionsConsistency and predictability in the classroom routineClearly defined expectations Engaging activities

Focus on intentional teaching of social skills and emotional competencies

Acknowledging the relationship between social skills and challenging behaviorUnderstanding the function of children’s behavior and matching our strategies to the function of behaviorTeaching across the day rather then in response to challenging behaviorGiving children strategies that they can use in a variety of situations

7

Page 8: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

BENEFITS OF THE PYRAMID APPROACH

Program Perspective

8

Page 9: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

Benefits: Stronger Relationships

Teacher/child interactions are more intentional & meaningful.

Teaching staff understand what “trips their trigger” and how their reactions can escalate challenging behavior.

There is a real partnership between the family and the teaching staff. They build a relationship.

Families have said that they have learned to like their child again!

9

Presenter
Presentation Notes
Even before a child enters the classroom we have met twice with the parents to gather information about the family and the child. We see parents as the primary educator of that child and use their knowledge of the child to set up our classroom environments to support each child’ s success. When a teacher knows what a child likes to do they can have that activity available and can always redirect to a favored activity . Teachers know the children better. Families have told us that they could not stand the thought of their child coming home and they could not wait for them to leave because of their challenging behavior. As we have worked together with families to understand child development, we help them see ways that the child is experimenting in order to understand. They do not have a bad child, it is simply challenging behavior! We have stepped back to look at what our contribution may have been to the challenging behavior.
Page 10: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

Benefits: Improvements in Staff Morale, Confidence, and Teamwork

Staff satisfaction has increased. Staff turnover has decreased. Staff feel confident in their consistent use of PBS

strategies. Staff have more time to teach because they are

better prepared for the children. Staff work better as a team.

10

Presenter
Presentation Notes
Staff is making a difference. As a result, staff turnover has decreased significantly. Our team as a whole is using the strategies they have learned from the pyramid model throughout their work day. PBS is embedded in everything we do. We begin to prepare the environment for the children before they ever arrive. Staff work to prevent challenging behaviors instead of reacting and then intervening when the situation escalates. Our team works together to set schedules and routines that will work for all children and is able to adapt when they do not.
Page 11: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

Benefits: Staff Empowerment

Staff are implementing the Teaching Pyramid with fidelity.

Staff are better able to track children’s challenging behavior and respond proactively.

Staff have hope! The focus is on prevention instead of

intervention.

11

Presenter
Presentation Notes
We take data beginning on a home visit before the child enters a classroom. The tracking continues when the child comes into the classroom. Behavior Incident Reports allow us to have sound data to use to develop strategies to help each child individually. We know what strategies help the majority of the children. Staff implement the bottom two tiers of the pyramid effectively and adjust to meet the needs of the children in their classroom. They are hopeful because they know that they have the expertise to handle situations that arise. They can teach children social emotional skills that will help them solve problems, resolve conflicts and regulate their own emotions. By using this model, we can prevent a good deal of challenging behavior from happening. We have realized that our environments play a bog part in how children behave.
Page 12: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

Benefits: Child Outcomes

There are fewer referrals to external experts, we know what to do.

Children are improving in their social emotional competence over the program year.

Children are having fewer problems across the year. Children are improving when they receive intensive

behavioral interventions.

12

Presenter
Presentation Notes
Our budget for mental health services has changed dramatically. When we began this adventure we were spending 86% of our mental health budget on intervention. Last year we spent 97% on prevention. Mental health providers are in our classrooms as teammates. They have been trained in the pyramid model and work as partners to prevent challenging behavior. The children have increased their social skills through our intentional and consistent teaching of those skills and through peer to peer mentoring. When a support plan or a functional behavior assessment are necessary to support a child, our staff are capable of developing and carrying out those plans. They are also able to adjust a plan that is not working. Children who need and are receiving this additional support are making gains. The Teaching Pyramid model works for ALL children!
Page 13: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

THE FOUNDATION OF THE PYRAMID

Tier One

13

Page 14: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

Tier 1 in Infant-Toddler Classrooms

Primary caregiving Routines are individualized based on the needs

of each child Adults use routines to interact socially with

infants and toddlers Adults interact verbally with children mapping

their activities and emotions Adults respond to children’s signs of distress

14

Page 15: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

Tier 1 in Infant Toddler Classrooms

Adults support interactions between toddlers

Adults redirect children who are engaging in challenging behaviors

15

Page 16: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

The Pyramid Infant Toddler Observation System (TPITOS)

Importance of translating theory to practiceMeasuring implementationUsing information for professional

developmentStructure of the TPITOS

Classroom Design/Key Adult VariablesRed Flags

Current status of TPITOS 16

Page 17: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

17

Page 18: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

18

Page 19: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

19

Page 20: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

20

Page 21: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

THE IMPORTANCE OF UNIVERSAL SCREENING

Finding children needing more than the foundation

21

Page 22: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

Infant/Toddler S-E Screening

Child social-emotional development and functioning

Environmental support for child social-emotional behavior and development (center/classroom and home)

Key adult-child interaction behaviors that predict important child social-emotional outcomes

22

Page 23: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

Social-Emotional Development & Functioning

Ages and Stages Questionnaire- Social-Emotional(ASQ-SE; Bricker et al.)

Caregiver report10-15 minutes to completeProvides a cut-off score for social-emotional concerns

23

Page 24: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

General Environment Support of Social-Emotional Behavior & Functioning

The Pyramid Infant Toddler Observation Scale (TPITOS)

14 Red Flags 24 Classroom design and behavior items

Rated on a 4-point scale (exemplary practice to not observed)

Home Observation for Measurement of the Environment (HOME IT; Caldwell & Bradley)

45 items completed during home interview6 subscales related to the home environment (parent involvement

presence of appropriate materials and opportunities)

24

Page 25: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

Considerations for Selecting & Implementing

RepeatableBriefEasy to use and scoreInexpensiveReliable and validCapable of telling programs:

When there is a concernWhat intervention needs to zero in onWhether intervention is making a difference

25

Page 26: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

Recognizing Infants & Toddlers Needing more than Universal Intervention

26

Page 27: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

Externalizing Concerns

Severe tantrums Hitting, kicking, biting

Difficulty accepting guidanceScreaming no, throwing toys and materials

27

Page 28: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

Internalizing Concerns

Withdrawn Unengaged with people or materials Sad, anxious, irritable Have a hard time being comforted

28

Page 29: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

Dysregulation Concerns

Difficult to read signalsHard to recognize when they are happy or upset

Rapidly changing signalsMove quickly & with little warning to unconsolable

crying Difficulty calming Difficulty with routines

Falling asleep, staying asleepFeeding

29

Page 30: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

Screening Identification

Parent or teacher report (ASQ-SE)HOMETPITOS

30

Page 31: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

GREATER FOCUS ON INDIVIDUALIZATION

Tier Two

31

Page 32: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

Tier 2 Intervention

Intervention becomes more individualized Involves a closer look at teacher-child interaction in the

classroomFocusing in on a child’s signalsLooking at adult behaviors that foster positive child behaviorLooking at adult behaviors that get in the way of supporting child

positive behavior Identifying specific ways that teachers can respond to a child’s

individual signals to:Support and build on positive signals Reduce stress in response to negative signals

32

Page 33: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

Indicator of Parent-Child Interaction

IPCI (Baggett, Carta, & Horn, 2003)Brief rating scale following observation of authentic

interaction activities at home/centerAdult behaviors that facilitate child social-emotional

developmentAdult behaviors that interfere with child social-

emotional developmentChild engagement Child distress

33

Page 34: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

IPCI Use

Completed for children for whom Tier 1 concerns are identified

ASQ-SEHOMEClassroom Environment

Teacher-child interaction Classroom supervisorLead teacher while observing assistant teacher-child interaction

Parent-child interaction in the center or homeCompleted by a home visitor (teacher, family advocate, social

worker)

34

Page 35: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

INTENSIVE INTERVENTIONTier Three

35

Page 36: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

Who might need intensive intervention?

Children who are not showing progress in response to Tier 2 intervention.

Children whose development and behavior is identified as extremely off-track and teachers are unable to manage their behavior or support them without intensive supports.

36

Page 37: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

Purpose of Tier 3

No change as a result of your prevention strategies and intervention strategies at the lower levels of the pyramid.

Behaviors escalate.

37

Presenter
Presentation Notes
In order to understand what actually is happening with any child, staff or family, you have to take data. Once you are able to see the pattern and analyze the triggers you may be able to deescalate the behaviors. In small children, the same approach must be used in all environments for real change to take place. If your strategies are not working you may need to work harder at developing the partnership with the family and/or care provider.
Page 38: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

Tier 3

Team based process Functional assessment Individualized behavior support plan

Prevention strategies Replacement skills Adult responses to children’s behavior

Implemented across environments Linked to services beyond the classroom as

needed38

Page 39: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

CRITICAL ROLE OF FAMILIES IN THE INFANT-TODDLER PYRAMID

39

Page 40: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

Role of Families in the Pyramid

Families are involved from the very beginning of the model. If additional support is needed for a child, staff work directly with the

family. We will go to their home or they can come to the center…family choice.

Training in Positive Behavior Support is available to families. The family is considered the “expert” on the child. They play an

important role in any planning process. Families are taught to take Behavior Incident Reports.. Their

observations are very valuable for planning.

40

Presenter
Presentation Notes
We talk to the family about this model from the time they enroll their child. Mental health partners are in the centers to teach children Second Step and to help staff problem solve areas of challenge. We offer PBS training to all families. The model is discussed at parent meetings and in newsletters. We have included information about the model in our parent handbooks. We provide small whiteboards with the pyramid model prominently displayed. The whiteboards are magnets that go on the refrigerator as a reminder for them to write down specific praise for their child daily. We honor the information families provide about their child and work with them to resolve challenges. Families are able to take some data which will help them understand what might be triggering the child’s challenging behavior and help the team do a better job of understanding the function of the behavior
Page 41: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

Partnerships

Family support plans are an option. Mental health partners are in the centers regularly to

work with parents and staff on prevention strategies. Mental health partners are available for consultation in

the home, at the center or in their office…family choice. The staff and the family are a team. We share results of

our observations and compare our data. We use specific praise with parents as well as children

and each other.

41

Presenter
Presentation Notes
Results of data taking are shared with all team members. That may include special education or mental health depending on the severity of the situation. The support needed may be for the entire family and not just a specific child. We will help the family write a support plan if the team feels that this approach would be helpful in resolving the challenge. Also, a teacher support plan can be written if the teacher has a challenge with the child that he/she needs to manage. Our model provides support for everyone involved including a care provider if the family is open to the care provider being involved in t his process. Mental health partners are willing to go to a family home or wherever the family will feel the most comfortable. This work is challenging and sometimes frustrating. You have to celebrate even the smallest of successes and not wait until your plan is completed. Parents need positive reinforcement as much or maybe even more than children do. We are intentional about providing specific praise that helps our families grow and develop right along with their children.
Page 42: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

We make it a point to celebrate small successes.

42

Page 43: The Pyramid Framework - University of South Florida€¦ · Benefits: Stronger Relationships Teacher/child interactions are more intentional & meaningful. Teaching staff understand

Summary and Conclusions

Some of the same features of the original Teaching Pyramid can be applied to programs serving infants and toddlers.

Strong foundation equals prevention. We need to ensure fidelity of implementation of the foundation. Families are a central feature of Infant-Toddler Teaching Pyramid. Measures are available for carrying out universal screening to

determine which children might need more intensive supports. Measures for monitoring progress of children in their interaction with

caregivers. Successful implementation of the model will depend on the strong

collaboration with community partners.

43