Pyramid Model: Supporting Early Childhood PBIS Module 4 Evelyn Green and Denise Henry Illinois STAR NET www.starnet.org 1 Agenda • Introduction • Importance of Social Skills and Behavior • The Pyramid Model • Roles of the Leader 2 Why All the Fuss? • Name some challenging behaviors that you and your staff have experienced. • How do these behaviors make you and your staff feel? • Handouts of facts. H4.4, H4.5 3 1
TACSEI Definition of Challenging Behavior Any repeated pattern of behavior, or perception of behavior, that interferes with or is at risk of interfering with optimal learning or engagement in pro-social interactions with peers and adults. Challenging behavior is thus defined on the basis of its effects. H4.3 4 Examples of Challenging Behaviors • Physical and Verbal Aggression • Noncompliance / Defiance • Self-Injury • Disruptive vocal / motor responses (screaming, stereotypic behavior) • Destruction of property • Withdrawal 5 6 2
P.A. 100-0105 Preventing Expulsion of Children Birth to Five P.A. 100-0105 prohibits early care and education (ECE) providers from expelling young children (ages 0-5) from their program because of the child’s behavior. Providers must take documented steps to address the child’s behavioral and other needs in order to keep the child in care, and if ultimately necessary, providers can work with the family on a ‘planned transition’ to a more appropriate setting; this ‘planned transition’ process is not considered an expulsion. Providers also have to report data related to transitions. 7 What Positive Social-Emotional Outcomes Can Be Expected from Evidence-Based Practices? • Decrease in: – Withdrawal, aggression, noncompliance, and disruption – Teen pregnancy, juvenile delinquency, and special education placement • Increase in: – Positive peer relationships including understanding of friendship, cooperation, and sharing – Self-control, self-monitoring, self-correction, and improved social-emotional health – Academic success 8 Challenges to Effective Practices Focus groups with T/TA providers, state policy makers, program personnel, and families identified Four Categories of Challenges : • Lack of knowledge / skill • Beliefs / Attitudes • Lack of collaboration within programs, with families, and within communities • Lack of adequate fiscal resources and procedures H4.2 9 3
An Evidence-Based Framework: The Pyramid Approach • PROMOTION • PREVENTION • INTERVENTION 10 The Pyramid Model: Promoting Social and Emotional Competence and Addressing Challenging Behavior Tertiary: Few Children Secondary: Some Children Universal: All Children H4.6, H4.7 11 Resources for Achieving Objectives • Pyramid Model Consortium: What Works Briefs, Training Modules, Suspension and Expulsion Resources, and many other resources www.pyramidmodel.org • NCPMI (National Center for Pyramid Model Innovations) Recommended Practices fact sheets, tool kits, and other web based resources www.challengingbehavior.org H4.10 12 4
Highlights of Module 1 13 Nurturing and Responsive Relationships • Foundation of the pyramid • Essential to healthy social development • Includes relationships with children, families and team members 14 High Quality Environments • Inclusive early care and education environments • Comprehensive system of curriculum, assessment, and program evaluation • Environmental design, instructional materials, scheduling, child guidance, and teacher interactions that meet high quality practices as described by NAEYC and DEC 15 5
Highlights of Module 2 16 We Teach “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) 17 Highlights of Module 3a and 3b 18 6
Continuum of Behavior Social Acting Out Withdrawal 19 Individualized Positive Behavior Support • Convene a team • Conduct functional assessment • Identify hypotheses • Develop behavior support plan for all relevant environments • Implement, monitor, gather data, refine 20 Effective Workforce: Systems and Policies Promote and Sustain the Use of Evidence-based Practices 21 7
Effective Workforce: Role of Leaders 22 Implementation Issues Associated with the Pyramid Model • Belief that the bottom three levels are already in place • Lack of understanding about the relationship between environment and social development and problem behavior • Tendency to want to jump to the top of the pyramid • Desire for a quick fix 23 Effective Workforce: Role of Leaders Quality of services matters • Provide Vision of high standards and expectations • Use evidence-based practices (EBPs) • Implement the EBPs with fidelity • Monitor practices and child outcomes • Provide professional development • Provide support, policies and resources • Model collaborative leadership: work as a team! 24 8
Administrative Support is Key to Implementation Fidelity • Administrative Leadership and Vision • Time • Resources • Training 25 Administrative Support is Key • Coaching • Data Collection • Written Policies and Procedures • Families 26 Providing Effective Professional Development Experiences designed to develop new knowledge, skills, and behaviors that are expected to be applied immediately on the job. Purpose of Professional Development: Change behavior in the work environment 27 9
Professional Development (PD) • Implementation Fidelity is the Goal! • Ongoing Process • Include All Staff • Avoid “Train and Hope”! 28 What Is Transfer of Learning? Instructional Applied at Transfer of Learning Experiences Work Effective and continuing application of knowledge, skills, and behaviors gained through instructional experiences by staff, to their job over a period of time. H4.12 29 Transfer of Knowledge and Skills OUTCOMES (% of Participants who Demonstrate Knowledge, Demonstrate new Skills in a Training Setting, and Use new Skills in the Classroom) TRAINING Skill Use in the Knowledge COMPONENTS Demonstration Classroom Theory and 10% 5% 0% Discussion ..+Demonstration 30% 20% 0% in Training ..+Practice & Feedback in 60% 60% 5% Training ..+Coaching in 95% 95% 95% Classroom Joyce and Showers, 2002 30 10
L-E-A-R-N: 360 ° of Coaching 31 Using the Teaching Pyramid Observation Tool (TPOT) and / or The Pyramid Infant Toddler Observation Scale (TPITOS) • Baseline on implementation • Focus your professional development (PD) efforts • Identify where teachers/providers may need assistance (coaching, ideas, support) • Shows teacher/provider growth in implementation fidelity 32 What Makes it Work? • A champion • Administrative leadership • Shared decision-making with a collaborative leadership team • Ongoing support for those working directly with children and families • Clearly articulated policies and procedures related to behavior • Commitment to long term process - systems change • Collaboration between ECE and mental health/behavior consultants H4.13 33 11
Outcomes Across Programs • Reduced challenging behavior • Promotion of social development • Improved staff satisfaction • Decreased turnover • Increase in overall program quality • Clearly articulated and implemented policies and procedures • More intentional teaching and purposeful in supporting children’s emotional development • Elimination of “time-out” • Less reliance on “outside” experts • Stronger collaboration with mental health providers 34 35 Illinois Supports • Early Childhood Professional Learning www.eclearningil.org FREE eModules for Pyramid and Implicit Bias • Illinois STAR NET www.starnet.org FREE Implementation Support and Community of Practices • Governor’s Office of Early Childhood Development www2.illinois.gov/sites/OECD/Pages/Py ramid-Model.aspx 36 12
Resources • Pyramid Model Consortium: What Works Briefs, Training Modules, Suspension and Expulsion Resources, and many other resources www.pyramidmodel.org • NCPMI (National Center for Pyramid Model Innovations) Recommended Practices fact sheets, tool kits, and other web based resources www.challengingbehavior.org H4.2 37 Questions / Comments? 38 13
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