Pyramid 101 Positive Behavior Support Pyramid Model Components - - PDF document

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?

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Some Sobering Facts

5

An estimated 9 to 13% of American children and adolescents between ages 9 to 17 have serious diagnosable emotional

• r

behavioral health disorders resulting in substantial to extreme impairment.

(Friedman, 2002)

6

Students with SED miss more days of school than do students in 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

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Early appearing aggressive behaviors are the best predictor

• f 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

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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?

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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

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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

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National Center Partnership

Center on the Social and Emotional Foundations for Early Learning funded by Head Start and Child Care www.vanderbilt.edu/csefel Technical Assistance Center on Social Emotional Intervention funded 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 not require intensive intervention

Guiding Principles

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“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)

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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

• utcomes for all

children

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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

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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

• ngoing positive relationships
• How do we build relationships with

children and their families?

• How do we build relationships with staff?

Family Photo Bulletin Board

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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)

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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

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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

• thers’ 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)

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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!

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Promoting the Expectations Acknowledging the Expectations Schedules and Routines

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Clear Boundaries Engaging Environments

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Adults Engaged With Children Interesting Materials and Activities

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Transition Strategies

Teaching Social Emotional Skills

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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
• rganizers)
• Shares toys and other

materials

• Takes turns (reciprocity)
• Is helpful
• Gives compliments
• Understands how and

when to give an apology

• Begins to empathize

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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

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Super Friends

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Emotional Literacy

• Expresses feelings appropriately
• Expresses empathy for others
• Learning how to control anger, relax, and calm

down

• Problem-solving with peers

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Emotional Literacy

Emotional literacy is the ability to identify, understand, and express emotions in a healthy way.

What is emotional literacy?

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English/ Spanish

79

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Use of Children’s Literature

On Monday When it Rained Glad Monster Sad Monster Hands Are Not for Hitting

Book Nooks

http://www.csefel.uiuc.edu/practical-ideas.html

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Controlling Anger and Impulse

• Recognizing that anger can interfere with

problem solving

• Learning how to recognize anger in oneself and
• thers
• Learning how to calm down
• Understanding appropriate ways to express

anger

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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.

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The Solution Kit

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Solution Kit Explicit Instruction

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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

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• 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

• utside 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 Summary

Tim’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

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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

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• 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.

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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