PBIS in English
•Download as PPT, PDF•
1 like•859 views
The document provides information about Positive Behavioral Interventions and Supports (PBIS). It discusses PBIS as a whole-program approach to establish social culture and behavioral supports to help children gain social-emotional and academic skills. The document outlines the objectives of the PBIS workshop, which are to describe the Pyramid Model framework for PBIS with young children and highlight strategies. It also discusses the historical foundations and goals of implementing PBIS in various settings.
Recommended
More Related Content
Similar to PBIS in English
Similar to PBIS in English (20)
More from Kirsten Haugen
More from Kirsten Haugen (18)
Recently uploaded
Recently uploaded (20)
PBIS in English
- 1. Positive BehavioralPositive Behavioral Interventions & Supports (PBIS)Interventions & Supports (PBIS) Natalya McComasNatalya McComas OctoberOctober 20132013
- 2. Early Childhood PositiveEarly Childhood Positive Behavior Interventions & SupportBehavior Interventions & Support A whole-program approach for establishing theA whole-program approach for establishing the social culture and behavioral supports needed forsocial culture and behavioral supports needed for children to gain the social emotional foundationchildren to gain the social emotional foundation and academic readiness skills needed for successand academic readiness skills needed for success in home and school.in home and school. Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 2
- 3. What is Positive BehaviorWhat is Positive Behavior Interventions and Supports?Interventions and Supports? A structure for understanding how childrenA structure for understanding how children communicate their needs through their behaviorcommunicate their needs through their behavior A system of supports to enhance theA system of supports to enhance the social/emotional development of all childrensocial/emotional development of all children A joint effort between program/school staff andA joint effort between program/school staff and familiesfamilies Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 3
- 4. Workshop ObjectivesWorkshop Objectives Describe theDescribe the “Pyramid Model” framework that“Pyramid Model” framework that guides the use of Positive Behavior Interventionguides the use of Positive Behavior Intervention and Supports (PBIS) with young childrenand Supports (PBIS) with young children Highlight key features and strategies of each partHighlight key features and strategies of each part of the Pyramid modelof the Pyramid model Share resources for implementing PBISShare resources for implementing PBIS Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 4
- 5. Historical Foundations of PBISHistorical Foundations of PBIS Concerns over aversive, intrusive, and stigmatizingConcerns over aversive, intrusive, and stigmatizing treatmentstreatments Movements toward least restrictive environmentsMovements toward least restrictive environments and de-institutionalizationand de-institutionalization Research contributing to functional understandingResearch contributing to functional understanding of problem/challenging behaviorof problem/challenging behavior Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 5
- 6. Old WayOld Way •GeneralGeneral intervention for allintervention for all behavior problemsbehavior problems •Intervention isIntervention is reactivereactive •Focus on behaviorFocus on behavior reductionreduction •Quick FixQuick Fix New WayNew Way • InterventionIntervention matched tomatched to purpose of thepurpose of the behaviorbehavior • Intervention isIntervention is proactiveproactive • Focus on teachingFocus on teaching new skillsnew skills • Long termLong term interventionsinterventions Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 6
- 7. ““If a child doesn’t know how to read, we teach.If a child doesn’t know how to read, we teach. If a child doesnIf a child doesn’t know how to swim, we teach.’t know how to swim, we teach. If a child doesnIf a child doesn’t know how to multiply, we teach.’t know how to multiply, we teach. If a child doesnIf a child doesn’t know how to drive, we teach.’t know how to drive, we teach. If a child doesnIf a child doesn’t know how to behave,’t know how to behave, we…….....we……..... …….teach?…….teach? ……punish?……punish? Why canWhy can’t we finish the last sentence as automatically’t we finish the last sentence as automatically as we do the others?”as we do the others?” Tom Herner (NASDE President ) Counterpoint 1998, p.2)Tom Herner (NASDE President ) Counterpoint 1998, p.2) Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 7
- 8. How PBIS HelpsHow PBIS Helps Model has been demonstrated to be effective inModel has been demonstrated to be effective in many settings (home, child care, preschool,many settings (home, child care, preschool, elementary, middle and high school)elementary, middle and high school) Model is effective in resolving and preventingModel is effective in resolving and preventing challenging behaviorschallenging behaviors Families are essential in the implementationFamilies are essential in the implementation Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 8
- 9. Goals of PBISGoals of PBIS Raise awareness of positive, evidence- basedRaise awareness of positive, evidence- based practices across all programs serving youngpractices across all programs serving young childrenchildren Increase implementation of positive, evidence-Increase implementation of positive, evidence- based practicesbased practices Build enhanced data base of practical, positive,Build enhanced data base of practical, positive, evidence-based practicesevidence-based practices Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 9
- 10. The Pyramid ModelThe Pyramid Model Nurturing and ResponsiveNurturing and Responsive RelationshipsRelationships High Quality SupportiveHigh Quality Supportive EnvironmentsEnvironments Social Emotional TeachingSocial Emotional Teaching StrategiesStrategies Intensive IndividualizedIntensive Individualized InterventionsInterventions Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 10
- 11. 11 ~ 5% ~15% ~80% of students Program-wideProgram-wide Positive Behavior SupportPositive Behavior Support Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ
- 12. Primary Level Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 12 Building Positive Relationships
- 13. Connections with ChildrenConnections with Children CONNECTED DISCONNECTED 13Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ
- 14. Acknowledge Children’sAcknowledge Children’s Positive BehaviorPositive Behavior Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 14
- 15. Primary Level Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 15 Building Positive Relationships Designing Supportive Learning Environments
- 16. Designing SupportiveDesigning Supportive EnvironmentsEnvironments Provide developmentally appropriate & engaging activitiesProvide developmentally appropriate & engaging activities & materials& materials Plan a balance of activities across the day.Plan a balance of activities across the day. Show & teach children the schedule so they know what toShow & teach children the schedule so they know what to expectexpect Teach program expectations & rulesTeach program expectations & rules Use a variety of strategies to teach expectations & teachUse a variety of strategies to teach expectations & teach them regularlythem regularly Plan for transitions & support children during transitionsPlan for transitions & support children during transitions Arrange the classroom for safety and maximum learningArrange the classroom for safety and maximum learning Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 16
- 17. Home/School ExpectationsHome/School Expectations DefinedDefined Creates a shared focus and continuity for homeCreates a shared focus and continuity for home and schooland school Gives home and school a shared languageGives home and school a shared language Communicates positively what is desiredCommunicates positively what is desired Behaviors expected of all children in all settingsBehaviors expected of all children in all settings 2 to 3 expectations2 to 3 expectations Stated in positive termsStated in positive terms General enough for both settingsGeneral enough for both settings Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 17
- 18. Photograph Visual SchedulePhotograph Visual Schedule Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 18
- 19. Change Diaper Wash Breakfast Music Use real objects. Visual Object ScheduleVisual Object Schedule Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 19
- 20. Behavioral ExpectationsBehavioral Expectations Share toysShare toys Inside voicesInside voices Kind wordsKind words Help your friendsHelp your friends Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 20
- 21. Teach Children toTeach Children to Respond to ExpectationsRespond to Expectations Adult ModelingAdult Modeling Modeling with PuppetsModeling with Puppets SongsSongs FingerplaysFingerplays Flannel Board ActivitiesFlannel Board Activities PromptsPrompts PrimingPriming ReinforcementReinforcement Incidental TeachingIncidental Teaching Use of GamesUse of Games Use of Children’s LiteratureUse of Children’s Literature Social StoriesSocial Stories Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 21
- 22. Secondary LevelSecondary Level Building Positive Relationships Designing Supportive Learning Environments Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 22 Targeted Social Emotional Supports
- 23. On Monday When it Rained Glad Monster Sad Monster Hands Are Not for Hitting Practical Ideas - Book NooksPractical Ideas - Book Nooks csefel.uiuc.edu/practical-ideas.htmlcsefel.uiuc.edu/practical-ideas.html Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 23
- 24. Tucker TurtleTucker Turtle Takes Time toTakes Time to Tuck and ThinkTuck and Think A scripted story to assist with teaching theA scripted story to assist with teaching the “Turtle“Turtle Technique”Technique” By Rochelle LentiniBy Rochelle Lentini March 2005March 2005 Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 24
- 25. Turtle TechniqueTurtle Technique Recognize that you feel angry. Think “Stop.”Go into shell. Take 3 deep breaths. And think calm, coping thoughts. Come out of shell when calm and thinking of a solution. Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 25
- 26. The Solution KitThe Solution Kit Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 26 26
- 27. Second Step CurriculumSecond Step Curriculum Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 27
- 28. Tertiary LevelTertiary Level Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 28 Building Positive Relationships Designing Supportive Learning Environments Targeted Social Emotional Supports Individualized Intensive Interventions
- 29. Children CommunicateChildren Communicate a Variety of Messagesa Variety of Messages Functions of communicationFunctions of communication Request object, activity, personRequest object, activity, person Escape demandsEscape demands Escape activityEscape activity Escape a personEscape a person Request helpRequest help Request social interactionRequest social interaction CommentComment Request informationRequest information Request sensory stimulationRequest sensory stimulation Escape sensory stimulationEscape sensory stimulation ……?? Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 29
- 30. Child:Child: Date:Date: Specialist:Specialist: Location: Location: Behavior Concerns:Behavior Concerns: Frequency: ______in an activityFrequency: ______in an activity _____in an hour_____in an hour _____in a day_____in a day Duration: ____minutesDuration: ____minutes _____hours_____hours ______days______days ______weeks______weeks Intensity:Intensity: 11 22 33 44 55 66 77 88 99 1010 Where is behavior exhibited?Where is behavior exhibited? _____toys_____toys _____activity_____activity _____person_____person ______home______home _____school_____school What is the function of the behavior?What is the function of the behavior? _____To get Something/Somebody _____To get Something/Somebody ______To avoid Something/Somebody?______To avoid Something/Somebody? What has worked at least some of the time?What has worked at least some of the time? What doesn’t work?What doesn’t work? 30Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ Functional Behavior Assessment – Short FormFunctional Behavior Assessment – Short Form
- 31. Home Observation CardHome Observation Card Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 31
- 32. Home Observation CardHome Observation Card Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 32
- 33. Trigger Behavior Maintaining Consequence •Group play: centers and outside play Setting Events (if applicable): Irregular sleep pattern at home. Switches houses every 3 -4 days Verbal aggression (threats), physical aggression (hit, push, kick, punch), property destruction Function: obtain toy/ and continues play •Peers give up toys/items •Peers leave area •Adults intervene with negative attention on Tim Preventions New Skills New Responses Support Planning Chart- HypothesisSupport Planning Chart- Hypothesis 33Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ
- 34. Key Points of PBISKey Points of PBIS • Challenging behavior has meaning for the childChallenging behavior has meaning for the child • Children use behavior to access something orChildren use behavior to access something or someone (obtain/request) or avoid something orsomeone (obtain/request) or avoid something or someone (escape/protest)someone (escape/protest) • The process of Function Assessment is used toThe process of Function Assessment is used to determine the function or purpose of challengingdetermine the function or purpose of challenging behaviorbehavior • Hypothesis statements describe the triggers,Hypothesis statements describe the triggers, challenging behavior, maintaining consequences,challenging behavior, maintaining consequences, and function to lead a team to more effectiveand function to lead a team to more effective interventions and supports.interventions and supports. Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 34
- 35. PBIS Promotes SuccessPBIS Promotes Success Create an environment where EVERY child feelsCreate an environment where EVERY child feels good about coming to school.good about coming to school. Design an environment that promotes childDesign an environment that promotes child engagement.engagement. Focus on teaching children what To Do!Focus on teaching children what To Do! Teach expectations and routines.Teach expectations and routines. Teach skills that children can use in place ofTeach skills that children can use in place of challenging behaviors.challenging behaviors. Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 35
- 36. Challenges & What We StillChallenges & What We Still Have to Learn about PBISHave to Learn about PBIS Applicability for Very Young ChildrenApplicability for Very Young Children No research with children much younger than 3No research with children much younger than 3 Applicability and Efficacy with Multi-risk FamiliesApplicability and Efficacy with Multi-risk Families and Communitiesand Communities Transferability of “High Level” PBIS CompetenciesTransferability of “High Level” PBIS Competencies Feasibility in the Context of Large Service SystemsFeasibility in the Context of Large Service Systems Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 36
- 37. Head Start Child Care Bureau, Department of HealthHead Start Child Care Bureau, Department of Health and Humanand Human Services.Services. 37Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ National Resource Center The Center on Social Emotional Foundations for Early Learning (CSEFEL)
- 38. CSEFEL PartnersCSEFEL Partners University PartnersUniversity Partners Vanderbilt University – Dr. Mary Louise HemmeterVanderbilt University – Dr. Mary Louise Hemmeter University of IllinoisUniversity of Illinois University of South FloridaUniversity of South Florida University of Colorado at Denver and Health Sciences CenterUniversity of Colorado at Denver and Health Sciences Center Georgetown University Center for Child and Human DevelopmentGeorgetown University Center for Child and Human Development National Organization PartnersNational Organization Partners ZERO TO THREEZERO TO THREE *National Head Start*National Head Start NAEYCNAEYC *DEC*DEC National Association of State Mental Health Program DirectorsNational Association of State Mental Health Program Directors National Association of Biingual EducationNational Association of Biingual Education Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 38
- 39. Primary Goal for CSEFEL:Primary Goal for CSEFEL: Evidence-Based PracticesEvidence-Based Practices Areas:Areas: Positive parentingPositive parenting practicespractices Classroom practicesClassroom practices Social emotionalSocial emotional curriculum and interventioncurriculum and intervention practicespractices Intensive child and familyIntensive child and family interventionsinterventions Policy, leadership andPolicy, leadership and systems changesystems change Culturally and linguisticallyCulturally and linguistically sensitive practicessensitive practices Resources:Resources: Technical Assistance toTechnical Assistance to statesstates Interactive websiteInteractive website Analysis and synthesis ofAnalysis and synthesis of researchresearch Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 39
- 40. Preschool Training MaterialsPreschool Training Materials Module 1 – Promoting ChildrenModule 1 – Promoting Children’s Success: Building’s Success: Building Relationship and Creating Supportive EnvironmentRelationship and Creating Supportive Environment Module 2 – Social Emotional Teaching StrategiesModule 2 – Social Emotional Teaching Strategies Module 3a/b – Individualized Intensive InterventionModule 3a/b – Individualized Intensive Intervention Module 4 - Leadership StrategiesModule 4 - Leadership Strategies Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 40
- 41. Training Modules Include:Training Modules Include: Suggested AgendaSuggested Agenda List of Materials Needed, including Video ClipsList of Materials Needed, including Video Clips Trainer ScriptsTrainer Scripts Trainer PowerPoint SlidesTrainer PowerPoint Slides Participant Handouts & ActivitiesParticipant Handouts & Activities Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 41
- 42. Preschool Training MaterialsPreschool Training Materials 3rd Edition of Training Modules3rd Edition of Training Modules Focused on 2 – 5 year oldsFocused on 2 – 5 year olds Expanded activities, scripts, handoutsExpanded activities, scripts, handouts More case examplesMore case examples New videoclips with guidance for presentersNew videoclips with guidance for presenters More diverse examplesMore diverse examples Information on program wideInformation on program wide implementationimplementation - Available in English & Spanish- Available in English & Spanish Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 42
- 43. Parent Training ModulesParent Training Modules 1.1. Making Connections!Making Connections! 2.2. Making it Happen!Making it Happen! 3.3. Why do Children Do What They Do?Why do Children Do What They Do? 4.4. Teach Me What To Do!Teach Me What To Do! 5.5. Facing the Challenge (Part 1)Facing the Challenge (Part 1) 6.6. Facing the Challenge (Part 2)Facing the Challenge (Part 2) 7.7. Family Workbook, and a Facilitators Guide.Family Workbook, and a Facilitators Guide. Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 43
- 44. CSEFEL - What Works BriefsCSEFEL - What Works Briefs Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 44
- 45. Feature Length VideoFeature Length Video Spanish and EnglishSpanish and English Closed CaptionClosed Caption Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 45
- 46. Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 46 “Practical Strategies for Teaching Social Emotional Skills” •28 min. feature length video •Highlights strategies and approaches that early childhood personnel and families can use to systematically target social emotional supports that build young children’s skills
- 47. Infant Toddler Training ModulesInfant Toddler Training Modules Emphasis on unique developmental needs of infant andEmphasis on unique developmental needs of infant and toddlers and Developing capacities to:toddlers and Developing capacities to: Experience, regulate, and express emotionsExperience, regulate, and express emotions Form close & secure interpersonal relationshipsForm close & secure interpersonal relationships Explore their environment & learnExplore their environment & learn Same conceptual framework – PyramidSame conceptual framework – Pyramid Similar formatSimilar format Presenter scriptsPresenter scripts PowerPoint slidesPowerPoint slides HandoutsHandouts VideoclipsVideoclips Many activities, reflections, inventories/selfMany activities, reflections, inventories/self assessments for learning and planningassessments for learning and planning 47Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ
- 48. Module 1: Social Emotional DevelopmentModule 1: Social Emotional Development within the Context of Relationshipswithin the Context of Relationships Topics:Topics: Social Emotional WellnessSocial Emotional Wellness Experiencing, Expressing and Regulating EmotionsExperiencing, Expressing and Regulating Emotions TemperamentTemperament The Balance of Close, Secure Relationships & the Ability toThe Balance of Close, Secure Relationships & the Ability to ExploreExplore Developmental Course of Social Emotional WellnessDevelopmental Course of Social Emotional Wellness ChildrenChildren’s Social Emotional Development with the’s Social Emotional Development with the Context of FamiliesContext of Families Using Relationship to Promote S-E DevelopmentUsing Relationship to Promote S-E Development Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 48
- 49. Module 2: Responsive RoutinesModule 2: Responsive Routines Environments, and StrategiesEnvironments, and Strategies Topics:Topics: - Careful Observation- Careful Observation - Responsive Routines and Schedules- Responsive Routines and Schedules - Responsive Environments- Responsive Environments - Strategies to Build Emotional Literacy- Strategies to Build Emotional Literacy - Strategies to Build Social Skills- Strategies to Build Social Skills - Working in Partnership with Families- Working in Partnership with Families Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 49
- 50. Module 3: Individualized IntensiveModule 3: Individualized Intensive Intervention with Infants and ToddlersIntervention with Infants and Toddlers Social Emotional WellnessSocial Emotional Wellness When Behavior Goes Off Track: Using OurWhen Behavior Goes Off Track: Using Our Understanding to Develop Initial ResponsesUnderstanding to Develop Initial Responses How family circumstances may impact behaviorHow family circumstances may impact behavior Paying Attention to the Effects of ChallengingPaying Attention to the Effects of Challenging Behavior on the CaregiversBehavior on the Caregivers Enlisting the Help of Families/ParentsEnlisting the Help of Families/Parents Using a Program Process to Develop a Support PlanUsing a Program Process to Develop a Support Plan Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 50
- 51. CSEFEL Pyramid Model for SupportingCSEFEL Pyramid Model for Supporting Social Emotional CompetenceSocial Emotional Competence in Infants and Young Childrenin Infants and Young Children csefel.uiuc.educsefel.uiuc.edu Dr. Mary Louise HemmeterDr. Mary Louise Hemmeter 61 Children61 Children’’s Research Centers Research Center 51 Gerty Drive51 Gerty Drive Champaign, IL 61820Champaign, IL 61820 51Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ
- 52. National Resources for More InformationNational Resources for More Information CSEFELCSEFEL www.vanderbilt.edu/csefelwww.vanderbilt.edu/csefel TACSEI: Technical Assistance Center on SocialTACSEI: Technical Assistance Center on Social Emotional InterventionEmotional Intervention www.www.challengingbehaviorchallengingbehavior..orgorg 52Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮ່ວມລະຫວ່າງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ
Editor's Notes
- Positive behavioral interventions and supports (PBIS) in the context of early intervention, like PBIS in other contexts, is conceptualized best in the larger framework of prevention. The tiered model of prevention offers a hierarchy of prevention and intervention strategies with the intensity of the strategies geared to the level of perceived need. Fox and her colleagues (2003) described an application of a tiered prevention framework for young children. They presented the “teaching pyramid” as a continuum of supports and services designed to build social competence and prevent challenging behaviors for young children.
- Has its roots in the mid-late 1980s School Wide PBS vs. Program Wide PBS www.pbis.org Until recently, challenging behaviors of young children in early childhood settings have been addressed largely at the individual level, through mental health and behavioral consultation, or in small groups targeting the social-emotional development of at-risk children. With a growing appreciation of the need to prevent children from adverse developmental trajectories (Shonkoff & Phillips, 2000), have generated new consideration of systemic, proactive approaches within programs of early education and child care. Program-wide positive behavior support (PW-PBS) is the systems approach that uses preventive intervention strategies derived from school-wide positive behavior support and applies them with suitable modifications in early childhood settings. Schools that rely exclusively on punishment or other coercive means will find it difficult to increase academic and instructional time. However, more systemic efforts that include developing proactive rules, routines, and making physical changes in schools to prevent predictable problems have resulted in decreases in student misbehaviors, thereby decreasing costly disruptions and time consuming reactions. From this perspective, the time dedicated to prevention can help schools decrease problem behavior and save time making it possible to reinvest time in even greater prevention efforts. Schools implementing systems for preventing problem behavior need a simple and meaningful method for measuring the amount of realized time savings. This measure can then serve as both an evaluation of the effect of systems change efforts and as an index of lifestyle change within the school itself.
- It is also a model spans preschool to high school
- Jane Tier 1 and Tier 2 are the universal in early childhood.
- Jane
- Why is it important? The relationships that we build with children, families, and colleagues are at the foundation of everything we do. It is important to build these relationships early on rather than waiting until there is a problem. Children learn and develop in the context of relationships that are responsive, consistent, and nurturing. Children with the most challenging behaviors especially need these relationships, and yet their behaviors often prevent them from benefiting from those relationships. Adults’ time and attention are very important to children, and we need to be sure that we are giving them that time and attention at times other than when they are engaging in challenging behavior. Parents and other colleagues (such as mental health providers and therapists) are critical partners in building children’s social emotional competence. We should all work together to ensure children’s success and prevent challenging behavior.
- Do more of the things that create connections: Blow more bubbles Show empathy Give undivided attention to the child on a regular basis Sending positive notes home to families about their child’s interests or strengths Scheduling a home visit to problem solve challenges at home Telling the parent something wonderful about the child in front of the child Planning fun parent/child activities at school
- When behavior expectations are taught, it is extremely important to acknowledge when these behaviors are occurring in the context of the children's regular routines. Early childhood professionals should illustrate the specific behaviors that exemplify the expectations in context so that the expectations become anchored to familiar words and behavior. Highlighting the occurrence of exemplars in context serves the purpose of teaching the expectations and supporting the use of the expectations through positive acknowledgement of the behavior. For many children, this acknowledgement serves as a positive reinforcer of their behavior and will increase the likelihood that they will engage in the behavior again (Maag, 2001). Acknowledgement of desired behaviors is such a vital feature of PW-PBS that often the leadership team needs to arrange special monitoring strategies to help prompt staff to "catch the children being good" with a high enough frequency. Acknowledgement of children's response to behavior expectations must be provided at a level appropriate for the developmental age of the children. For example, token systems that are effective with older children may not work with young children given their cognitive levels. Acknowledgment typically needs to be more immediate, more descriptive and more concrete. Highly specific verbal feedback is usually effective. Other approaches for acknowledging positive social behavior are useful, including group celebrations and enthusiastic home notes that the children can help prepare.
- Why is it important? The relationships that we build with children, families, and colleagues are at the foundation of everything we do. It is important to build these relationships early on rather than waiting until there is a problem. Children learn and develop in the context of relationships that are responsive, consistent, and nurturing. Children with the most challenging behaviors especially need these relationships, and yet their behaviors often prevent them from benefiting from those relationships. Adults’ time and attention are very important to children, and we need to be sure that we are giving them that time and attention at times other than when they are engaging in challenging behavior. Parents and other colleagues (such as mental health providers and therapists) are critical partners in building children’s social emotional competence. We should all work together to ensure children’s success and prevent challenging behavior.
- One of the first tasks for the positive behavior support team is to establish behavioral expectations. With older children, there are often approximately five school-wide expectations that define the school's behavioral guidelines. For early childhood programs it is important to select a smaller number due to developmental differences. It is also important to make sure the expectations include words that children can understand. One early childhood program adopted the following three behavior expectations: "Be Safe, Be Kind, and Be Responsible." Breaking these big words down into ones that are familiar and understandable to young children might look be: Use kind words Be kind to others Act and Play safely Make choices that help you and others have fun at school
- Determination of behavioral expectations is followed by clear plans for teaching children to understand and comply with the expectations in the full range of settings within the program (e.g., classroom, hallway, bathroom, playground). Programs often develop schedules or matrices for teaching the expectations in natural routines across the day, and these schedules are often accompanied by strategies and activities that can be used to teach the expectations. Expectations can be taught with a range of strategies that include modeling, practice, role playing, and feedback in context, and a variety of materials can be used to help the teaching process (e.g., books, games, puppets, social stories). Fortunately, most early childhood programs place an emphasis on teaching social skills, and most early childhood educators recognize that opportunities to teach and support appropriate behavior exist throughout the day (e.g., Bricker, Pretti-Frontczak, & McComas, 1998).
- Teaches problem solving, empathy, naming and recognizing feelings, self-management, managing emotions
- Not an exact science but a usually a pretty good guess and guides us in selecting an intervention that could be more effective than what we are currently doing
- Disseminates Research and Evidence based practices The Center on the Social and Emotional Foundations for Early Learning is a five-year project designed to strengthen the capacity of Head Start and child care programs to improve the social and emotional outcomes of young children. The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) is a national resource center for disseminating research and evidence-based practices to early childhood programs across the country. CSEFEL is focused on promoting the social emotional development and school readiness of young children birth to age 5. To support this goal, we have developed a conceptual model of evidence-based practices for promoting young children's social emotional competence and preventing and addressing challenging behavior.
- The Center is located at Vanderbilt University under the direction of Dr. Mary Louise Hemmeter. Tthe Center is a collaborative project involving faculty and staff from the following institutions: State Partners: California, Colorado, Hawaii, Iowa, Maryland, Massachusetts, Nebraska, North Carolina, Tennessee, Vermont, and Wisconsin.
- CSEFEL (Center on the Social and Emotional Foundations for Early Learning) has created Parent Training Modules which provide information for families on how to promote children's social and emotional skills, understand their problem behavior, and use positive approaches to help children learn appropriate behavior. Additionally, the trainings are designed to give parents general information on key strategies that may be used with all children. The Parent Training Modules can be downloaded for free from the CSEFEL website. These modules are also available in Spanish. amily-centered positive behavior support refers to PBIS conducted within a family environment where the family not only partners with professionals to design and implement behavior support for a child with challenging behavior, but also where the family unit is viewed as the primary beneficiaries and as the primary decision makers.
- Summaries of effective practices that can be shared with teachers
- Currently being translated into Spanish Available of the CSEFEL website or on DVD for $20