Agenda Introduction Importance of Social Skills and Behavior - - PDF document

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Pyramid Model: Supporting Early Childhood PBIS

Module 4 Evelyn Green and Denise Henry Illinois STAR NET www.starnet.org

Agenda

• Introduction
• Importance of Social Skills and

Behavior

• The Pyramid Model
• Roles of the Leader

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

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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

Examples of Challenging Behaviors

• Physical and Verbal Aggression
• Noncompliance / Defiance
• Self-Injury
• Disruptive vocal / motor responses

(screaming, stereotypic behavior)

• Destruction of property
• Withdrawal

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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.

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

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

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An Evidence-Based Framework: The Pyramid Approach

• PROMOTION
• PREVENTION
• INTERVENTION

Tertiary: Few Children Secondary: Some Children Universal: All Children

The Pyramid Model:

Promoting Social and Emotional Competence and Addressing Challenging Behavior

H4.6, H4.7

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

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Highlights of Module 1

Nurturing and Responsive Relationships

• Foundation of the pyramid
• Essential to healthy social development
• Includes relationships with children,

families and team members

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

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Highlights of Module 2

“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)

We Teach

Highlights of Module 3a and 3b

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Continuum of Behavior

Social Withdrawal Acting Out

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

Effective Workforce:

Systems and Policies Promote and Sustain the Use of Evidence-based Practices 19 20 21

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Effective Workforce: Role of Leaders

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

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!

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9 Administrative Support is Key to Implementation Fidelity

• Administrative Leadership and Vision
• Time
• Resources
• Training

Administrative Support is Key

• Coaching
• Data Collection
• Written Policies and Procedures
• Families

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

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10 Professional Development (PD)

• Implementation Fidelity is the Goal!
• Ongoing Process
• Include All Staff
• Avoid “Train and Hope”!

Transfer of Learning

What Is Transfer of Learning?

Effective and continuing application of knowledge, skills, and behaviors gained through instructional experiences by staff, to their job over a period of time.

Instructional Experiences Applied at Work

H4.12

Joyce and Showers, 2002

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 COMPONENTS Knowledge Skill Demonstration Use in the Classroom Theory and Discussion

10% 5% 0%

..+Demonstration in Training

30% 20% 0%

..+Practice & Feedback in Training

60% 60% 5%

..+Coaching in Classroom

95% 95% 95%

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11 L-E-A-R-N: 360°of Coaching

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

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

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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

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

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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

• ther web based resources

www.challengingbehavior.org

H4.2

Questions / Comments?

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