Title: PBS Goes to Preschool: Implementing the Teaching Pyramid Program Wide
1PBS Goes to Preschool Implementing the Teaching
Pyramid Program Wide
Mary Louise Hemmeter ml.hemmeter_at_vanderbilt.edu
2Center for Positive Behavior Interventions and
Supports (2002)
3Evidence Re SW-PBS
- Decreases in Office Discipline Referrals
- 6000 schools nation-wide
- First year decrease averages 66
- Improvements in school culture
- School-wide academic improvements
4Young 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, incarceration
5- Early educators are challenged
- Preschool teachers report that childrens
disruptive behavior is the single greatest
challenge they face - Preschool children are three times more likely to
be expelled than children in K-12
6We 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
7Its 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
8Meltdown moments are expected
- Crying
- Head Banging
- Biting
- Throwing objects
- Pinching
- Pulling hair
- Hitting
- Spitting food
Topography of behavior is not meaningful, context
is what matters. Formulas for majors/minors
might not be helpful.
9Early Educators
- Often lack formal credentials
- Have very little training in behavior
- Have limited to no experience with teaming
- Intensity and frequency of training and
technical assistance
10Programs 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 - Systems building and community linkages critical
to success
11The non-system of early childhood
- Early childhood policies and procedures are
highly fragmented, with complex and confusing
points of entry that are particularly problematic
for underserved populations and those with
special needs. This lack of an integrative early
childhood infrastructure makes it difficult to
advance prevention-oriented initiatives for all
children and to coordinate services for those
with complex problems. - (Shonkoff Phillips, 2000, p.11)
12The Teaching Pyramid Promoting Social and
Emotional Competence and Addressing Challenging
Behavior
Treatment/Focused Intervention
Intensive Interventions
Targeted Social Emotional Supports
Prevention
High Quality Supportive Environments
Universal Promotion
Nurturing and Responsive Caregiving Relationships
13The Teaching Pyramid Program-Wide PBS
Program-Wide Commitment
Teacher Training and Technical Assistance
Intensive Interventions
Data-Based Decision Making
Well-Defined Procedures
Targeted Social Emotional Supports
High Quality Supportive Environments
Partnerships with Families
Administrative Support
Nurturing and Responsive Caregiving Relationships
14Program Wide Models
- Kansas SEK-CAP Head Start
- Florida Child Care Head Start
- Iowa Head Start and Pre-K
- Illinois Child Care Public School Pre-K
15Outcomes Across Programs
- Reduced challenging behavior
- Promotion of social development
- Improved staff satisfaction
- Increase in overall classroom quality
- More intentional teaching of social skills and
emotional competencies - Support for children with the most intensive
behavioral needs - Less reliance on outsideexperts
16What Makes it Work?
- A champion
- Administrative leadership
- 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
17SEK-CAP Story
- Available from www.challengingbehavior.org
18Readiness for Program-Wide PBS
- Behavior is a goal
- Leadership Team is formed and includes
- Administrator
- Training and Technical Assistance
- Person with behavioral expertise
- Teachers
- Program commits to 2-3 year process to achieve
full implementation
19Readiness (continued)
- Program commits evaluating outcomes in classrooms
- Leadership team commits to meeting monthly,
monitoring progress, and using data for decision
making - Leadership team commits to
- Facilitating ongoing training and TA
- Supporting teachers to implement the pyramid
- Developing and promoting program-wide
expectations - Developing plan to provide individualized PBS
20Critical Elements Leadership Team
- Establish a Team
- Broad representation
- Administrative support
- Regular meetings
- Implementation plan (use critical elements)
- Review and revise plan at-least annually
21Team Roles
- Team Leader starts meetings, prepares agendas,
keeps team focused - Recorder takes minutes, disseminates minutes,
records discussions, maintains team records - Evaluation Coordinator synthesizes data and
prepares data presentations for review - Behavior Coach provides leadership in behavior
support strategies and tertiary systems
development
22Team Responsibilities
- Develop your programs implementation plan on
Critical Elements Form - Monitor implementation, Use data for
decision-making - Hold regular meetings
- Plan and implement professional development
activities - Create system of support for addressing behavior
issues - Maintain communication with staff
- Evaluate progress
23Critical Elements Staff Buy-In
- Staff Buy-In
- Staff poll establishes buy-in
- Leadership team maintains buy-in by inviting
input and feedback - See Critical Elements
24Please take a moment to give us input on how you
feel about starting Program-Wide PBS ? I feel
very confident about adopting program-wide PBS.
Lets commit to doing this. ? I like the idea of
program-wide PBS, but believe that I need more
training around this topic before feeling like I
can be on board with this. ? I like the idea of
program-wide PBS, but do not feel I can make a
commitment to it at this time. ? I dont feel
that program-wide PBS will be beneficial and
would rather not participate in this process.
25Maintaining Staff Buy-In
- Do program staff have concerns about PWPBS?
- How will you establish buy-in?
- How can you nurture buy-in over time?
26Critical Elements Program-Wide Expectations
- Program-wide Expectations
- Small number (3 to 5)
- Apply to staff and children
- Developmentally appropriate
- Staff are involved in the process
- Posted in classroom and common areas
27Program-Wide Expectations
- Creates a shared focus and continuity for
program, school, classrooms - Gives school/program a shared language
- Communicates positively what is desired
28Program-wide Expectations
- Behaviors expected of all children in all
settings - 3 to 5 behaviors
- Stated in positive terms
- General enough for all settings, but specific
enough to lead to the generation of rules for
targeted settings.
29Sample Expectations
30Expectations vs. Rules
- Expectations are
- General
- Broadly stated
- Applicable to all people in all settings
- Rules are
- Specific
- May apply to limited settings
- Clarify behaviors for settings
- Observable and Measurable
31Expectation vs Rules
- I am a Problem Solver
- Go up the ladder and down the slide
- Be a Superfriend
- Walking feet
- Respect myself and others
- Stay with my group
- Feet on the floor
- Safety First
32Expectation/Rules Matrix
33Program-Wide Rules Be a Friend in Centers
- Gentle hands and feet
- Share toys
- Quiet voices
- Kind words
- Help your friends
34Infant 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
35Promoting 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!
36Together We CanSupport Positive Behavior at
Valeska Hinton
37Together We Can!
- We can do it together we can
- Help each other with our plan
- Showing respect and taking turns
- Being good listeners is how we learn.
- CHORUS
- Sound off, We can
- Sound off, Do it
- Sound off, We can
- (Clap, clap) Do it!
- We have to be safe and follow the rules
- Take care of each other and our school.
- No need to be sad or to shout,
- Together we can work it out!
- CHORUS
-
38- Sharing ideas and being good readers
- Will help us to become great leaders.
- We can do it together we can.
- We have a mission and a plan.
-
- CHORUS
- Sound off, We can
- Sound off, Do it
- Sound off, We can
- (Clap, clap) Do it!
39CARE roll out
40Promoting the Expectations
41Acknowledging the Expectations
42Critical Elements Expectations
- Teaching and Acknowledging the Expectations
- Strategies developed for embedded instruction
- Variety of teaching strategies
- Strategies for acknowledging use of expectations
43Teaching Strategies
- Adult Modeling
- Modeling with Puppets
- Songs
- Fingerplays
- Flannel Board Activities
- Role Play
- Prompts
- Priming
- Reinforcement
- Incidental Teaching
- Use of Games
- Use of Childrens Literature
- Social Stories
44Critical Elements Family Involvement
- Family Involvement
- Input at the beginning
- Multiple mechanisms for sharing the initiative
- Multiple mechanisms for home implementation
- Family partnerships in developing and
implementing individualized support
45Announcing to Families
- Letter written in the childs voice
- Brochure to send home
- Include in parent manual, review with parents
during conferences - Create a family friendly storybook that explains
the initiative - Create parent posters to send home --- or fridge
magnets, chore charts, etc. - Put a banner up that announces the effort (e.g.,
Together We Can) in the center. - Make buttons that say Ask me about PBS. Have
staff wear the buttons and be ready to explain
the new initiative - Adopt a symbol (e.g., star, heart, hands). Send a
symbol home and describe the initiative on the
back.
- Take a photo of the child and include on a
handout that explains the initiative. For
example, the handout could be titled Learning to
Be a Friend and include the childs picture and
some ways that will be worked on in preschool. - Have a party where refreshments are served (e.g.,
cookies in the shape of your symbol!) - Childrens performance related to expectations
- Host an open house where parents are encouraged
to drop in set up an activity where the child
can introduce the parent to the initiative. - Create anticipation about the initiative (Burma
shave signs)
46Maintaining Family Involvement
- look at me notes with photo of child engaging
in expectations - newsletter that is related to the initiative
- Provide childrens books that teach social
skills. - Homework assignments to practice social skills
with family members (e.g., give each person in
your family 3 compliments). - Host classroom and program celebrations of
success and invite parents - Display the expectations in your entryway and put
up photos of the children and program staff
engaging in expectations. Encourage families to
submit pictures of families and children
- Have families submit stories about their child
using the expectations at home. Put in a jar for
a drawing - Collect stories and create a newsletter to share
with all or create a collage and post. - At every parent/teacher conference, share
information on the initiative and the progress of
the child - Have children make books about the skills they
are learning to take home. Include photos of the
child in the book - Send home tip sheets on how to promote the
expectations at home - Personal notes that comment on the parents
strengths and efforts in supporting their childs
development - Provide teachers with a list of sample notes to
make it easier for them to do
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48Critical Elements Teaching Pyramid
- Classrooms are implementing the Teaching Pyramid
- Positive relationships
- Supportive environments
- Teaching social emotional skills
- Initiate the development of individualized
supports for children with persistent challenging
behavior
49Implementation Issues Associated with the
Teaching Pyramid
- 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
50Using the Teaching Pyramid Observation Tool (TPOT)
- Baseline on implementation
- Focus your professional development efforts
- Identify where teachers may need assistance
(coaching, ideas, support) - Shows teacher growth in implementation
51TPOT structure
- Environment questions
- Observable items
- Questions to determine practices
- Red Flags
- Address these immediately!
- See TPOT instrument
52Critical ElementsProfessional Development and
Staff Support
- Staff Support Plan
- Ongoing technical assistance
- Behavior support facilitators are trained
- Needs assessment for pyramid implementation
- Individualized professional development plans
- Group and individualized training strategies
- Incentives and acknowledgment
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54Coaching Impact
Joyce and Showers, 2002
55Stages of Implementation
- Implementation is not an event
- A mission-oriented process involving multiple
decisions, actions, and corrections - Implementing an evidence-based program takes 2 to
4 years
56Professional Development
- Implementation Fidelity is the Goal!
- Ongoing Process
- Include All Staff
- Avoid Train and Hope!
57Critical ElementsResponding to Challenging
Behavior
- Responding to problem behavior
- Developmentally appropriate, classroom strategies
- Crisis responses
- Problem solving and support
- Team assessment-based process for tertiary level
- Partnerships with families
58PBS Problem Solving Process Part II Obtaining
Behavioral Support for an Individual Child
Persons Responsible
Tools to Use
Ages Stages, Denver, Informal Observations
Concerns Identified
Teaching Staff, Parents, Caregivers, Partners
Team Meeting Minutes
Team meeting
Center Team
Observation card, Incident Reports
Classroom observations
Center Team
Teams decides on need for Request for assistance
from Behavior Support Facilitator
Team Meeting Minutes Request for Assistance Form
Center Team /copy minutes leave in notebooks
Observation cards, ABC chart
Behavior Support Facilitator Observes
Behavior Support Facilitator
TEAM Meeting
Team Recommends classroom/staff behavioral
support plan or, TTYC Used
Team Recommends individual behavioral support
plan
59Behavior Support Process
Tools to Use
Person Responsible
Team meeting minutes
Convene Behavior Support Team
Behavior Support Facilitator
Behavior Support Facilitator and Team
PCP Template
Complete Person Centered Planning Meeting
compile PCP Summary
FBA Assessment tools
Conduct Functional Behavioral Assessment
Compile FBA Summary
Behavior Support Facilitator and Team
Review PCP FBA Summaries to identify hypothesis
and develop
FBA Template, data
Behavior Support Facilitator and Team
Review intervention effectiveness and Specify
data needed to evaluate plans
Support Plan template
Behavior Support Facilitator and Team
60Team Activity - Responding to Challenging Behavior
- Consider the following
- What processes do you have in place in your
program for - Responding to crisis situations
- Problem solving with teachers around challenging
behavior - Developing individualized plans for children with
ongoing challenging behavior - How are they working?
- What resources, activities, training do you need
in order to ensure these processes are in place? - DEVELOP BEHAVIOR FLOW CHART
61Critical Elements Monitoring Implementation
Outcomes
- Monitoring implementation and outcomes
- Measurement of Implementation
- Measure outcomes
- Data collected and summarized
- Data shared with staff and families
- Data used for ongoing monitoring and problem
solving - Plan is updated, revised based on data
62Evaluation Plan
- Levels of Data Collection
- Implementation
- Benchmarks of Quality
- Teaching Pyramid Observation Tool
- Program
- Program Incidents (calls to families, dismissals,
transfer, requests for assistance, family
conferences) - Behavior Incidents
- Child
- Social Skills Rating System or other measure
(social skills problem behavior)
63Data-Based Decision Making Implementation
- Benchmarks of Quality
- Next steps for program
- Growth in implementation (will collect pre/post
each year)
64Ybors Benchmarks of Quality
43 total benchmarks
65Mangos Benchmarks of Quality
43 total benchmarks
66Achieves Benchmarks of Quality
43 total benchmarks
67Outcome 4Benchmarks Across Centers
43 total benchmarks
Outcome 4 All 3 centers had more that 90 of
the benchmarks in place or partially in place.
The average across all centers was 95.
68Data-Based Decision Making Implementation
- Teaching Pyramid Observation Tool (TPOT)
- Teacher implementation of the pyramid
- Teachers training and coaching needs
- Change in teacher practice (will collect pre and
post each year)
69Pyramid Implementation Across 2007/08 Three Pre-K
Programs
Averages across 3 child care programs/8 classrooms
Key Red Flag Range is 0-16 (0 good, 2-6 at
risk, 7-15 significant) Environment Range is
0-7 (0-4 poor quality, 5-6 average quality,
7 high quality) Anchor Range is 0-5 ( 0-1.0
poor, 1.1-3.4 average 3.5-5.0 exemplary)
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72Program Incidents
- Monitor program incidents monthly
- Information on calls to families, need for
external assistance, dismissal from program - Provides leadership team with an indicator that
program is becoming more able to manage children
with challenges
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74Monthly Program Incident Tracking
- One person complete
- Make tally marks
- Only capture issues relating to challenging
behavior - May not be able to capture every one do the best
you can
75Data-Based Decision Making
- Behavior Incident Reports (BIR)
- Identify children with challenges
- Identify factors related to challenges (location,
teacher, activity, behavior type) - Change in incidents over time
76Behavior Incident Reports(BIR)
- Form for recording serious behavior incidents
- Monthly graphs provided to leadership team
- Review results at Leadership Team Meetings to
make data based decisions
77BIR Data Drives Decision Making
- Who (teacher, child)
- Where (classroom, hall, outside, etc.)
- How often (average per month)
- What behaviors
78How Often is the Behavior?
79What Behaviors?
80Who is having problem behavior?
81Where is Problem Behavior?
82When is problem behavior occurring?
83Data-Based Decision Making
- Social Skills Rating System (SSRS)
- Child social skills delay and growth
- Child behavior delay and growth
84SSRSSocial Skills Rating System
- Teachers complete based on their knowledge of
child. Only complete on children that have been
in the program a minimum of 1 month - Write unique identifier (instead of name), date
completed, birth date, ethnicity, disability
status (if known)
85Spring 07
Problem Behavior
86Statistically Significant Increase in Social
Skills
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89Steps for Implementation
- Participate in training - develop implementation
plan on critical elements form as part of
training - Develop expectations
- Develop ideas for establish teacher buy-in
- Develop roll out ideas (teachers and families)
- Develop processes for responding to problem
behavior - Develop plan to begin professional development
and staff support
90Steps for Implementation(continued)
- Collect data
- SSRS, BIR, TPOT, Program Incidents, Benchmarks
- Begin implementation
- Begin professional development
- develop classroom action plans
- Program wide roll-out of behavior expectations
- Implementation of systems for responding to
problem behavior - Behavior Flow Chart
91Steps for Implementation(continued)
- Convene monthly leadership team meetings
- Collect and review data and progress
- SSRS, BIR, TPOT, Program Incidents, Benchmarks
- Refine plan based on data
- Problem solve around classroom action plans -
assistance needed - Families
- Share plan with families
- Develop materials for families
- Plan activities/meetings for families
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93National Centers - Resources
- Center on the Social and Emotional Foundations
for Early Learning - (CSEFEL)
- www.vanderbilt.edu/csefel
- Technical Assistance Center on
- Social Emotional Intervention
- www.challengingbehavior.org