Download - PBIS in English
Positive Behavioral Positive Behavioral Interventions & Supports (PBIS)Interventions & Supports (PBIS)
Natalya McComasNatalya McComas
October October 2013 2013
Early Childhood Positive Early Childhood Positive Behavior Interventions & SupportBehavior Interventions & Support A whole-program approach for establishing the A whole-program approach for establishing the
social culture and behavioral supports needed for social culture and behavioral supports needed for children to gain the social emotional foundation children to gain the social emotional foundation and academic readiness skills needed for success and academic readiness skills needed for success in home and school.in home and school.
Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 2
What is Positive Behavior What is Positive Behavior Interventions and Supports? Interventions and Supports?
A structure for understanding how children A structure for understanding how children communicate their needs through their behavior communicate their needs through their behavior
A system of supports to enhance the A system of supports to enhance the social/emotional development of all childrensocial/emotional development of all children
A joint effort between program/school staff and A joint effort between program/school staff and familiesfamilies
Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 3
Workshop ObjectivesWorkshop Objectives Describe the Describe the “Pyramid Model” framework that “Pyramid Model” framework that
guides the use of Positive Behavior Intervention guides the use of Positive Behavior Intervention and Supports (PBIS) with young childrenand Supports (PBIS) with young children
Highlight key features and strategies of each part Highlight 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 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 4
Historical Foundations of PBISHistorical Foundations of PBIS Concerns over aversive, intrusive, and stigmatizing Concerns over aversive, intrusive, and stigmatizing
treatmentstreatments
Movements toward least restrictive environments Movements toward least restrictive environments and de-institutionalizationand de-institutionalization
Research contributing to functional understanding Research contributing to functional understanding of problem/challenging behaviorof problem/challenging behavior
Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 5
Old WayOld Way•General General
intervention for all intervention for all behavior problemsbehavior problems
• Intervention is Intervention is reactivereactive
•Focus on behavior Focus on behavior reductionreduction
•Quick FixQuick Fix
New WayNew Way• Intervention Intervention
matched to matched to purpose of the purpose of the behaviorbehavior
• Intervention is Intervention is proactiveproactive
• Focus on teaching Focus on teaching new skillsnew skills
• Long term Long term interventionsinterventions
Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 6
““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 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 7
How PBIS HelpsHow PBIS Helps Model has been demonstrated to be effective in Model 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 preventing Model 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 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 8
Goals of PBISGoals of PBIS Raise awareness of positive, evidence- based Raise awareness of positive, evidence- based
practices across all programs serving young practices 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 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 9
The Pyramid ModelThe Pyramid Model Nurturing and Responsive Nurturing and Responsive
RelationshipsRelationships
High Quality Supportive High Quality Supportive EnvironmentsEnvironments
Social Emotional Teaching Social Emotional Teaching StrategiesStrategies
Intensive Individualized Intensive Individualized InterventionsInterventions
Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 10
11
~ 5%
~15%
~80% of students
Program-wide Program-wide Positive Behavior SupportPositive Behavior Support
Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ
Primary Level
Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 12
Building Positive
Relationships
Connections with ChildrenConnections with Children
CONNECTED DISCONNECTED
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Acknowledge Children’s Acknowledge Children’s Positive BehaviorPositive Behavior
Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 14
Primary Level
Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 15
Building Positive Relationships
Designing Supportive Learning Environments
Designing Supportive Designing Supportive EnvironmentsEnvironments
Provide developmentally appropriate & engaging activities Provide 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 to Show & 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 & teach Use a variety of strategies to teach expectations & teach them regularlythem regularly
Plan for transitions & support children during transitions Plan 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 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 16
Home/School Expectations Home/School Expectations DefinedDefined
Creates a shared focus and continuity for home Creates 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 expectations 2 to 3 expectations
Stated in positive termsStated in positive terms
General enough for both settingsGeneral enough for both settings
Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 17
Photograph Visual SchedulePhotograph Visual Schedule
Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 18
Change Diaper Wash Breakfast Music
Use real objects.
Visual Object ScheduleVisual Object Schedule
Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 19
Behavioral ExpectationsBehavioral Expectations Share toys Share toys
Inside voicesInside voices
Kind wordsKind words
Help your friendsHelp your friends
Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 20
Teach Children to Teach 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 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 21
Secondary LevelSecondary Level
Building Positive Relationships
Designing Supportive Learning Environments
Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 22
Targeted Social Emotional Supports
On Monday When
it Rained
Glad MonsterSad Monster
Hands Are Not for Hitting
Practical Ideas - Book NooksPractical Ideas - Book Nookscsefel.uiuc.edu/practical-ideas.htmlcsefel.uiuc.edu/practical-ideas.html
Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 23
Tucker Turtle Tucker Turtle Takes Time to Takes Time to
Tuck and ThinkTuck and Think
A scripted story to assist with teaching the A scripted story to assist with teaching the “Turtle “Turtle Technique”Technique”
By Rochelle LentiniBy Rochelle Lentini
March 2005March 2005Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 24
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 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 25
The Solution KitThe Solution Kit
Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 2626
Second Step CurriculumSecond Step Curriculum
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Tertiary LevelTertiary Level
Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 28
Building Positive Relationships
Designing Supportive Learning Environments
Targeted Social Emotional Supports
Individualized Intensive Interventions
Children CommunicateChildren Communicatea 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 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 29
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 dayDuration: ____minutesDuration: ____minutes _____hours_____hours ______days______days ______weeks______weeks
Intensity: Intensity: 1 1 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 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ
Functional Behavior Assessment – Short FormFunctional Behavior Assessment – Short Form
Home Observation CardHome Observation Card
Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 31
Home Observation CardHome Observation Card
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Trigger BehaviorMaintaining
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 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ
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 or Children use behavior to access something or
someone (obtain/request) or avoid something or someone (obtain/request) or avoid something or someone (escape/protest)someone (escape/protest)
• The process of Function Assessment is used to The process of Function Assessment is used to determine the function or purpose of challenging determine 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 effective and function to lead a team to more effective interventions and supports.interventions and supports.
Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 34
PBIS Promotes SuccessPBIS Promotes Success Create an environment where EVERY child feels Create an environment where EVERY child feels
good about coming to school.good about coming to school.
Design an environment that promotes child Design 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 of Teach skills that children can use in place of challenging behaviors.challenging behaviors.
Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 35
Challenges & What We Still Challenges & 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 Families Applicability 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 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 36
Head Start Child Care Bureau, Department of Health Head Start Child Care Bureau, Department of Health
and Human and Human Services.Services.
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National Resource Center The Center on Social Emotional Foundations for Early Learning
(CSEFEL)
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 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 38
Primary Goal for CSEFEL: Primary Goal for CSEFEL: Evidence-Based Practices Evidence-Based Practices
Areas:Areas:
Positive parenting Positive parenting practicespractices
Classroom practicesClassroom practices
Social emotional Social emotional curriculum and intervention curriculum and intervention practicespractices
Intensive child and family Intensive child and family interventionsinterventions
Policy, leadership and Policy, leadership and systems changesystems change
Culturally and linguistically Culturally and linguistically sensitive practicessensitive practices
Resources:Resources:
Technical Assistance to Technical Assistance to statesstates
Interactive websiteInteractive website
Analysis and synthesis of Analysis and synthesis of research research
Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 39
Preschool Training MaterialsPreschool Training Materials Module 1 – Promoting ChildrenModule 1 – Promoting Children’s Success: Building ’s Success: Building
Relationship and Creating Supportive Environment Relationship 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 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 40
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 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 41
Preschool Training MaterialsPreschool Training Materials 3rd Edition of Training Modules 3rd 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 wide Information on program wide
implementationimplementation
- Available in English & Spanish- Available in English & Spanish
Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 42
Parent Training ModulesParent Training Modules1.1. 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 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 43
CSEFEL - What Works BriefsCSEFEL - What Works Briefs
Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 44
Feature Length VideoFeature Length Video
Spanish and EnglishSpanish and English
Closed CaptionClosed Caption
Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 45
Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ 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
Infant Toddler Training Modules Infant Toddler Training Modules Emphasis on unique developmental needs of infant and Emphasis 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/self Many activities, reflections, inventories/self
assessments for learning and planning assessments for learning and planning
47Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ
Module 1: Social Emotional Development Module 1: Social Emotional Development within the Context of Relationships within the Context of Relationships
Topics:Topics:
Social Emotional Wellness Social Emotional Wellness
Experiencing, Expressing and Regulating Emotions Experiencing, Expressing and Regulating Emotions
Temperament Temperament
The Balance of Close, Secure Relationships & the Ability to The 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 Families Context of Families
Using Relationship to Promote S-E DevelopmentUsing Relationship to Promote S-E Development
Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 48
Module 2: Responsive Routines Module 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 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 49
Module 3: Individualized Intensive Module 3: Individualized Intensive Intervention with Infants and ToddlersIntervention with Infants and Toddlers
Social Emotional WellnessSocial Emotional Wellness
When Behavior Goes Off Track: Using Our When Behavior Goes Off Track: Using Our Understanding to Develop Initial ResponsesUnderstanding to Develop Initial Responses
How family circumstances may impact behavior How family circumstances may impact behavior
Paying Attention to the Effects of Challenging Paying Attention to the Effects of Challenging Behavior on the Caregivers Behavior on the Caregivers
Enlisting the Help of Families/Parents Enlisting the Help of Families/Parents
Using a Program Process to Develop a Support Plan Using a Program Process to Develop a Support Plan
Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ 50
CSEFEL Pyramid Model for Supporting CSEFEL Pyramid Model for Supporting Social Emotional Competence Social Emotional Competence in Infants and Young Childrenin Infants and Young Children
csefel.uiuc.educsefel.uiuc.edu Dr. Mary Louise Hemmeter Dr. Mary Louise Hemmeter 61 Children 61 Children’’s Research Centers Research Center
51 Gerty Drive51 Gerty DriveChampaign, IL 61820Champaign, IL 61820
51Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ
National Resources for More InformationNational Resources for More Information
CSEFELCSEFEL www.vanderbilt.edu/csefelwww.vanderbilt.edu/csefel
TACSEI: Technical Assistance Center on Social TACSEI: Technical Assistance Center on Social Emotional InterventionEmotional Intervention
www.www.challengingbehaviorchallengingbehavior..orgorg
52Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ