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


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


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


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


““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)


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


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


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


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


Building Positive

Relationships

Connections with ChildrenConnections with Children

CONNECTED DISCONNECTED

13Laos~Oregon Inclusion Project • 2014 ໂຄງການການສຶກສາຮຽນຮວ່ມລະຫວາ່ງ ມະຫາວິທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ

Acknowledge Children’s Acknowledge Children’s Positive BehaviorPositive Behavior


Primary Level


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


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


Photograph Visual SchedulePhotograph Visual Schedule


Change Diaper Wash Breakfast Music

Use real objects.

Visual Object ScheduleVisual Object Schedule


Behavioral ExpectationsBehavioral Expectations Share toys Share toys

Inside voicesInside voices

Kind wordsKind words

Help your friendsHelp your friends


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


Secondary LevelSecondary Level




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


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.


The Solution KitThe Solution Kit


Second Step CurriculumSecond Step Curriculum


Tertiary LevelTertiary Level




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 ……??


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?


Functional Behavior Assessment – Short FormFunctional Behavior Assessment – Short Form

Home Observation CardHome Observation Card


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


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.


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.


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


Head Start Child Care Bureau, Department of Health Head Start Child Care Bureau, Department of Health

and Human and Human Services.Services.


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


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


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


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


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


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.


CSEFEL - What Works BriefsCSEFEL - What Works Briefs


Feature Length VideoFeature Length Video

Spanish and EnglishSpanish and English

Closed CaptionClosed Caption



“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


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


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


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


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


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
