Transcript Developing Program-Wide Systems of PBS at the Preschool Level

Developing Program-Wide
Systems of PBS at the
Preschool Level
Becky Beckner, PhD
Columbia Public Schools
University of Missouri
[email protected]
EC and Elementary PBS Similarities
 Proactive, preventative approach
 Teach and practice expected behaviors
 Feedback for appropriate and inappropriate
behavior
 Team-based management
 Training and support for all staff members and
students
**Due to the structure of early childhood programs
and the ages taught, there are a few concepts
that must be adapted.
Program-wide PBS
 Early Childhood PBS is generally approached as a
program-wide system rather than school-wide,
although this will vary depending on the program
make-up in a particular community.
 Within a public school system, early childhood
classrooms are often spread out across several
elementary buildings.
 These may be in buildings that have school-wide PBS
of their own, indicating that the early childhood
program must be mindful of creating a developmentally
appropriate PBS system while fitting into the different
elementary buildings’ programming.
Program-wide PBS
 Some public school early childhood programs
are developed for typically developing children
(i.e., Title One preschools), while others blend
with Head Start and/or Early Childhood Special
Education classrooms.
 Some early childhood programming occurs in
community-based childcare centers.
 The PBS team must consider these scenarios
when planning for implementation.
 The EC-PBS team is typically quite large.
Columbia Public Schools
 Columbia, Missouri
 18 Title I preschool classrooms in 12
elementary buildings with 500+ students and
itinerant ECSE support
 8 ECSE classrooms at a Center with 130
students
 7th year of PBS implementation
 “Be Safe, Be Kind, Be Responsible”
Other EC Programs in Missouri
 Central Missouri Community Action
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8 counties of Head Start classrooms
6th year of implementation
 Columbia Montessori School
 Academy Early Learning Center
 Sedalia Early Childhood Center
 Rockwood Early Childhood Program
 Francis Howell Early Childhood Program
 United Services
Developmentally Appropriate
Programming
 It is important for the PBS team to focus on the
developmental appropriateness of planning instead of
merely copying the programming of an elementary
building.
 One example of this would be deciding on school
behavior expectations and completing the rules
matrix. For an early childhood program, it may be
important to focus on 2 or 3 expectations instead of
the 4 to 6 chosen in an elementary building.
 Again, some classrooms are in buildings with existing
PBS programming. The team should be aware of
existing situations when deciding on program
expectations, and plan accordingly.
Formalization of Learning Through
EC-PBS
 Another thought to consider is the typical purpose of
children who are 3 to 5 years of age. For most of them,
this is their first experience with organized schooling.
All school-appropriate behaviors to be learned are new
to them and require numerous opportunities for
practice.
 These include not only the rules and routines of school,
as laid out in the expectation matrix, but also how to
make friends, how to express emotions, and general
school structure.
 Early childhood teachers already spend much of their
time teaching such skills; yet often fail to articulate the
importance of these lessons to the children, parents,
and other staff by labeling such lessons as part of the
daily routine.
Instruction of Social Skills
 The learning of preschool-aged students
occurs through play and trial and error
actions.
 Social skills instruction in early childhood
settings often utilizes puppets, storybooks,
finger plays, social stories, songs, group
games, and art activities for well-rounded
instruction and practice of such skills.
Circle Time Rap
Now it’s time for the Circle Time Rap
My eyes are on the teacher
My hands are in my lap
My legs are sitting criss cross
My voice is very quiet
I’m sitting on my bottom
Now everybody try it
Philosophical Differences
 Philosophical differences refer to variations in peoples’
beliefs and values. Differing philosophies can affect
buy-in, overall support, the extent and integrity to which
staff use PBS techniques, and overall school climate.
 Therefore, it is important that philosophical differences
that may exist among faculty and staff be addressed.
 Many early childhood programs utilize curricula based
on constructivist theory (e.g., High/Scope, Project
Construct). The early childhood PBS team will need to
work closely with the staff to ensure that the curriculum
and PBS programming blend well.
 There are two particular concepts that may need to be
discussed and addressed by the team.
Formal Curricula
 Early childhood educators often create lesson
plans based on the current interests of
children in the classroom.
 Purposeful Instruction: It will be important for
the staff to discuss the need for all children to
be directly taught appropriate school
behavior.
Praise and Tangible Rewards
 After discussing this issue, many EC programs have
resolved to use a minimum of verbal feedback in the
form of acknowledgement of appropriate and
inappropriate behavior.
 Typical examples heard in early childhood programs
are: “Tim, you are using your walking feet. You are
being safe,” and “Tim, our rule is to use our walking
feet to be safe. Can you show me or should we
practice?”
 Several early childhood programs have utilized a
continuum of strategies to recognize appropriate
behavior, ranging from verbal acknowledgement for
group behavior to awards for individual behavior.
 The PBS team will need to work closely with the staff to
come to an agreement on what strategies are
appropriate for children in their program.
Group Contingency for Appropriate
Behavior (Beehive)
WE FILLED OUR
BEE HIVE TODAY!
WE ARE:
BEING SAFE, KIND
AND RESPONSIBLE
Do You Like to Buzz?
(sung to the tune of ‘Do Your
Ears Hang Low?’)
Do you like to buzz?
Are you covered in fuzz?
Do you call a hive a home
In the garden where you roam?
Do you know how to make
honey?
Are your stripes a little funny?
Do you like to buzz?
Strategies for Addressing
Philosophical Differences: Share Data
 Schools have reported “data is our best
weapon”. Data should be shared and explained
to staff in meaningful ways.
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Personalize communication when speaking with
personnel regarding data. Make certain
teachers understand the needs and outcomes
that are revealed by the data. Share data from
different levels (e.g., classroom, school-wide,
district).
Share data on a regular basis. Allow teachers to
see the transformation. Teachers need to see
that PBS works.
Share Data
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Provide stories from staff members who have
“switched” to the PBS philosophy.
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The stories should explain why they used to disagree
with PBS, and what happened to make them think
differently.
These stories can be posted in staff areas to be read
during down times, shared at faculty meetings, through
email, in staff newsletters, or on a school PBS folder on
shared files.
Provide public recognition and praise for teachers
who are using PBS effectively.
Adult Incentive Form
Communicate Effectively
 When addressing philosophical differences
regarding PBS among staff, effective
communication is key. When speaking with
staff, do so in a meaningful way, which may
include addressing staff individually.
 Frequent communication opens dialogue for
problem solving among staff members.
 Make certain that staff members feel
comfortable seeking clarity and asking
questions. Regardless of individual differences,
staff should feel supported as a whole.
Open Communication
 Philosophical differences cannot be adequately
addressed if staff members feel as though they
have no voice in the PBS process. Involve staff
members who object to PBS. Having a
“naysayer” or two on the PBS team will provide
a platform for others who may have differing
opinions.
 Have a person/s on the team whose role is
“communication specialist”- a person who
provides updates to the staff, this is the person
for staff to contact when they have questions.
Listen to the Staff!
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Address faculty concerns.
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Questions may be answered anonymously during faculty
meetings (chances are there are other staff members who
have the same question, but have not asked it).
Create an anonymous suggestion and question box, so that
staff members can share their concerns freely.
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Be empathetic and try to listen for the concerns that are
their underlying objections. For example, a staff
member who complains, “We are already doing this”,
may feel this way because she does not have enough
information about PBS.
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Instead of insisting PBS is a new strategy for your
school, gradually provide information. Explain how PBS
“fits in” with ongoing initiatives.
Empower Teachers
 Provide teachers with the opportunity to observe
classrooms and speak with teachers who successfully
implement PBS strategies.
 Utilize teachers and staff to provide details and
examples from their classroom and school proving that
PBS can be successful.
 Have other schools share their outcomes. Provide
research articles supporting PBS.
 Emphasize the benefits of PBS. For example: PBS
strategies can save time and effort; data collection
provides accountability to families and districts; and
PBS improves school climate.
Go the Extra Mile!
 Be sure to check back with staff members to
see if their concerns are being addressed.
 When a change is made to some component
of PBS because of staff concerns, let the
faculty know what the concern is and how
they have made changes to address the
concern.
CPS Year 7 Survey Results
 How many children have you taken to BUZ team this
year?
0=23 people; 1=14 people; 2=10 people ; 3=1 person
 For what area/s of concern?
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Communication-10
Behavior-16
Academics-7
Sensory-2
 Was the process easy? Yes: 22 No: 3
 Was the process helpful? Yes: 22 No: 3
 Did you get your needs met? Yes: 19
No: 5
Data Collection Regarding Individual
Students
 Most early childhood programs have not
previously used systems to collect behavioral
data.
 As analysis of appropriate data is key to
developing a workable action plan, the PBS
team will need to discuss how to gather basic
information about behavior incidents as they
occur.
 Many decisions must be made regarding the
use of a Behavior Incident Report.
Data Collection for Parents
 Parents are very involved in the education of preschool-aged
children. Early childhood teachers typically share information about
specific behavior incidents with parents in person or by writing a
note. It is important for the teacher to still have this ability regardless
of what type of form is developed.
 Teachers do not generally want to send home a BIR for minor,
classroom-managed issues. Therefore, a decision-rule must be
made regarding when a BIR should be sent home.
 Likewise, a decision must be made regarding which offenses are
recorded and turned in to a central location for analysis. Many
teachers use the BIR as a data collection tool with a summary of
minor chronic behaviors turned in to the central office and to
parents.
Behavior Incident Report
 Data rules At CPS
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Sent home and to data manager if a Level 3
consequence is given
After 3 incident reports, support is offered
 Reality: BIRs are not consistently used unless
requesting support or as part of the evaluation
process.
Screening Process
 Behavior Checklist (November and March)
 Subjective measure compiled from clinical and
developmental scales
 Sample data: November-450 filled out
43 red-flagged
March-520 filled out
13 more red-flagged
 Standardized Screening Instruments
Devereux Early Childhood
Assessment (DECA)
 Assess a child’s level of internal protective factors, or
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resiliency (self-control, initiative, attachment)
Create a classroom profile to pair with lessons for
school, share information with parents for strategies at
home
Goal: Strengthen protective factors and minimize impact
of risk factors
Infant/Toddler, Preschool, School-age, and Clinical
versions
Short screen for Problem Behavior
Early Screening Project
(Walker, Severson, & Feil, 1995)
 Proactive multiple-gated
Teacher Ranking
screening:
 Stage One: Teacher ranking of
externalizing & internalizing
behaviors
Teacher Ratings
 Stage Two: Teacher ratings of
the 5 highest ranked children
 Stage Three: Direct
Observations
observations & parent
questionnaires of children
exceeding Stage Two criteria
Early Screening Project
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Stage Two: Normative comparisons on several
checklists/scales that are appropriate to externalizing and
internalizing concerns
 Scores of At-Risk, High-Risk, or Extreme Risk for each scale
with separate tables by gender
 Convert to T scores and percentile ranks
Stage Three: Optional measures that guide decision-making
regarding support
 Parent Questionnaire with items that correspond to teacher
scales
 Social Behavior Observations during peer play that identify
antisocial/nonsocial behavior or prosocial behavior (two 10minute sessions)
 The ESP can be used as a clinical tool to determine eligibility
for special services as well as programming/monitoring
progress
PRE-SET (Horner, Benedict, & Todd, 2005)
 Adaptation of the School-wide Evaluation Tool (SET) used in K-12
educational settings to measure critical features of school-wide PBS.
 The Pre-SET assesses classroom and program-wide variables
across 9 categories:
A. Expectations Defined
B. Behavioral Expectations Taught
C. Appropriate Behavior Acknowledged
D. Organized and Predictable Environment
E. Additional Supports
F. Family Involvement
G. Monitoring & Decision-Making
H. Management
I. Program & District-Wide Support
Staff Support in Crisis Situations
 Most EC teachers do not send children to the
principal’s office or to a buddy room when
escalating and/or violent behavior occurs.
 Child care licensing regulations are particular
about use of physical restraint and continued
enrollment of students who may be dangerous
 A Crisis Plan is completed by each classroom
team in order to be prepared for such events.
 Students are taught classroom evacuation.
EARLY CHILDHOOD CRISIS BEHAVIOR PLAN
Is the behavior dangerous to the child or others?
Yes
No
Give Choice to calm down or removal
from area/activity
Prompt [redirect, reteach/remind of the
replacement behavior]
Refrain from emotional engagement in
power struggle or discussion
Calm Down?
Yes
Ready?
No
No
Yes
Safe Area: [goal is de-escalation]
In-class Time Away
to think about
rules and what to
do differently
Return to group
Location:
Supervisor:
Make a Plan [goal of returning to group, put in
consequences at appropriate time]
Ready?
Yes
No
Make a Plan: verbal or
think sheet
Removal from the
group with no verbal
attention given
[Just supervision]
Location:
Join Class
CPS 2002
Implement
appropriate
Contingencies
Early Childhood Secondary and
Tertiary Supports
 On-Going Monthly PBS Support Group:
Training of staff on concepts such as managing
escalating behavior, determining environmental
triggers for behavior, and understanding the
function of behaviors
 Intensive Social Skills Instruction:
Beyond the lessons provided to teachers,
For at-risk behaviors such as dealing with
frustration tolerance,
Materials are provided or a specialist provides
the requested lesson for small groups
Other Secondary and Tertiary Supports
 Mentoring for children in need of extra attention (due to crisis,
family issues, or attention-seeking behaviors):
 Administrators and traveling specialists
 15 to 30 minutes per week, plus field trips and class parties
 Unconditional involvement
 Special Education evaluation in the area of
social/emotional/behavioral functioning
 Special Education services
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Behavior consultation
Direct social skills instruction
Individual counseling
Parent PBS training
Teacher Assistance Teams
 CPS Buddy-Up Zone (BUZ Team):
 Available every Friday-different times of the day-Four
teams of peers
 Any area of concern (85% of meetings during 2007-2008
were for behavior)
 Request for Support and gathering of available data
 Parent permission required, attendance encouraged
 Teacher Support and Referral Team (TSAR):
 Two per month-classroom team, Mental Health Consultant,
ECSE staff
General Education Interventions
 Compile what is known, what is in place
 Identify antecedent/environmental strategies
 Identify curricular modifications
 Address any behavior management needs
 Recommend interventions, supports, materials,
observations, data collection methods/tools,
and/or referrals for evaluation
 Schedule a follow-up meeting
RTI and BUZ: 2008-2009
 Early Childhood DIBELS administration for all
pre-kindergarten students in Title I
 Cluster teams: School Psychologist, ECSE
Teacher, Speech/Language Pathologist, Title I
teachers
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Meet every 2 weeks
Ongoing screening for those who need it
Implementation of strategies
 BUZ available per cluster at each meeting
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Behavior Consultant, Occupational Therapist
Transition to Kindergarten
 Transition to kindergarten is a big step for all students
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and their parents.
In particular, those with behavioral difficulties tend to
struggle.
At CPS, Transition Plans are written for all children who
have gone through BUZ/TSAR teams.
Parental permission is obtained prior to the initial team
meeting.
Support forms and transition plans are sent to the
principal of the receiving elementary school for
dissemination
Where to get more information:
Positive Behavior Support Systems: Applying Key
Features in Preschool Settings
Authors: Melissa Stormont, Timothy J. Lewis, and Rebecca Beckner
TEACHING Exceptional Children VOL. 37 NO.6 July/August 2005
http://journals.sped.org/ec/archive_articles/VOL.37NO.
6JulyAugust2005_TEC_Stormont37-6.pdf
Program-Wide Positive Behavior Support:
Supporting Young Children’s Social-Emotional
Development and Addressing Challenging
Behavior The Southeast Kansas Community Action Program (SEKCAP) (www.Challengingbehavior.org)