Rhode Island Programwide Positive Behavioral Interventions and Supports in Early Childhood Education

1

• Rhode Island Program-wide Positive Behavioral
  Interventions and Supports in Early Childhood
  Education Programs Day 3

Howard Muscott, Ed.D. and Eric Mann,
LICSW Co-Directors www.nhcebis.seresc.net
hmuscott_at_seresc.net emann_at_seresc.net 603-206-689
1 603-206-6820
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Acknowledgements

• Anthony Antosh
• Jonathan Dyson
• Lavonne Nkomo
• Lynn DeMerchant
• Sherlock Center Team
• PBIS-RI Team
• Positive Educational Partnership (PEP) Team
• RI school partners
• RI Family Partners

• Becky Berk, Joyce Welton, Julie Prescott
• NH Leadership Team
• Tony Paradis the SERESC Team
• George Sugai Rob Horner
• Doug Cheney Sandy Keenan
• Mary Ford Joe Perry
• NH school partners
• NH family partners

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Rhode Island PWPBIS in ECE ProgramsPrimary
Prevention Features Day 3

• Identify Efficient Program-wide Data Management
  System
• Rolling Out the Program
• Teaching Plans

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Rhode Island PWPBIS in ECE ProgramsPrimary
Prevention Features Agenda

• Review Response to Challenging Behavior Features
• Creating Responses to Challenging Behavior
• Identify Efficient Program-wide Data Management
  System
• Rolling Out the Program
• Teaching Plans
• Action Planning

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Outcomes for Today

• To determine the process for inputting data into
  the data management system.
• To learn what makes an effective rollout plan.
• To learn how to create an effective teaching plan
  that will be introduced to students in the
  initial rollout.
• To complete the family engagement self-assessment
  and translate it into an action plan.
• To complete the Universal 2.2 checklist and use
  it to create action plans to address high
  priority items needed to roll out the program by
  January, 2007.

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• Moving Forward by Stepping Back
• How did we get here?
• What have we already done?

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RI ECE PBIS Outcomes

• Build the capacity of early childhood education
  programs to support student behavior
• Improve program-wide discipline systems and
  climate
• Increase instructional time for learning and
  development

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RI ECE PBIS Outcomes

• 4. Improve the behavior of all students
• Those without chronic problems
• Those who are showing early signs of problems
• Those with chronic and intense needs
• 5. Improve communication and collaboration among
  stakeholders
• Between faculty, staff, and administration
• Between ECE programs and families
• Between ECE programs, families, mental health,
  and other community service providers to support
  children and families

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Program-wide Positive Behavior SupportMuscott
Mann (2007)

• PW-PBS is a systematic framework for improving
  valued social, emotional, behavioral and learning
  outcomes for young children in early childhood
  education programs.
• PW-PBS uses a broad set of evidence-based
  systemic and individualized strategies to
  effectively prevent and respond to challenging
  problem behavior.
• PW-PBS is a strategic approach in which
  collaborative teams use effective group processes
  and data-based decision-making to achieve desired
  outcomes.

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Program-wide Positive Behavioral Supports in
Early Childhood Education Programs
Individualized Strategies
Tertiary Intervention Function-Based Support for
Children with Persistent Challenges
Secondary Prevention Explicit Instruction for
Groups of Children at Risk
Social and Emotional Teaching
Strategies
Primary Prevention High Quality Early Education
for All Children
Preventative Practices
Building Positive Relationships with Children
and Families
Muscott Mann (2007)

Adapted from the Center
on the Social and Educational Foundations for
Early Learning
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Value Added

• Many children whose challenging behavior worried
  us in the first few weeks of school and whose
  behavior eventually got worse, are now being
  addressed by the prevention features of PBIS and
  as a result their challenging behavior is not
  getting to that point.
• Staff Member at Creative Years

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Value Added

• PBIS has allowed me to address problems early
  before they escalate and become crises. The
  shift from reactive to proactive has been one of
  the best changes Ive seen in all my years of
  consulting in Head Start programs.
• A Mental Health Consultant

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Belknap-Merrimack Head StartMajor ODRS 04-05 vs.
05-06
05-06 Referrals 101
04-05 Referrals 380
The PBIS Difference 279 Fewer Referrals 73
Reduction
Data reflects November to June each year
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Schools
Families
Interest
Awareness
PBIS-NH Stages of Implementation Muscott, Mann,
Berk 2005
Sustainability
Readiness
Implementation
Communities
Youth
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Rhode Island PWPBIS in ECE Programs
Primary
Prevention Behavior Support Schedule for Year One
September October
November
December
January
Draft behavioral expectations
Assemble Univ. Team
Involve faculty in self-assessments of classroom
and non-classroom management features
Plan the initial kickoff and teaching series
Implement initial kickoff and teaching series
Collaborative Team Checklist
Draft behavioral matrix
Define major and minor problem behaviors
Develop specific strategies for teaching
specific behaviors in specific locations
Universal Implementation Checklist
Conduct EBS survey with faculty
Develop or revise the behavior incident form
Determine the recognition plan to be used and
how to encourage its consistent use
Finalize expectations and matrix
Determine needs, gaps and action plans
Define challenging behavior referral process
Family Engagement Survey
Determine data-management system
Have you determined how you will keep the team
and the faculty on the same page?
At each stage, ask Where is it appropriate for
families to be involved? Develop an action plan?
Determine sources, and use, of data for
decision-making
Are your team processes effective? If not, go
back to ground rules and the Collaborative Team
checklist.
Complete and action plan the Working Smarter
Inventory as necessary to eliminate duplication
of effort
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PW-PBIS-NH Communication Systems
Staff
Families
Universal Team
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Adapting PBIS Practices to Support Students in
Early Childhood Education Programs
PRACTICES
Supporting Student Behavior and Families
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Tier 1 Primary Prevention in ECE

• All children should receive sufficient density of
  positive feedback from their caregivers.
• All families should be positively engaged.

Building Positive Relationships with Children
and Families

• Sources Shores, Gunter, Jack, 1993 Brendekamp
  Copple, 1997).

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Tier 1 Primary Prevention in ECE

• Use Effective Preventative Practices
• Developmentally appropriate curriculum
• Developmentally appropriate classroom
  environmental design
• Developmentally appropriate strategies
• Develop program expectations and behaviors in
  routines
• Develop teaching plans
• Develop system to acknowledge students exhibiting
  expected behaviors

Preventative Practices
Sources Laus, Danko, Lawry, Strain, Smith,
1999 Strain Hemmeter (1999)
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Tier 1 Primary Prevention in ECE

• Use Effective Preventative Practices
• Define challenging behaviors
• Create an efficient system for recording the most
  challenging behaviors and the context in which
  they occur
• Determine procedures for responding to
  challenging behavior
• Choose an efficient and effective data management
  system

Preventative Practices
Sources Laus, Danko, Lawry, Strain, Smith,
1999 Strain Hemmeter (1999)
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Steps for Implementing Primary Prevention in
PW-PBIS Prevention

• Build positive relationships with children and
  families
• Use effective preventative strategies
• Provide a developmentally appropriate curriculum
• Provide frequent pre-corrections
• Maintain a predictable schedule
• Minimize and plan effective transitions
• Provide choices where appropriate
• Maximize child engagement to minimize problem
  behaviors.

Positive Relationships
Preventative Practices
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Steps for Implementing Primary Prevention in
PW-PBIS Prevention

• 2. Use effective preventative strategies
• Define program-wide behavioral expectations
• Define expectations within routines
• Create Teaching Tools to teach the key
  expectations within each routine using effective
  practices
• Provide visual reminders of expectations and post
  at student eye level
• Acknowledge students for exhibiting expectations

Preventative Practices
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Steps for Implementing Primary Prevention in
PW-PBIS Response

• Define challenging problem behavior
• Create a form for recording challenging problem
  behaviors
• Determine procedures for responding (e.g.,
  reteaching) to and discouraging (e.g.,
  consequences) problem behavior

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Team Key Indicators of Implementing with
Fidelity

• Representative team
• Family member
• Ground Rules
• Decision Log / Action Plan
• Collaborative Team Checklist

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Coach Key Indicators of Implementing with
Fidelity

• Attend Coaches Forums
• Building PBIS Knowledge and Skills
• Optimistic, positive leader and supporter of PBIS
  in the building and district

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Preventative Strategies Key Indicators of
Implementing with Fidelity

• Developed behavioral expectations
• Developed expectations by routine

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Program-wide Leadership TeamPractice Check

• Who PW Leadership Team
• What To a brief review of the status of the
  features your team have developed so far using
  the previous slides as your guide. Determine
  primary focus for action planning time today
• Time 30 minutes
• Report Out Volunteers

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Responding to Challenging Behavior in ECEs

• Create developmentally appropriate definitions
  for behavior
• Determine the threshold for data collection
  reminders are often included
• Defining acceptable/unacceptable methods for
  addressing problematic behavior, based on the RI
  Child Care Licensing Regulations Standards and
  evidenced-based practices

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Challenging Behaviors Addressing Form

• Form refers to what the behavior looks like.
• We describe form in observable and measurable
  ways.
• We quantify form based on frequency, duration and
  intensity.

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Challenging Behaviors in ECE

•  

• Non-compliance
• Social withdrawal/ Isolation
• Running away
• Property damage
• Unsafe behaviors
• Other

• Physical aggression
• Verbal aggression
• Self injury
• Disruption/Tantrum
• Inappropriate language

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Challenging Behavior Definitions

• Physical Aggression Towards Others forceful
  physical actions directed towards adults/peers
  that may result in physical contact and injury
  (e.g., hitting, kicking, spitting, pinching, and
  throwing objects).
• Verbal Aggression Towards Others threatening,
  offensive or intimidating words directed towards
  an adult/peer (e.g., screaming, name-calling,
  swearing/profanity, use of threats).

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Challenging Behavior Definitions

• Self-injury physical actions directed towards
  oneself, which may result in visible injury
  (e.g., hitting, kicking, scratching, pinching
  oneself).
• Disruption/Tantrum a voluntary outburst or
  action that prevents learning or interferes with
  teaching and persists despite an adults request
  to stop or attempt to comfort.

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Challenging Behavior Definitions

• Inappropriate Language the repeated use of
  words/phrases which are typically unexpected for
  the childs developmental age or level (e.g.,
  swearing/profanity, sexually explicit, etc.)
  despite teacher instruction.
• Non-compliance refusal to follow a reasonable
  request/direction or the established routine that
  persists after multiple requests and a reasonable
  amount of time.

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Challenging Behavior Definitions

• Social Withdrawal/Isolation non-participation
  in class activities with peers/adults or
  withdrawal from play or social interactions with
  peers and/or adults that is beyond what is
  expected based on the developmental age and/or
  level of the child and variation in typical
  temperamental characteristics.
• Running away the act of leaving a designated
  area of supervision/boundaries of play without
  permission and without responding to the requests
  of an adult to return.

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Challenging Behavior Definitions

• Property destruction purposeful actions
  directed towards items/property which may result
  in damage (ripping of books, knocking over
  shelves, throwing chairs).
• Unsafe behavior physical actions which may
  directly or indirectly result in physical injury
  to self or others that persist despite the
  request of an adult to stop and that are
  unexpected based on the developmental age and/or
  level of the child (e.g., climbing on furniture,
  leaning out of windows, etc.).

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Behavior Incident Report Form

• Problem Behavior
• Routine
• Others Involved
• Possible Motivation
• Teacher Response
• Administrative Follow Up

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Adapted Problem Behavior Form for ECE Programs

• Southern NH Head Start class form
• Targets smaller number of behaviors
• Uses one form for each day per class
• Staff make tally mark in box for each routine

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Teacher Responses

• Verbal reminder
• Curriculum modification
• Move within group
• Remove from activity
• Remove from area
• Reteach/Practice
• Time with other adult in different classroom
• Family contact

• Loss of item/privilege
• Time with support staff
• Time Out
• Physical guidance
• Physical hold/ restrain
• Other

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Administrative Responses

• Non-applicable
• Talk with child
• Contact family
• Family meeting
• Arrange behavioral consultation/team

• Reduce hours in program
• Targeted group intervention
• Transfer to another program
• Dismissal
• Other

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Verbal reminder of expectation/directive

• a technique in which the teacher uses a direct
  command (e.g., Please stop !), gestural prompt
  (e.g., hand raised and shown to student), or
  verbal reminder (e.g., Its time for quiet
  voices.) to correct misbehavior and signal to a
  student their behavior is inappropriate and it
  should be stopped immediately. This is most
  effective when paired with eye contact.
•  Words may be the easier and clearest way to
  describe the mand here.

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• this strategy is used when a student displays
  continuous social difficulties playing/engaging
  in a particular area/center of the classroom. The
  teacher may require that the student play in an
  alternate area. This strategy is most effective
  when paired with offering choices (e.g., If a
  student has continuous difficulty sharing dolls
  in dramatic play with peers, the teacher may
  state, I see you are having a hard time in
  dramatic play. I need you to play somewhere else.
  Do you want to go to blocks or sensory table?).
  This intervention is designed in such a way that
  the student can continue working/playing in an
  alternative area. This technique is intended to
  decrease the likelihood that the challenging
  behavior will reoccur.

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Removal from Activity

• This strategy is used when a student displays
  continuous social difficulties playing/engaging
  in a particular area/center of the classroom. The
  teacher may require that the student play in an
  alternate area. This strategy is most effective
  when paired with offering choices (e.g., If a
  student has continuous difficulty sharing dolls
  in dramatic play with peers, the teacher may
  state, I see you are having a hard time in
  dramatic play. I need you to play somewhere else.
  Do you want to go to blocks or sensory table?).

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Removal from Activity

• This strategy is most effective when paired with
  offering choices (e.g., If a student has
  continuous difficulty sharing dolls in dramatic
  play with peers, the teacher may state, I see
  you are having a hard time in dramatic play. I
  need you to play somewhere else. Do you want to
  go to blocks or sensory table?). This
  intervention is designed in such a way that the
  student can continue working/playing in an
  alternative area. This technique is intended to
  decrease the likelihood that the challenging
  behavior will reoccur.

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Re-teach and practice expected behavior

• a technique in which the teacher instructs the
  student on the expected behavior, models the
  expected behavior, has the student practice the
  expected behavior and then acknowledges the
  expected behavior (e.g., if a student is running
  in the classroom, the teacher could state,
  Remember the rule is that we walk in the
  classroom. This is how I walk. Please go back and
  show me walking. After the student practices
  walking, the teacher can acknowledge the
  appropriate behavior by stating, Yes! Thats
  great walking!).

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Program-wide Leadership Team

• Who PW Leadership Team
• What Review the Teacher and Administrator
  Responses and Determine which are appropriate for
  your center.
• Time 30 minutes
• Report Out None

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Program-wide Leadership Team

• Who PW Leadership Team
• What Complete the Family Engagement Survey
  Status Only
• Time 30 minutes
• Report Out None

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Adapting PBIS Data Systems in Early Childhood
Education Programs in NH
Supporting Decision Making
DATA
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Implementing Universal Systems in PW-PBIS

• Identify an efficient program-wide data
  management system and align to procedures for
  responding to or discouraging problem behavior

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Data Management

• A data management system is used to input the
  challenging behavior and context and produce
  information about patterns in graphic or table
  form.

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Examples of Data Management Systems

• Behavior Incident Reporting System
• EXCEL or ACCESS spreadsheet

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Implementing Universal Systems in SW-PBIS

• Develop an initial rollout plan with high
  profile kickoff event to formally introduce the
  program to students and families

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Rolling Out the ProgramMuscott Mann (2004)

• Rollout is the design and implementation of a
  systematic set of plans and procedures for
  communicating, teaching, and practicing all
  elements of the universal program or school-wide
  discipline system with faculty, students,
  families and community members.

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The Initial Rollout Sequence Muscott and Mann,
2004

• Rollouts/Introductions are sequential
• They differ in delivery, based on audience and
  preschool or school culture
• Staff faculty meeting, professional development
  activities
• Parents newsletters, open houses
• Students assemblies, classrooms
• Community press releases, assemblies

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Initial Student Rollout ActivitiesMuscott
Mann, 2004

• Rollout activities with students should occur
• After the Universal Leadership Team has organized
  the elements of the universal system of
  discipline based on a consensus building process
  that includes input from staff, family members
  and other key stakeholders
• After the faculty understands the universal
  system of PBIS
• After families have been informed

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Initial Student Rollout Activities in Early
Childhood Education ProgramsMuscott and Mann
(2006)

• An introductory Kick Off event to introduce the
  expectations and program (RA RA event) (optional)
• A schedule to systematically teach all students
  the program-wide expectations within key
  routines.
• Teaching tools that teach key behaviors for each
  routine based on the program-wide expectation
  matrix

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Keep in Mind

• The culture of your ECE program and the local
  community
• The age level of the students (language,
  motivation, understanding)
• That embedding the kickoff in existing
  activities and structures increases the
  likelihood of sustainability.

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PBIS Roll Out Rally

• VNA held PBIS roll out event in January 2005
• High profile event including VNA board members
  press, PBIS reps., early childhood consultants,
  city mayor

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PBIS Roll Out - Dress-Up Fun
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Star Cookies from the Mayor
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VNA Child Care Rollout
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Steps for Implementing Universal Systems in
PBIS-NH

• Develop a schedule for when teaching and
  recognition activities will occur across the
  year.

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Yearly Teaching Schedule
Fall-Holidays
Initial Kick-Off Event
1st SW Teaching Plan and Recognition
2nd SW Teaching Plan and Recognition
Assessment
Assessment
January-June
3rd SW Teaching Plan and Recognition
4th SW Teaching Plan and Recognition
Assessment
Assessment
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Introducing the Program to Students Kick Off
Activity

• Who Universal Team
• What Brainstorm ideas to introduce the program
  to students that would be relevant and motivating
  based on the age and developmental levels
• Timeframe 30 minutes
• Report Out All Teams -- 10 minutes

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Steps for Implementing Universal Systems in
PBIS-NH

• Develop an initial program or schoolwide teaching
  plan using evidence-based instructional
  strategies for teaching the expected behaviors in
  one setting/context to all students based on
  data.

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Teaching the Big Bs at Belknap Merrimack Head
Start
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Teaching the Big Bs at Belknap Merrimack
Head Start
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Teaching Tool Format

• Name and Location/Routine Indicate the name of
  the teaching plan and the location or routine
  that will be addressed.
• Rationale Include a description of the reason(s)
  for learning the expected behaviors.

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Teaching Tool Format

• Positive and Negative Demonstrations
• Provide multiple demonstrations of the positive
  expected behaviors.
• Provide one demonstration of a typical
  non-example in which the demonstration of the
  problem behavior isnt more attention-grabbing
  than the positive examples.

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Teaching Tool Format

• Guided Practice
• Provide opportunities for students to practice
  the expected behaviors in the location they occur
  and under the supervision of a staff member who
  provides verbal recognition for correct behaviors
  and corrective feedback in the form of reminders
  or reteaching for student errors.
• Describe the expected procedure for recognizing
  students when they exhibit the expected behaviors
  during practice and demonstrate the procedure.

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Teaching Tool Format

• Corrective Feedback Model the expected procedure
  for correcting students when they make errors
  trying to exhibit the expected behaviors during
  practice and demonstrate the procedure.
• Identify expectations for the roles, if any, that
  faculty would play in the initial teaching and
  any subsequent guided practice activities.

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Using a Teaching Approach is the most likely way
to increase desired behavior

• Provide Instruction
• Provide opportunities for Practice
• Provide Recognition for demonstrating what is
  expected and what has been taught
• Utilize effective methods for Correction of
  incorrect behavior
• Pre-correction
• Reminding
• Re-teaching
• Alternative teaching methods
• Teach replacement behavior or skill
• Use Assessment for Decision-Making

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Rationale for Practice

• Behaviors that arent practiced do not become
  habitual and do not become fluent
• Behaviors practiced successfully in context,
  under circumstances closely resembling real
  situation, are more likely to be demonstrated in
  real situation
• Practice provides opportunities to be successful

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Mastricola ES Students Practicing Personal
Space in Line
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Steps for Implementing Universal Systems in
PBIS-NH

• Identify expectations for the roles, if any, that
  faculty would play in the initial teaching and
  any subsequent guided practice activities.

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Steps for Implementing Universal Systems in
PBIS-NH

• Develop a schedule and procedures to ensure that
  all students are taught the expected behaviors in
  the location they occur.

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Steps for Implementing Universal Systems in
PBIS-NH

• Share the teaching plan, expectations for faculty
  involvement and schedule with faculty in advance
  of implementation.

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Steps for Implementing Universal Systems in
PBIS-NH

• Provide faculty an opportunity to practice
  teaching, recognizing the expected behaviors and
  corrective feedback for errors in advance of
  implementation.

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Steps for Implementing Universal Systems in
PBIS-NH

• Inform families in advance of implementation.

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Evaluating Schoolwide Teaching PlansMuscott
Mann (2006)

• This checklist contains 21 key activities that
  occur prior, during and after the teaching of
  schoolwide expectations.

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SNH Head StartAcknowledging System

• Criteria
• Age appropriate
• Limit distraction in the classroom
• Limit competition
• Maximize teacher flexibility
• Features
• Provide verbal praise with pom-pom (item)
• Student puts item in jar
• Group acknowledgment provided when criteria is
  met

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VNA Reinforcement System

• Star Stickers printed with 3 expectations for
  childrens reward (personal take-home token)
• Classroom pom-pom jar (group incentive)
• Classroom parties for filling jar (i.e. pajama
  party, pizza party, popcorn movie day, silly
  hat day, etc.)

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VNA Reinforcement System for Staff

• Universal team members complete ballots for Star
  employees
• Ballots are anonymously entered into a monthly
  raffle for using Positive Behavior Supports
• Ballots are returned to those nominated, so they
  will know their efforts were acknowledged

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Acknowledgement Activity

• Who Universal Team
• What Discuss and differences in
  philosophy/beliefs that staff might hold about
  for or against acknowledging children for
  exhibiting expected behaviors. Discuss how you
  would respond to those who dont believe it is
  necessary
• Timeframe 20 minutes
• Report Out All Teams -- 10 minutes

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Action Planning Time

• Who Universal Team
• What Action Plan and work on highest priority
  features partially or not in place
• Timeframe Remaining Time
• Report Out None

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Homework Activity

• Who Universal Teams
• What Address remaining items on Action Plans
  based on Collaborative Team and Universal Team
  Checklists in order to prepare for introducing
  the program to students when school begins.
• Timeframe Prior to the Kick-Off Event
• Report Out None

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Rhode Island PWPBIS in ECE ProgramsPrimary
Prevention Features Day 4

• Assessing the Roll Out and Initial Teaching Plan
• Yearly Action Planning
• On-going Data-based Decision Making
• Building a Targeted Team
• Membership