What is the IEP process

1
for early years
The Teaching Pyramid
A model supporting social-emotional competence
preventing problem behaviour
Fox, Dunlap, Hemmeter, Joseph, Strain (2003)
2
Goals for the Day

• To gain a working knowledge of the Teaching
  Pyramid model and CSEFEL materials
• To review own practice using CSEFEL Inventory
• To draft an action plan to improve teaching
  social-emotional competence

To trial co-presenting a workshop
3
Session Overview

• Conceptual framework
• definitions
• The model practice levels linkages
• strengths of model
• Center on the Social Emotional Foundations for
  Early Learning (CSEFEL)
• Preschool on-line training materials supporting
  the model
• Level-by-level analysis
• emphases, skills, CSEFEL examples
• activities involving Inventory of Practices
• Summary discussion

http//www.vanderbilt.edu/csefel/
4
Key Definitions
emotional literacy emotional IQ
social literacy

• SE Competency involves knowledge, attitudes, and
  skills related to
• Self-Awareness identifying and recognising
  emotions accurate self-perception recognising
  strengths, needs, and values self-efficacy
• Self-Management impulse control and stress
  management self-motivation and discipline goal
  setting and organizational skills
• Social Awareness perspective taking empathy
  difference recognition respect for others
• Relationships Skills communication, social
  engagement, and relationship building working
  co-operatively negotiation, refusal, and
  conflict management help seeking
• Responsible Decision-making problem
  identification and situation analysis problem
  solving evaluation and reflection personal,
  social, and ethical responsibility.

SEL Student Benefits Booklet DETA, 2008
5
Levels of Practice Linkages

• three hierarchal interrelated levels of
  practice aimed to
• build healthy relationships
• promote positive rewarding learning
  environments
• facilitate childrens social-emotional
  development
• provide individualised behavioural intervention
  (when necessary)
• each level in the Teaching Pyramid provides a
  foundation for the next level
• collaborative teaming with the family at each
  level is seen as essential

6
Strengths of Model
?

• Preventative educative model that
• does not view behavioural interventions in
  isolation
• promotes individualised, multi-focused
  behavioural interventions
• Ethical model that
• uses nonpunitive procedures
• promotes respect, dignity, rights, positive
  attitudes
• Collaborative model that
• promotes teaming among staff and between staff
  families
• Effective model that
• uses evidence-based practices
• promotes a systematic approach to
  planning-teaching-intervention
• is easy to implement

7
CSEFEL Materials

• Facilitators Guide
• Preschool Training Modules scripts powerpoints
  handouts video clips
• Module 1 Promoting Children's Success
  Building Relationships Creating
  Supportive Environments
• Module 2 Social-Emotional Teaching Strategies
• Module 3a Individualised Intensive Interventions
  Determining the Meaning of Challenging
  Behavior
• Module 3b Individualised Intensive Interventions
  Developing a Behavior Support Plan
• Module 4 Leadership Strategies
• Inventory of Practices Action Plan for
  Promoting Social Emotional Competence (Module
  1, Handout 4)

http//www.vanderbilt.edu/csefel/
8
Level 1a Universal PromotionNurturing and
Responsive Relationships

• Emphasis on Staff investing time attention
  in getting to know each Child
• As Staff build ve relationships with a Child,
  their potential influence on childs behaviour
  grows
• As Staff build ve relationships with a Child,
  childs self-esteem, confidence, sense of
  safety grows
• As Staff build ve relationships with a Child,
  they upgrade childs potential resilience by
  decreasing the potential influence of risk
  factors
• As Staff build ve relationships with a Child,
  they upgrade childs potential resilience by
  increasing the potential influence of protective
  factors
• As Staff build ve relationships with a Child,
  their potential influence on childs emotional
  regulation, problem solving, and information
  processing grows

9
Level 1a Universal PromotionNurturing and
Responsive Relationships

• Skills
• 1. Develops meaningful relationships with
  children families
• 2. Examines personal, family, cultural views
  of childs challenging behaviour
• 3. Examines own attitudes toward challenging
  behaviour

10
Level 1a CSEFEL Example
Handout 1.6
Positive Attention Data Sheet
11
Level 1a Activity
Inventory (pp. 2-3)

• Work in pairs or triads
• Read skills indicators
• Discuss relevance of items

12
Level 1b Universal PromotionHigh Quality
Supportive Environs

• Emphasis on a supportive environment aimed to
• promote child engagement
• reduce/prevent problem behaviour
• promote prosocial behaviour
• nurture learning
• reduce/prevent stress and anxiety

13
Level 1b Universal PromotionHigh Quality
Supportive Environs

• Skills
• 4. Designs the physical environment
• 5. Develops schedules routines
• 6. Ensures smooth transitions
• 7. Designs activities to promote engagement
• 8. Giving directions
• 9. Establishes enforces clear rules, limits,
  consequences
• 10. Engages in ongoing monitoring and positive
  attention
• 11. Uses positive feedback encouragement
• 12. Interacts with children to develop their
  self-esteem
• 13. Shows sensitivity to individual childrens
  needs
• 14. Encourages autonomy

14
Level 1b CSEFEL Examples
Powerpoint Slides
15
Level 1b Activity
Inventory (pp. 4-7)

• Work in pairs or triads
• Read skills indicatorsIdentify 3 skills that
  are your strengths
• Share strengths

16
Level 2 Secondary PreventionTargeted SE Support

• Emphases on
• using the most effective teachable moments to
  promote social skills and emotional regulation
• developing essential classroom rules with
  young children
• teaching
• friendship skills
• feeling vocabularies (emotional literacy)
• anger management skills (including how to handle
  disappointment)
• problem solving

17
Level 2 Secondary Prevention Targeted SE
Support

• Skills
• 15. Capitalizes on the presence of typically
  developing peers
• 16. Utilizes effective environmental arrangements
  to encourage social interactions
• 17. Uses prompting reinforcement of
  interactions effectively
• 18. Provides instruction to aid in the
  development of social skills
• 19. Promotes identification labelling of
  emotions in self others
• 20. Explores the nature of feelings the
  appropriate ways they can be expressed
• 21. Models appropriate expressions and labelling
  of their own emotions and
  self-regulation throughout the course of the day
• 22. Creates a planned approach for
  problem-solving processes within the
  classroom
• 23. Promotes children's individualized emotional
  regulation that will enhance positive
  social interactions within the classroom

18
Level 2 CSEFEL Examples
Article Visual supportHelping Young Children
Control Anger and Handle Disappointment (Joseph
Strain, 2003)
Module 2 Handout 7
19
Level 2 Activity
Inventory (pp. 8-12)

• Work in pairs or triads
• Read skills indicatorsIdentify 1 skill that
  warrants more attention
• Share identified skill

20
Level 3 Tertiary InterventionIntensive
Interventions

• Determining the meaning of the problem behaviour
• Emphases on
• viewing problem behaviour as a form of
  communication
• observing with intention
• conducting a functional assessment interview
• developing a hypothesis re function of problem
  behaviour

• Developing a behaviour support plan
• Emphases on
• building the plan
• ways to prevent the problem behaviour from
  occurring
• teaching new replacement skills
• ways to respond to the problem behaviour
• monitoring outcomes

21
Level 3 Example of Plan
Beamish, Bryer, Wilson, 2000
22
Level 3 Tertiary InterventionIntensive
Interventions

• Skills
• 24. Teams with family to develop support plans
• 25. Teams use functional assessment
• 26. Develops and implements behaviour support
  plan
• 27. Teaches replacement skills
• 28. Monitors progress

23
Level 3 CSEFEL Examples
Module 3a Handout 5 Functional Assessment
Interview Form
Module 3b Handout 12 Evaluating the Support Plan

• 9-page document
• for use with parents significant others
• to collect descriptive information about
  the problem behaviour
• in order to determine function of problem
  behaviour

• 1-page document
• for use by team
• to review plan implementation
• in order to determine if plan is effective
  and if adjustments need to be made

24
Level 3 Activity
Inventory (pp. 13-14)

• Work in pairs or triads
• Read skills indicatorsIdentify new skills
  (not in practice repertoire)
• Share identified skills

25
Summary Your Views?

• What is the goodness of fit between the Teaching
  Pyramid Model and
• the young children you work with
• your professional philosophy and needs
• practices in your workplace

26
Taking Action Your Plan

• Discuss aspects of personal action plan in pairs
  or triads
• Individually, jot down 3 actions for Term 4 that
  will improve your teaching and childrens SEL

27
Taking Action With CSEFEL
Follow-up

• Video Presentation of Pyramid Model (11 minutes)
  _at_CSEFEL Homepage
• Fox, L., Dunlap, G., Hemmeter, M. L., Joseph, G.
  E., Strain, P. S. (2003). The teaching
  pyramid A model for supporting social
  competence and preventing challenging
  behavior in young children. Young Children,
  58 (4), 48-52, 57. _at_CSEFEL Preschool Training
  Modules Module 4 Handout 7

http//www.vanderbilt.edu/csefel/
28
Taking Action With CSEFEL
Over time

• Preschool training modules
• Practical strategies
• What works briefs
• What works brief training kits

http//www.vanderbilt.edu/csefel/
29
Recommended Websites

• Center on the Social and Emotional Foundations
  for Early Learning (CSEFEL)http//www.vanderbilt.
  edu/csefel/
• Center for Evidence-Based Practice Young
  Children with Challenging Behaviorhttp//www.chal
  lengingbehavior.org/
• The Collaborative Center for Academic, Social,
  and Emotional Learninghttp//www.casel.org
• Illinois Early Learning Projecthttp//illinoisear
  lylearning.org/about.htm
• OSEP Technical Assistance Center on Positive
  Behavioral Interventions Supportshttp//pbis.or
  g/

30
Recommended Texts

• Landy, S. (2009). Pathways to competence
  Encouraging healthy social and emotional
  development in young children (2nd ed.)
  Baltimore, MD Brookes.
• Kaiser, B., Rasminsky, J. S. (2007).
  Challenging behavior in young children
  Understanding, preventing, and responding
  effectively (2nd ed.). Boston, MA Pearson.
• Dowling, M. (2009). Young childrens personal,
  social, and emotional development (3rd ed.).
  London Paul Chapman.
• Gartrell, D. (2004). The power of guidance
  Teaching social emotional skills in early
  childhood classrooms. Clifton Park, NY Delmar
  Learning.

31
What Next What PD?

• In pairs or triads, discuss and compile on
  post-its a list of PD needs
• Add list to butchers paper at end of session

32

Questions,Queries,Comments

• Beth Saggers
• esagg1_at_eq.edu.au

Wendi Beamish W.Beamish_at_griffith.edu.au