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Title: Developing Program-Wide Systems of PBS at the Preschool Level


1
Developing Program-Wide Systems of PBS at the
Preschool Level
  • Becky Beckner, PhD
  • Columbia Public Schools
  • University of Missouri
  • rbeckner_at_columbia.k12.mo.us

2
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.

3
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.

4
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.

5
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

6
Other EC Programs in Missouri
  • Central Missouri Community Action
  • 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

7
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.

8
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.

9
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.

10
Circle Time Rap
  • Now its 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
  • Im sitting on my bottom
  • Now everybody try it

11
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.

12
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.

13
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.

14
Group Contingency for Appropriate Behavior
(Beehive)
15
WE FILLED OUR BEE HIVE TODAY!
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?
WE ARE BEING SAFE, KIND AND RESPONSIBLE
16
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.
  • 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.

17
Share Data
  • Provide stories from staff members who have
    switched to the PBS philosophy.
  • 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.

18
Adult Incentive Form
19
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.

20
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.

21
Listen to the Staff!
  • Address faculty concerns.
  • 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.
  • 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.
  • Instead of insisting PBS is a new strategy for
    your school, gradually provide information.
    Explain how PBS fits in with ongoing
    initiatives.

22
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.

23
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.

24

CPS Year 7 Survey Results
  • How many children have you taken to BUZ team this
    year?
  • 023 people 114 people 210 people 31
    person
  • For what area/s of concern?
  • 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

25
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.

26
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.

27
Behavior Incident Report
  • Data rules At CPS
  • 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.

28
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

29
Devereux Early Childhood Assessment (DECA)
  • Assess a childs level of internal protective
    factors, or 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

30
Early Screening Project(Walker, Severson,
Feil, 1995)
  • Proactive multiple-gated screening
  • Stage One Teacher ranking of externalizing
    internalizing behaviors
  • Stage Two Teacher ratings of the 5 highest
    ranked children
  • Stage Three Direct observations parent
    questionnaires of children exceeding Stage Two
    criteria

Teacher Ranking
Teacher Ratings
Observations
31
Early Screening Project
  • 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 10-minute sessions)
  • The ESP can be used as a clinical tool to
    determine eligibility for special services as
    well as programming/monitoring progress

32
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

33
Staff Support in Crisis Situations
  • Most EC teachers do not send children to the
    principals 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.

34
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35
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

36
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
  • Behavior consultation
  • Direct social skills instruction
  • Individual counseling
  • Parent PBS training

37
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

38
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

39
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
  • Meet every 2 weeks
  • Ongoing screening for those who need it
  • Implementation of strategies
  • BUZ available per cluster at each meeting
  • Behavior Consultant, Occupational Therapist

40
Transition to Kindergarten
  • Transition to kindergarten is a big step for all
    students 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

41
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_article
s/VOL.37NO.6JulyAugust2005_TEC_Stormont37-6.pdf
42
Program-Wide Positive Behavior Support Supporting
Young Childrens Social-Emotional Development
and Addressing Challenging Behavior The
Southeast Kansas Community Action Program
(SEK-CAP) (www.Challengingbehavior.org)
43
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