Early Childhood ProgramWide Positive Behavior Support

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Early Childhood Program-Wide Positive Behavior
Support Outcomes
Rochelle Lentini lentini_at_fmhi.usf.edu
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Sister Centers

• Center on the Social and Emotional Foundations
  for Early Learning
• (CSEFEL)
• http//www.vanderbilt.edu/csefel/
• Technical Assistance Center on Social Emotional
  Intervention for Young Children
• (TACSEI)
• www.challengingbehavior.org
• Formerly

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Site Demographics

• Achieve Tampa Bay
• Full day, full year, not for profit early
  childhood program
• Children between the ages of birth to five years
• Of the 122 children who participate in the
  program
• 48 are of low income
• 45 are at the poverty level
• 41 are children with special needs
• Contracted with School Readiness, Head Start, and
  VPK
• As of September 2008, no longer has a contract
  with Head Start, but increased VPK enrollment
• NAEYC accredited (2008)
• Participating in the Quality Counts program
• Staff of 23 females
• 15 of whom are African-American
• 2 are Hispanic
• 1 is of another culture
• 5 are Caucasian
• Education
• 10 have their CDA, 7 have their BA or BS, and 3
  have their AS

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Site Demographics

• Mango Head Start
• Full day, full year, Head Start/Early Head Start
  early childhood program
• Children between the ages of birth to five years
• Of the 76 children
• 2 are of low income
• 98 are at the poverty level
• 9 are children with special needs
• NAEYC accredited (2008)
• Staff of 21 consists of 1 male and 20 females
• 15 of whom are African-American, 2 are Hispanic,
  and 4 are Caucasian
• Education
• 14 have their CDA/CDAE, 3 have an MA/MS, 6 have a
  BA/BS, and 1 has an AA

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Site Demographics

• Ybor HCC Child Development Center
• Full day, full year, non profit early childhood
  program
• Servicing children between the ages of one to
  five years
• Childrens parent(s) attend Hillsborough
  Community College
• Of the 49 children
• 40 are of low income
• 7 are at the moderate level
• 10 are children with special needs
• Contracts with School Readiness and VPK classroom
  
• NAEYC accredited and participating in Quality
  Counts program
• Staff consists of 11 females
• 5 of whom are African-American, 3 are Hispanic,
  and 3 are Caucasian
• Education
• 1 has her masters, 5 have their AA/AS, 1 has a
  BS, 2 have some college, and 10 have their CDA/DC

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PWPBS Objective 1

• Provide T/TA to Child Care Leadership Teams to
  assist their implementation of the program-wide
  adoption of the teaching pyramid
• Expected Outcome child care sites will increase
  their use of research-based practices that
  promote young childrens social competence and
  address their challenging behavior

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PWPBS Objective 2

• Provide TA to early childhood education
  practitioners with children identified by the
  centers leadership team as needing
  individualized behavior supports for persistent
  challenging behavior (tertiary level)
• Expected Outcome centers will demonstrate
  teacher skill in the support of individualized
  behavior supports for children with persistent
  challenging behavior

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PWPBS Objective 3

• Provide T/TA to early childhood education
  practitioners to promote the social and emotional
  development of all children within the child care
  center
• Expected Outcome child care sites will show an
  increase in social skills for at least 75 of
  preschool aged children who have participated in
  a full year of the program

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PWPBS Objective 4

• Assess the implementation, fidelity, and outcomes
  of the Early Childhood PWPBS model
• Expected Outcome child care sites will have 90
  of the critical elements partially in place by
  September 2008

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Readiness for Program-Wide PBS

• Behavior is a goal
• Leadership Team (2-6 people) is formed and
  includes following roles and representation from
• Administration
• Person with behavior expertise
• open to receiving additional training in
  individualized PBS
• Infant/Toddler Teacher Rep
• Pre-K Teacher Rep
• Family Rep

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Leadership Team Roles(folks can play multiple
roles)

• Team Leader starts meetings, prepares agendas,
  keeps team focused
• Recorder takes minutes, disseminates minutes,
  records discussions, maintains team records
• Evaluation Coordinator synthesizes data and
  prepares data presentations for review
• Behavior Coach provides leadership in behavior
  support strategies and tertiary systems
  development

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Readiness for PWPBS(continued)

• Program commits to 2-4 year process
• Leadership team commits to meeting monthly and
  reviewing data
• Leadership team commits to
• Completing Benchmarks of Quality
• Ongoing training and coaching with staff
• Developing and teaching program-wide expectations
• Developing plan to provide individualized PBS
• Teaming with families
• Implementing data-based decision making

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School-wide Model

• Individualized (tertiary) systems
• For students with existing, high-risk behavior
  problems
• Targeted group (secondary systems)
• For at-risk students
• Classroom and non-classroom systems
• For setting-specific routines (reflecting
  whole-school procedures and expectations)
• Whole student (universal) systems
• For all students, staff, settings

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Evidence Re SW-PBS

• Decreases in Office Discipline Referrals
• 7000 schools nation-wide
• First year decrease averages 66
• Improvements in school culture
• School-wide academic improvements

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Issues to Consider when Implementing Program Wide
in EC Settings

• Range of service delivery systems
• Training and expertise of teachers
• Program philosophy, curriculum practices
• Age and developmental level of children
• Many early childhood programs do not have
  expertise in behavior support or resources to
  access this expertise
• Lack of policies and procedures in place related
  to behavior support and guidance
• Lack of systematic measure of effects

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The Teaching Pyramid Promoting Social and
Emotional Competence within Early Education and
Care Environments
Children with persistent challenges
Individualized Positive Behavior Support
Social Skills Curricula
Children At-Risk
High quality early education
All Children
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Teaching Pyramid Model

• Universal Strategies to Support All Children
• Relationships
• Partnerships with Families
• Supportive Environments
• Secondary Interventions for Children At-Risk
• Teaching Social Emotional Skills Intentionally
  and with Intensity
• Tertiary Interventions for Children with Severe
  Challenging Behavior
• Individualized Positive Behavior Support

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Program-Wide Adoption Requires an Effective
Workforce
Program Philosophy
Well defined procedures
Teacher Training and Implementation
Administrative Supports
Data Based Decision Making
Partnerships with Families
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The Pyramid Model

• Refer to NAEYCs Young Children article The
  Teaching Pyramid
• Available at www.challengingbehavior.org

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Teaching Social and Emotional Skills

• Refer to NAEYCs Young Children article You
  Got It! Teaching Social and Emotional Skills
• http//journal.naeyc.org/btj/200611/

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If a child doesnt know how to read, we
teach. If a child doesnt know how to swim, we
teach. If a child doesnt know how to multiply,
we teach. If a child doesnt know how to drive,
we teach. If a child doesnt know how to
behave, we..... .teach? punish? Why
cant we finish the last sentence as
automatically as we do the others? Tom Herner
(NASDE President ) Counterpoint 1998, p.2)
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Process of Positive Behavior Support (PBS)

• Step 1 Establishing a collaborative team and
  identifying goals
• Step 2 Gathering information (functional
  assessment)
• Step 3 Developing hypotheses (best guess)
• Step 4 Designing behavior support plans
• Step 5 Implementing, monitoring, evaluating
  outcomes and refining plan in natural environments

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Benchmarks of Quality

• Overview of the quality indicators of each of the
  critical elements associated with implementing
  behavior support program wide
• Each indicator builds on the previous ones
• The goal is to determine where you are - in order
  to make a to do list

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Leadership Team (Benchmarks 1-6)

• Establish a Team (team leader, recorder,
  evaluation coordinator, behavior coach)
• Broad representation
• Administrative support
• Regular meetings
• Implementation plan
• Review and revise plan annually

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Team Responsibilities

• Develop your programs action plan on Critical
  Elements Form
• Monitor implementation and outcomes
• Hold regular meetings
• Plan and implement professional development
  activities
• Create system of support for addressing behavior
  issues
• Maintain communication with staff and families
• Evaluate progress

Work smarter, not harder!
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Benchmarks of Quality (7-8) Staff Buy-In

• Staff Buy-In
• Staff poll establishes buy-in
• Leadership team maintains buy-in by inviting
  input and feedback

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Ensure Family Involvement (Benchmarks 9-12)

• Family Involvement
• Input at the beginning
• Multiple mechanisms for sharing the plan
• Multiple mechanisms for home implementation
• Family partnerships in developing and
  implementing individualized support

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Program-Wide Expectations (Benchmarks 13-17)

• What are Program-wide Expectations?
• Small number (3 to 5)
• Apply to staff and children
• Developmentally appropriate
• Staff are involved in the process
• Posted in classroom and common areas
• Why have Program-wide Expectations?
• Creates a shared focus and language across
  program
• Communicates positively what is desired

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Classroom Implementation of the Teaching
Pyramid(Benchmarks 18-25)
Classrooms implement all levels of Teaching
Pyramid

• 4. Initiate the development of individualized
  supports for children with persistent challenging
  behavior
• 3. Teaching social emotional skills
• 2. Supportive environments
• 1. Positive relationships

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Using the Teaching Pyramid Observation Tool (TPOT)

• Baseline on implementation
• Focus your professional development efforts
• Identify where teachers may need assistance
  (coaching, ideas, support)
• Shows teacher growth in implementation

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TPOT structure

• Environment questions
• Anchors
• Observable items
• Questions to determine practices
• Red Flags
• Address these immediately!

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Benchmarks of Quality (26-30) Responding to
Challenging Behavior

• Responding to problem behavior
• Developmentally appropriate, classroom strategies
• Crisis responses
• Problem solving and support
• Team assessment-based process for tertiary level
• Partnerships with families

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Strategies for Responding to Challenging Behavior

• Developmentally appropriate, classroom strategies
• Positive, proactive
• Sharing with families
• Crisis responses
• Who will facilitate? Follow-up?
• Problem solving and support
• Team assessment-based process for children with
  ongoing challenging behavior
• Who will support this process? How will they be
  trained?
• How is this process initiated?
• Partnerships with families
• How will you share this process with families?
• How will you involve families in the process?

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Benchmarks of Quality (31-37) Staff Development

• Staff Support Plan
• Ongoing technical assistance
• Behavior support facilitators are trained
• Needs assessment for pyramid implementation
• Individualized professional development plans
• Group and individualized training strategies
• Incentives and acknowledgment

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Professional Development Planning(Benchmarks
31-37)

• Assess awareness and implementation of the
  Pyramid
• Develop schedule of professional development
  activities
• Provide training and technical assistance in
  multiple formats
• Workshops, Peer Coaching, Case Discussion Groups,
  Curriculum Development, Mentoring

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Coaching Impact
Joyce and Showers, 2002
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Coaching Teachers

• Occurs between the teacher and someone with
  specific expertise based on
• Goal setting
• Skill development
• Actions that produce results (i.e., behavior
  change)

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Coaching

• Coaching Is
• Collaborative
• Interactive
• Focused on skill-building
• Reliant on observation and feedback
• Goal-directed
• Outcomes-driven

• Coaching Is Not Just
• Providing advice/tips
• Supervision
• Modeling
• Training with classroom observation

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Coaching Teachers

• Regular coaching sessions consist of
• How are you doing?
• Progress check what have you accomplished since
  we last met?
• Work for today set priorities and a timeline
• What is next? (i.e., actions items, questions for
  reflection, resources needed)

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Stages of Implementation

• Implementation is not an event
• Implementation is a mission-oriented process
  involving multiple decisions, actions, and
  corrections
• Implementing an evidence-based program takes 2 to
  4 years

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Professional Development

• Implementation Fidelity is the Goal!
• Ongoing Process
• Include All Staff
• Avoid Train and Hope!

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Benchmarks of Quality (38-44) Monitoring
Implementation Outcomes

• Monitoring implementation and outcomes
• Measurement of Implementation
• Measure outcomes
• Data collected and summarized
• Data shared with staff and families
• Data used for ongoing monitoring and problem
  solving
• Plan is updated, revised based on data

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Evaluation Plan(Benchmarks 38-44)

• Levels of Data Collection
• Implementation
• Benchmarks of Quality
• Teaching Pyramid Observation Tool
• Program
• Program Incidents (calls to families, dismissals,
  transfer, requests for assistance, family
  conferences)
• Behavior Incidents
• Child
• Social Skills Rating System (social skills
  problem behavior)

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Data-Based Decision Making Implementation

• Benchmarks of Quality
• Next steps for program
• Growth in implementation (will collect pre/post
  each year)

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Ybors Benchmarks of Quality
43 total benchmarks
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Mangos Benchmarks of Quality
43 total benchmarks
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Achieves Benchmarks of Quality
43 total benchmarks
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Benchmarks Across Centers
43 total benchmarks
Outcome 4 All 3 centers had more that 90 of
the benchmarks in place or partially in place.
The average across all centers was 95.
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Data-Based Decision Making Implementation

• Teaching Pyramid Observation Tool (TPOT)
• Teacher implementation of the pyramid
• Teachers training and coaching needs
• Change in teacher practice (will collect pre and
  post each year)
• TPOT USF will do in first round and provide
  results to leadership team

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The Teaching Pyramid Observation Tool (TPOT)

• The TPOT was developed to measure the extent to
  which the Teaching Pyramid practices are being
  implemented in a classroom
• Provides information that can be used to identify
  professional development and support needs of
  teachers

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Using the TPOT

• Observations
• Conducted for a minimum of 2 hours
• Must observe centers or free play and at least
  one teacher-directed activity
• Focus of observation is lead teachers behavior
• Interviews
• For those practices that cannot be observed in a
  2-hour observation

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Format of the TPOT

• Three types of Items
• Environmental items (Items 1-7) - yes/no based on
  observation
• Ratings of practices (items 8-22) - ratings based
  on observation and/or provider report
• Red Flags (items 23-38) - yes/no based on
  observation

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Reviewing TPOT for Action Planning

• 1st look at Red Flags (best score possible is 0)
• 2nd look at Environmental Scores (best possible
  score is 7)
• 3rd look at Anchor Scores (2-3.5 good, 3.6-5
  exemplary)
• Schedules
• Transitions
• Conversations
• Promoting Engagement
• Behavior Expectations
• Providing Directions
• Problem Behavior
• Social Skills
• Expressing Emotions
• Problem Solving
• Friendship Skills
• Persistent Problem Behavior
• Communication with Families
• Involving Families
• Relationships with Adults

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Pyramid Implementation Across All Pre-K Classrooms
Averages across 3 child care programs/8 classrooms
Key Red Flag Range is 0-15 (0 good, 2-6 at
risk, 7-15 significant) Environment Range is
0-7 (0-4 poor quality, 5-6 average quality,
7 high quality) Anchor Range is 0-5 ( 0-1.0
poor, 1.1-3.4 average 3.5-5.0 exemplary)
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Outcome 1

• Overall averages indicated that across the three
  centers there are gains across environmental,
  anchor, and red flag scores. One teacher had a
  perfect score across environmental, anchor and
  red flag scores.

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Data-Based Decision Making

• Behavior Incident Reports (BIR)
• Identify children with challenges
• Identify factors related to challenges (location,
  teacher, activity, behavior type)
• Change in incidents over time

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Behavior Incident Reports(BIR)

• Form for recording serious behavior incidents
• Enter into data base weekly
• Data base available soon on-line, until thengive
  them to USF to enter
• Monthly graphs provided to leadership team
• Review results at Leadership Team Meetings to
  make data based decisions
• Begin collection ASAP

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BIR Data Drives Decision Making

• Who (teacher, child)
• Where (classroom, hall, outside, etc.)
• How often (average per month)
• What behaviors

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Outcome 2(Supporting children with persistent
challenging behavior)

• Baseline and post measures on item 19 of the TPOT
  for teachers with persistent challenging behavior
  indicate that 100 of the teachers who had
  children with persistent challenging behavior
  this school year and remained in their current
  position long enough to get a pre/post TPOT
  completed, scored a 2 or higher on item 19. Nine
  out of ten teachers had a perfect score. This
  shows that 100 of teachers who were supported in
  addressing the needs of children with persistent
  challenging behavior demonstrated knowledge of
  how to support children with problem behavior.

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Data-Based Decision Making

• Social Skills Rating System (SSRS)
• Child social skills delay and growth
• Child behavior delay and growth

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SSRSSocial Skills Rating System

• Teachers complete based on their knowledge of
  child. Only complete on children that have been
  in the program a minimum of 1 month
• Write unique identifier (instead of name), date
  completed, birth date, ethnicity, disability
  status (if known)
• Completed by teachers in August/September each
  year.
• Give completed forms to USF to generate data
• Each year is compared to the previous year.
• New children during the year are measured with
  the start of the next school year
• Children who left the program will not be in the
  comparison

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Outcome 3 SSRS Social Skills Summary

• Post SSRS assessments were completed by the end
  of September/October 2008. The 3 childcare
  centers showed an increase in social skills for
  75 of preschool aged children who have
  participated in a full year of the program. It
  is also important to note that 80 of the
  preschool aged children who have participated in
  a full year of the program demonstrated the same
  level of social skills or made a gain in social
  skills.

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Statistically Significant Increase in Social
Skills
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Spring 07
Problem Behavior
Fall 07
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Steps for Implementation

• Participate in training - develop implementation
  plan on critical elements form as part of
  training
• Develop expectations
• Develop ideas for establish teacher buy-in
• Develop roll out ideas (teachers and families)
• Develop processes for responding to problem
  behavior
• Develop plan to begin professional development
  and staff support

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Steps for Implementation(Continued)

• Collect data
• Benchmarks, SSRS, BIR, TPOT, Program Incidents
• Implementation
• Address professional development
• Develop classroom action plans, center action
  plans
• Program wide roll-out of behavior expectations
• Implementation of systems for responding to
  problem behavior
• Behavior Flow Chart

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Steps for Implementation (Continued)

• Convene monthly leadership team meetings
• Collect and review data and progress
• SSRS, BIR, TPOT, Program Incidents, Benchmarks
• Refine plan based on data
• Problem solve around classroom action plans -
  assistance needed
• Team with families
• Share plan with families
• Develop materials with families
• Plan activities/meetings with families

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Reported Outcomes Across Programs

• Improved staff satisfaction
• Decreased turnover
• Increase in overall program quality
• More intentional teaching and purposeful in
  supporting childrens emotional development
• Elimination of time-out
• Reduced problem behavior
• Increases in child classroom engagement
• Stronger collaboration with mental health
  providers
• Stronger staff collaborations
• Stronger collaborations with families

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What Makes it Work?

• A champion
• Administrative leadership
• Ongoing training and technical assistance
  (coaching)
• Ongoing support for those working directly with
  children and families
• Clearly articulated policies and procedures
  related to behavior
• Commitment to long term process - systems change
• Collaboration between ECE and mental
  health/behavior consultants

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As one director put it

• We now have a plan and its making a huge impact!

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Sister Centers

• Center on the Social and Emotional Foundations
  for Early Learning
• (CSEFEL)
• http//www.vanderbilt.edu/csefel/
• Technical Assistance Center on Social Emotional
  Intervention for Young Children
• (TACSEI)
• www.challengingbehavior.org
• Formerly

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Why HaveProgram-Wide Expectations?

• Creates a shared focus and continuity for
  program, school, classrooms
• Gives school/program a shared language
• Communicates positively what is desired by all
  children, staff, and families

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Sample Expectations
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Program-Wide Expectations

• Creates a shared focus and continuity for
  program, school, classrooms
• Gives school/program a shared language
• Communicates positively what is desired

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Program-Wide Expectations Be a Friend in
Centers

• Gentle hands and feet
• Share toys
• Arms are for hugging
• Quiet voices
• Kind words
• Use our best manners (please/thank you)
• Help your friends

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Infant Room

• Be Safe
• Have safe toys, no broken toys
• Divide room for differing ages/stages
• Implement poison control measures
• Use seat fasteners
• Provide constant supervision
• Disinfect objects/areas
• Use good hand washing techniques

• Be a Friend (nurture)
• Role model, set good examples
• Interact through play, song, reading, talking
• Hold and cuddle
• Use positive phrases
• Praise desired behaviors
• Respond to children in a timely manner

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Sample Matrix of Behavior Expectations
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Stop and Go Activity
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Rules

• Have a few simple rules
• Involve children in implementing the rules
• Address
• Noise level movement inside and interactions
  with property, peers, and adults
• Post visually and at the childs eye level
• Teach rules systematically
• Place classroom rules on a cue card ring for
  portability
• Teach rules every day, throughout the day
• Name the rule and have a child demonstrate the
  rule (right vs. wrong)

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Rules Activity Ideas for Centers

• Work together with a friend
• Model sharing the toys
• Soft voices when talking with friends
• Be the leader
• Assign a leader to help with directing clean-up
• Clean-up song
• Use puppets in circle to demonstrate being safe
  and being a friend in centers by role playing the
  above
• Catch kids doing the rules and give high five

• Set block building height and play measurement
  games
• Tent talk-build table tents or bring in a small
  tent
• Play Stop and Go game in circle prior to
  centers
• Create kid made scripted stories about rules in
  centers (take photographs)
• Have clean-up teams
• Post helping hands on walls in various centers
  as you catch kids doing great things
• Have friend toys that can only be used with a
  partner
• What are some new ideas?

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Program-Wide Expectations Go Live!

• Strategies for teaching
• Examples and non-examples
• Repeated practice
• Embedded instruction
• Developmentally appropriate reinforcement for
  engaging in expectations
• Program roll-out
• Public recognition
• Family involvement

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Promoting Expectations

• Bulletin Boards
• T-shirts
• Photo Displays
• Classroom books
• Plays
• Songs
• Roll Out Rally

• Classroom celebrations
• Family lesson plans
• Playground party
• Video production
• Family newsletter
• Staff acknowledgement
• Invite the Mayor!

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Promoting the Expectations
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Acknowledging the Expectations
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CARE Roll OutConsiderate, Attentive,
Respectful, Empowered
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PSST Roll-Out