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   Prevent-­‐Teach-­‐Reinforce  for  Young  Children  

(PTR-­‐YC)  Part  II  

The  Team  Process    Welcome!

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   Phoebe  Rinkel,  M.S.  TASN  -­‐  KITS    TA  Coordinator,    Part  B/619  Preschool    TA  Provider  prinkel@ku.edu        

   Chelie  Nelson,  Ph.D.  TASN  –  KITS  Part  B/619  Preschool  TA  provider  chelie.nelson@ku.edu      

   

   Misty  Goosen  KITS  Project  Coordinator  Part  C  Infant  Toddler  Service  TA  Provider  mistyg@ku.edu          

   

If  you  experience  technical  problems  during  the  webinar  contact:  Kim  Page  TASN  –  KITS  ECRC  Coordinator  kpage@ku.edu    (620)  421-­‐6550  extension  1638    

   Part  I:  Prevent-­‐Teach-­‐Reinforce  for  

Young  Children  (PTR-­‐YC)      

Essen>al  Preven>on  Prac>ces  for  Reducing  Challenging  Behaviors  in  Early  Care  and  

Educa>on  SeBngs  h#p://www.kskits.org/webinars/

webinarsTrainingModulesEarlyYears/webinars.shtml    

   

Learner  Objec>ves  for    PTR-­‐YC  Part  I  

•  Define  “serious”  challenging  behavior    •  Iden]fy  and  describe  five  classroom  prac]ces  essen]al  to  

preven]ng  the  development  or  escala]on  of  serious  challenging  behavior    

•  Learn  about  specific  strategies  for  implemen]ng  and  monitoring  the  five  essen]al  classroom  prac]ces  

•  Learn  about  a  step-­‐by-­‐step  process  to  guide  teams  in  developing  individualized  interven]on  plans  when  serious  challenging  behavior  persists  in  spite  of  implementa]on  of  essen]al  preven]on  prac]ces  

Learner  Objec>ves  for    PTR-­‐YC  Part  II  

•  Report  on  challenges  and  successes  of  implemen]ng  essen]al  preschool  classroom  prac]ces  iden]fied  in  PTR-­‐YC  Part  I.    

•  Iden]fy  steps  used  to  guide  teams  in  developing  individualized  interven]on  plans  when  serious  challenging  behavior  persists  in  spite  of  implementa]on  of  essen]al  preven]on.  

•  Apply  step-­‐by-­‐step  process  to  scenario  of  preschool  child  with  persistent  challenging  behavior.    

•  Iden]fy  resources  to  support  implementa]on  of  PTR-­‐YC  in  preschool  early  care  and  educa]on  seangs.    

Young  Children  with  Serious    Challenging  Behavior  

“…young  children  whose  behaviors  are  serious  enough  

that  they  interfere  with  the  child’s  ability  to  engage  in  

posi]ve  rela]onships,  form  friendships,  play  with  

others,  and  learn  expected  skills.  “  

     Dunlap,  Wilson,  Strain,  &  Lee  (2013)    

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Essential Practices for Preschool Classrooms"

1.  Providing  5:1  ra]o  of  posi]ve  vs.  correc]ve  feedback  

2.  Using  schedules  in  a  way  that  is  likely  to  prevent  challenging  behavior  

3.  Suppor]ng  rou]nes  within  rou]nes  across  the  day  4.  Teaching  the  specific  behaviors  we  want    

to  see  for  each  classroom  rou]ne  5.  Providing  explicit  peer-­‐related  social                    skills        

       Dunlap,  et  al.,  2013"

5:1  Ra>o    

Schedules  

Rou>nes  Within  Rou>nes  

Behavior  Expecta>ons  

Peer-­‐related  Social  Skills  

0   10   20   30   40   50   60   70   80  

PTR-­‐YC  Part  I  Essen>al  Prac>ce  Targets    

Poll:  Since  PTR-­‐YC  Part  I,  have  you  implemented  one  of  the  5  

essen>al  classroom  prac>ces    with  a  child  or  children  in    

your  program?      If  so,  how’s  it  working?  

Features  of  PTR-­‐YC  

•  Research-­‐based  prac]ces  •  Specific  applica]on  of  posi]ve  behavior  interven]ons  and  support  (PBIS)  

•  Designed  for  use  by  typical  prac]]oners  in  typical  preschool  and  child  care  seangs  

•  A  collabora]ve  model  of  team-­‐driven  decision-­‐making  

•  Emphasis  on  implemen]ng  with  fidelity    •  Detailed  steps  for  designing  and  implemen]ng  posi]ve  interven]ons  

Guiding  Beliefs  

•  Healthy  social  development:  essen]al  founda]on  for  learning    

•  Inclusion:    social  behaviors  are  learned  in  social  contexts  

•  Preven]on:  universal  and  secondary  ]ers  of  support  in  place    

•  Comprehensiveness:  all  aspects  of  child  and  family  func]oning  are  considered  

•  Family  centeredness:  sensi]vity  to  and  respect  for  individuality  of  family  perspec]ves  

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Guiding  Principles  

1.  Challenging  behaviors  are  communica]ve.  

2.  Challenging  behaviors  are  maintained  by  their  consequences.  

3.  Challenging  behaviors  occur  in  context.    

PTR-­‐YC  Interven>on  Steps  

1)  Teaming  and  goal  seang  2)  Establishing  prac]cal  data  collec]on  3)  Func]onal  behavioral  assessment  4) Developing  and  implemen]ng  the  

behavior  interven]on  plan  5)  Follow  up:  Data-­‐based  decision  making  

and  next  steps  

Get  Ready  

•  Families  engaged  as  partners,  to  extent  they  choose  and  are  able  to  par]cipate,  e.g.,    – Consultants  –  Informants  – Teachers  – Collaborators  

•  Team  iden]fied  •  Five  essen]al  classroom  prac]ces  in  place  

Step  1:    Teaming  and    Goal  SeBng  

•  Iden]fy  relevant  team  members,  including  family  •  Assemble  team  for  mee]ng  #1  – Decide  on  roles  (facilitator,  recorder,  ]me  keeper)  – Consider  need  for  outside  services  – Develop  unified  long  term  vision  for  child  – Develop  short  term  goals    – Define  target  behaviors    

•  Complete  PTR-­‐YC  Goal  Sheet  

Meet  Joel,  Age  4    

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More  About  Joel            Joel  loves  to  be  ac]ve,  running  and  playing  outside,  building  anything  and  then  watching  it  crash,  playing  with  cars  and  trucks,  or  par]cipa]ng  in  ac]vi]es  in  the  classroom  that  do  not  involve  teacher  direc]on.    He  especially  loves  snack  ]me,  food  treats  and  cooking  ac]vi]es.    Joel  uses  2-­‐3  word  sentences  to  make  wants  and  needs  known  but  frequently  can  get  what  he  wants  independently  or  by  taking  from  peers.              Gary  and  teachers  are  aware  that  Joel’s  language  is  delayed  but  feel  like  it  is  because  he  is  the  youngest  child  in  the  family.    There  have  been  conversa]ons  and  notes  back  and  forth  about  Joel’s  challenging  behavior  in  the  past  year.    Gary  thinks  teachers  should  be  more  firm  with  Joel  since  that  works  for  him  at  home.    Since  he  turned  four,  teachers  have  become  increasingly  concerned  about  Joel’s  language  development,  loud  and  rough  play,  frequent  hiang  and  taking  toys  from  peers.        

Joel’s  Team  

•  Teacher  •  Teaching  Assistant  •  Educa]on  Specialist    •  Dad  (via  wrimen  input  or  phone  par]cipa]on)  

Team’s  long  term  vision  for  Joel:      

Ready for kindergarten in the fall

Joel’s  Goal  Sheet  Behavior(s)  to  decrease:  •  Hitting teachers •  Leaving activities •  Not responding to directions •  Telling teachers “no” •  Being loud in classroom •  Playing too rough with toys •  Taking toys from peers •  Hitting peers    

Joel’s  Goal  Sheet  

•  Target  behavior  to  decrease:      hitting others

•  Opera]onal  defini]on:      Joel will hit teachers and peers, usually with an open hand.

Joel’s  Goal  Sheet  Behaviors  to  increase:  •  Participate in non-preferred classroom

activities •  Follow directions •  Use inside voice •  Play with toys appropriately •  Request wants or needs •  Share with peers •  Take turns •  Ask for or request toys from peers

Joel’s  Goal  Sheet  

Target  behavior  to  increase:    Participate in classroom activities in which he may not be interested Opera]onal  defini]on:    When presented with a non-preferred activity, Joel will actively participate in the activity for a minimum of 2 minutes.

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Self-­‐Evalua>on  Checklist:    Teaming  and  Goal  SeBng  

q Team  assembled?  q Family  included?  q Outside  services  considered?  q Unified  long-­‐  term  vision  for  child?  q Short-­‐term  goals  described  for  challenging  and  desirable  behavior?  

q Specific  target  behaviors  opera]onally  defined  for  both  challenging  and  desirable  behaviors?  

Step  2:    Prac>cal  Data  Collec>on  PTR-­‐YC  Big  Ideas  of  Data  Collec]on  •  Simple  

-­‐Behavior  Ra]ng  Scale  provided  on  CD-­‐ROM  will  work  for  80-­‐90%  of  PTR-­‐YC  cases  -­‐frequency  count  will  usually  work  for  rest  

•  Valuable  -­‐reliability:    2  or  more  people  using  same  defini]on  and  procedure  at  same  ]me  would  get  same  result  -­‐face  validity:    data  being  collected  is  representa]ve  of  the  behavior  iden]fied  by  team  as  highest  priority      

 

Developing  the  Behavior  Ra>ng  Scale  

•  Step  1:    Define  the  desirable  behavior  in  terms  that  are  observable  and  fit  the  goal  established  by  the  team.      

•  Step  2:    Determine  the  most  important  dimension  of  the  behavior  to  be  measured,  e.g.,  frequency,  dura]on,  intensity,  percent  of  ]me,  percent  of  opportuni]es.      

•  Step  3:    Determine  when  the  behavior  will  be  observed.  •  Step  4.    Develop  anchors  for  the  1-­‐5  ra]ng  scale.    •  Step  5:    Repeat  steps  1-­‐4  for  the  challenging  behavior.  •  Step  6:    Determine  who  will  be  responsible  for  recording  behaviors  at  end  

of  observa]on  period  each  day    •  Step  7:    Determine  where  records  will  be  maintained  and  establish  system  

for  graphing  data      

Developing  Anchors    

•  Numbers  1-­‐5  are  considered  flexible  anchors  for  measuring  selected  dimension  of  target  behaviors  based  on  observer  percep]ons.  

•  For  desirable  behavior,  5  represents  highest  possible  level  of  posi]ve  demonstra]on  of  target  goal  (best  day).    

•  For  challenging  behavior,  5  represents  the  highest  magnitude  of  the  problem  behavior  observed  (worst  day).  

Joel’s  Desirable  Behavior:      Par$cipates  in  ac$vi$es  

5=  Independently  par]cipates  in  ac]vity  for  2  minutes  4=  par]cipates  with  visual  prompts  for  2  minutes  3=  par]cipates  with  par]al  assistance  for  2  minutes  2=  par]cipates  with  full  assistance  for  2  minutes  1=  hits  adults  or  peers  or  leaves  ac]vity    

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Joel’s  Challenging  Behavior:      Hi/ng  others  

5=  hits  10  or  more  ]mes  4=  hits  7-­‐9  ]mes  3=  hits  4-­‐6  ]mes  2=  hits  1-­‐3  ]mes  1=  hits  0  ]mes  

Step  2:    Self-­‐Evalua>on  Checklist  q Defined  target  behaviors  in  observable  terms?  q Determined  the  dimension  that  will  be  used  to  measure  

behaviors?  q Decided  whether  to  use  frequency  count  or  Behavior  Ra]ng  

Scale  to  collect  data?      q Defined  anchors  for  Behavior  Ra]ng  Scale,  or  procedure  for  

keeping  frequency  count?  q  Iden]fied  observa]on  period  and  primary  data  collector(s)?    q Determined  loca]on  of  permanent  data  logs  and  graphs  and  

responsibility  for  maintaining  logs  and  graphs?      

Step  3:    Func>onal  Behavioral  Assessment  (FBA)  

The  goal  is  to  gather  as  much  relevant  informa]on  as  possible  using  indirect  measures  in  a  checklist  format  to  iden]fy    •  antecedents  and  environmental  influences  (“to  prevent”)  

•  func]on  of  challenging  behavior  (“to  teach”)    •  effec]ve  reinforcers  for  desirable  behaviors  (“to  reinforce”)  

Working  Hypothesis  

When  Joel is asked to participate in the arrival activities, then  he will begin hitting peers and/or adults.    As  a  result,  he gets attention through reprimands, redirects, talking about what happened, or restating rules.  

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Chapter  6:    PTR-­‐YC  Interven>on  Review  essen]al  classroom  prac]ces  for  all  children  to  iden]fy  specific  prac]ces  that  should  be  individualized  for  Joel,  based  on  FBA  summary  and  baseline  data:  q Providing  5:1  ra]o  of  posi]ve  vs.  correc]ve  feedback  q Using  schedules  in  a  way  that  is  likely  to  prevent  challenging  

behavior  q Suppor]ng  rou]nes  within  rou]nes  across  the  day  q Teaching  the  specific  behaviors  we  want  to  see  for  each  

classroom  rou]ne  q Providing  explicit  peer-­‐related  social  skills    

Menu  of  Interven>on  Strategies:      To  Prevent  

q Provide  choices  q Intersperse  difficult  or  nonpreferred  tasks  with  easy  or  preferred  tasks  

q Use  visual  supports  and  schedules  q Embed  preferences  into  ac]vi]es  q Enhance  predictability  with  schedules  q Alter  physical  arrangement  of  the  classroom  q Remove  triggers  for  challenging  behaviors  

Menu  of  Interven>on  Strategies:      To  Teach  

q Teach  communica]on  skills  q Embed  mul]ple  instruc]onal  opportuni]es  q Teach  peer-­‐related  social  skills  q Teach  self-­‐monitoring  q Teach  tolera]on  for  delay  of  reinforcement  q Teach  independence  with  visual  schedules  

Menu  of  Interven>on  Strategies:      To  Reinforce  

q Reinforce  desirable  behavior  q Reinforce  physically  compa]ble  behavior  q Remove  reinforcement  for  challenging  behavior  

q Conduct  reinforcer  assessment  q Develop  emergency  interven]on  plan    

Step  4:    Iden>fy  Strategies    

•  At  least  one  strategy  needs  to  be  selected  from  each  interven]on  component:  q   prevent  q   teach  q   reinforce  

•  Each  strategy  should  be  linked  to  the  FBA  and  hypothesis  statement.  

•  Team  needs  to  agree  that  all  members  are  capable  of  implemen]ng  the  strategy  as  intended.  

Developing  the  Behavior    Interven>on  Plan  (BIP)  Summary  Form  

•  Cover  page  for  rest  of  BIP  •  Posted  in  strategic  places  in  classroom  •  Shared  with  all  team  members  and  any  outside  personnel  who  may  be  involved  in  the  plan’s  implementa]on  

•  Includes  review  of  essen]al  classroom  prac]ces  important  for  target  child  

•  Provides  brief  descrip]on  of  at  least  one  strategy  from  each  PTR  component  that  fits  with  FBA  and  baseline  data,  along  with  considera]ons  for  implementa]on  

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Developing  the  Behavior    Interven>on  Plan  (BIP)  

The  plan  itself  provides  details  necessary  for  implementa]on  with  fidelity  (as  intended),  including  q Materials  to  be  used  q Ac]vi]es  and  rou]nes  in  which  the  strategies  will  be  implemented  

q Personnel  responsible  for  implementa]on  q Steps  to  follow  to  correctly  implement  each  strategy  (task  analysis)  

q Data  collec]on  and  progress  monitoring  

Joel’s  BIP  Mee>ng  

Implementa>on  of  BIP  

•  Requires  change  in  how  adults  interact  with  child  – May  be  hard  for  adults  – Likely  to  be  hard  for  child  

•  May  require  training,  coaching  and  ongoing  support  for  all  teachers  to  be  able  to  implement  plan  consistently  and  with  integrity.  

Step  4:    Self-­‐Evalua>on  for  Interven>on    

q Assess  status  of  classroom  prac]ces  and  take  steps  to  improve  target  prac]ces  for  child?  

q Review  descrip]ons  of  possible  interven]on  strategies  in  PTR-­‐YC  menu?  

q Decide  on  interven]on  strategies  to  include  in  child’s  BIP?  q Complete  PTR-­‐YC  BIP  Summary  form?  q Complete  addi]onal  pages  of  BIP,  including  task  analyses?  q Determine  training  and  ongoing  support  to  be  provided  for  

classroom  personnel  responsible  for  implemen]ng  BIP?  

Step  5:    Using  Data  and    Next  Steps  

•  Team  Implementa]on  Guide  – Transfer  informa]on  from  self-­‐evalua]on  checklists  for  previous  steps  

– Determine  data  collec]on  and  decision-­‐making  process  • How  oven  are  data  reviewed?  • Who  summarizes  data?    Who  reviews  data?  • What  decisions  are  made  based  on  data  review?  

 

Data-­‐Based  Decision  Making  

1.  What  to  do  if  progress  is  good?  q Keep  plan  in  place  for  period  of  ]me  equal  to  history  of  challenging  behavior  

q Systema]cally  reduce  supports  as  appropriate  

q Consider  strategies  or  supports  child  could  learn  to  self-­‐manage  

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Data-­‐Based  Decision  Making  

2.    What  to  do  if  progress  is  unsa]sfactory?  q Determine  if  behavior  interven]on  plan  tac]cs  are  being  implemented  with  fidelity  

q Determine  if  supposed  reinforcers  are  opera]ng  

q Recheck  the  func]on(s)  of  challenging  behavior    

Monitoring  Fidelity  of  Strategy  Implementa>on  

• Were  all  steps  implemented  as  intended?  •  Did  child  respond  as  intended?  • Was  strategy  implemented  as  frequently  as  intended?  

Factors  that  Promote  Success  

•  Preven]on  •  Commitment  to  successful  outcomes  for  all  children  •  Fidelity  of  implementa]on  •  Capacity  of  the  team  •  Family  involvement  

Limita>ons  

May  not  work  for  serious  behaviors    that  are    • Difficult  to  observe    •  Infrequent    

PTR-­‐YC  Implementa>on  Resources  

Dunlap,  G.,  Wilson,  K.,  Strain,  P.,  &  Lee,  J.  (2013).    Prevent-­‐Teach-­‐Reinforce  for  Young  Children:    The  Early  Childhood  Model  of  Individualized  PosiGve  Behavior  Support.    Bal]more,  MD:    Brookes  Publishing  Co.      Technical  Assistance  Center  on  Social    Emo]onal  Interven]ons-­‐TACSEI  Prevent-­‐Teach-­‐Reinforce  for  Young  Children:    Webinar  Recording  and  Materials  (2012,  December)  hmp://challengingbehavior.fmhi.usf.edu/explore/webinars/12.14.2012_webinar.htm  Complete  Guide  to  PosiGve  Behavior  Support  hmp://www.challengingbehavior.org/explore/pbs_docs/pbs_complete.doc  Six  Steps  of  PBS  learning  module  hmp://www.challengingbehavior.org/explore/pbs/process.htm      

Complete  the  Electronic  Sign-­‐In  and  Webinar  Evalua>on  and  Request  PTR-­‐YC  Manual  

Cer>ficates  Send  and  email  message  to  Karen  Lawson  –  klawson@ku.edu    including  the  following  informa]on  for  each  par]cipant:  

–  Name  –  Posi]on  –  Email  address  –  USD  Number  I  would  like  a  copy  of  the  PTR-­‐YC  manual!    My  mailing  address  is:  _______________________________________________________    

Electronic  Evalua>ons  –  Your  feedback  is  important  to  us!  •  Session  One:    Wednesday,  October  15,  2014,  4:00  –  5:00  PM

hmp://ddesurvey.com/tarequest/WorkshopSurvey.aspx?ID=2419  •   Session  Two:    Friday,  October  17,  2014,  11:30  AM  –  12:30  PM      

hmp://ddesurvey.com/tarequest/WorkshopSurvey.aspx?ID=2420  

10/13/14  

10  

Ques>ons?    

   

KSDE  TASN  hmp://www.ksdetasn.org    Phoebe  Rinkel  prinkel@ku.edu  

   

Messages  From  Our  Sponsors  

Thank you for completing your evaluation!

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