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WV ECPBIS Academy

Day 1

Amy Carlson, Ed.D. CCC-SLP

Sara Smouse, MA, NBCT

Jess George, MA, NBCT

WV ECPBIS Project is a collaboration

between:

Special Thank You:Lise Fox, Ph.D.

University of South Florida

Overview of Training

• Three days– Day 1 - Relationships and Environments– Day 2 - Social Emotional Teaching Strategies– Day 3 - Individualized Interventions

• Format– Interactive as much as we can, all trainings virtual

• Materials– Classroom materials www.challengingbehavior.org (Resource Library)– Handouts and Guides on website www.wvecpbis.org

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TRAINING EXPECTATIONS

1. BE PROMPT (no admittance after 9:15 and 12:45)

2. BE RESPECTFUL

3. BE INVOLVED

Agenda – Day 1

• Introduction to the Pyramid Model

• Examining Attitudes & Bui lding Relationships

• Des igning the Physical Environment

• Schedules, Routines, & Trans itions

• Vis ual cues and s trategies that Promote Engagement

• Rules and Expectations

These are all our children. We will profit by, or pay for, whatever they become.

-James Baldwin

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Key Social Emotional Skills

• Confidence

•Capacity to develop good relationships with peers and adults•Concentration and persistence on challenging tasks•Ability to effectively communicate emotions•Ability to listen to instructions and be attentive

•Ability to solve social problems

• What do children do when they don’t have each of these skills?

“If a child doesn’t know how to read, we teach.

If a child doesn’t know how to swim, we teach.

If a child doesn’t know how to multiply, we teach.

If a child doesn’t know how to drive, we teach.

If a child doesn’t know how to behave, we….teach?....punish?

Why can’t we finish the last sentence as automatically as we do the others?”

- (Tom Herner, NASDE President, 1998)

Some things experience has taught us…

• Challenging behavior usually has a message-i.e.-I am bored, I am sad, you hurt my feelings, I need some attention

• Children often use challenging behavior when they don’t have the social or communication skills they need to engage in more appropriate interactions

• Behavior that persists over time is usually working for the child

• We need to focus on teaching children what to do in place of the challenging behavior

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THE PYRAMID MODEL

The Pyramid Model

aka “The Teaching Pyramid”“A continuum of supports and services designed to build social and emotional competence and prevent

challenging behaviors for all young children.”- Lise Fox

Goal of The Pyramid Model is to

Promote Success By:• Creating an environment where EVERY child feels good about coming to

school

• Designing an environment that promotes child engagement

• Focusing on teaching children what To Do! • Teach expectations and routines• Teach skills that children can use in place of challenging behaviors

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Pyramid Model Mantra

“If you want it, teach it…

and acknowledge it when you get it!”

Effective Workforce• The systems and policies

needed to adopt and sustain the implementation of the Pyramid Model with a particular focus on supporting the social development and relationships of young children.

• Focused on all children: including those with or at risk for delays or disabilities

Let’s look at behaviors…

• What do children do when they get upset?

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• What do adults do when they get upset?

• We can expect children to be children, what’s our

excuse?

What if we shift our focus from children’s behaviors to the

behavior of adults?

“ The key to managing the difficult behaviors of young

children is to shift our thinking to manage our own behaviors and responses to behaviors.”

–Dr. Rosemarie Allen

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Self-Awareness and Integrated Experience

• Awareness of our behavior and response to the behavior of others

• Recognize our own HOT BUTTONS and when they

are being pushed – Integrated Experience

• What chi ldren are we responding to and why

• Don’t pick up the rope!

Coaching and The Pyramid Model in WV• Coaching process

• Fidelity

• TPOT (Teaching Pyramid Observation Tool)

• Data

–what are we going to do with it

–who sees it

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Tier 1

Nurturing & Responsive Relationships

www.wvecpbis.org“For Teachers”

• Building block of The Pyramid Model

• Essential to healthy social development

• Includes relationships with children, families, and team members

• Children learn and develop in the context of relationships that are responsive, consistent, and nurturing

Nurturing & Responsive Relationships

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• The relationships that we build with children, families, and colleagues are at the foundation of everything we do. It is important to build these relationships early on rather than waiting until there is a problem.

• Children with the most challenging behaviors especially need these relationships, and yet their behaviors often prevent them from benefiting from those relationships.

• Adults’ time and attention are important to children, and we need to be sure that we are giving them that time and attention at times other than when they are engaging in challenging behavior.

• Parents and other colleagues are critical partners in building children’s social emotional competence.

Building Relationships

“Emotional Deposits” = time, attention, sharing, home visits, notes home, play, bucket fillers, praise, happy grams, etc.

Emotional Deposits

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5 to 1: Ratio

5:1 Gets the Job Done✓ Students should experience predominately positive interactions (ratio of

5 positives for every negative) in all locations of school.

✓ Positive Interactions=

• Behaviorally-specific feedback as to what the student did right (contingent)

• Smile, nod, wink, greeting, attention, handshake, high five (non-contingent)

✓ Negative Interactions=• Non-specific behavioral corrections

• Ignoring student behavior (appropriate or inappropriate)

• Teachers should interact with students 5 times more often when they are behaving appropriately than when they are behaving inappropriately (5:1 ratio)

• Interactions with students are considered positive or negative based on the behavior in which the student is engaged at the time attention is given

• Negative interactions are not wrong and are sometimes necessary; the key is the ratio

• Positive interactions can be provided in a variety of ways: verbal praise, nonverbal acknowledgement, non-contingent attention

Ratio of Interactions

It All Adds UpDeposits

• All the things we just talked about to build relationships, trust, caring bonds with kids and families

Withdrawals

• No

• Don’t

• Stop

• Demands

• Using a loud voice

• Intimidating request

• Threats

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Making “Deposits” • What are some things you can do to build

relationships with children (including those who are challenging)?

• What are some things you can do to build

relationships with team members?

• What are some things you can do to build relationships with families?

With Children With Team Members With Families

• Communicate on their level

• Show genuine interest• Respond to

conversations• Encourage and

acknowledge

• Wipe the slate clean every day

• Connect then correct• Validate feelings

• Constantly model• Communication• Problem-solving• Grace and

forgiveness• Acknowledgement• Gratitude

• Maintain parity• Collaborate

• Constant bidirectional communication (in method most accessible to families)

• Invitations to engage along with specific ideas/ suggestions

• Featured in classroom (including diversity)

• Ideas and resources for home support

• Involved in problem-

solving

What do these relationships look like?

“EVERY CHILD NEEDS ONE PERSON WHO IS CRAZY ABOUT HIM.”

- Uri Bronfenbrenner

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High Quality Supportive Environments

Tier 1

Classroom Arrangement &

Environmental Supports• Phys ical design

• Environmental cues

• Schedules and routines

• Trans itions

• Promoting engagement

• Simple rules/expectations

• Ongoing monitoring and positive attention

Classroom Arrangement and Design

Using the chat box, answer this question:

What does this environment tell children?

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Classroom Arrangement and Design

Using the chat box, answer this question:

What does this environment tell children?

Using the chat box, answer this question:

What does this tell children?

Classroom Arrangement and DesignRefer to the layout you drew of your classroom

• Consider how you can use the environment to prevent problem behavior

• Minimize large open spaces

• Minimize obstacles and other hazards

• Consider needs of children with physical and sensory disabilities

• Use visual and environmental cues to help children know what to do

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Classroom Arrangement and Design: Learning Centers

Create meaningful and engaging learning centers

• Relevant to children’s needs, interests, and lives

• Highly engaging and interesting

• Variety of materials in each center

• Changed and rotated on a regular basis

• Clear boundaries

• Procedures and routines

• Accessibility for all students

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Environmental Cues with Wiggle Room

Limiting the Number at Centers

Limiting the Number at Centers

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Choice

• Choice is a fundamental element to developmentally

appropriate practice as it is essential to maintaining engagement and supporting the active learning of

young children

• Choice is a powerful prevention technique that can

result in an immediate reduction of problem behavior

How Can You Offer Choices?

• Centers

• Activities

• Positions

• Playmates

• Materials

• Duration

• Other?

Choice Board Examples

Circle Choice Song Choice

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Using Choice in Individualized Ways

I.E. “IEP Buckets”

Activity:

Looking at your daily schedule

• Put a smiley face next to the activities that work well and a frowning face next to the activities where there is often challenging behavior.

• Count how many transitions you have.

• In the chat box share what changes you might need to make in your schedule?

Schedules and Routines• Develop a schedule that promotes child engagement and

success.

• Balance activities: • active and quiet• small group and large group• teacher-directed and child-directed

• Structure activities so there is a clear beginning, middle, and end.

•Teach and Use visual cues and schedules.

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Picture Schedules Posted at children's eye level

Includes visual representation of activities

Referred to throughout the day

Schedule can be arranged to address changes

Pictures Schedules and Visual Schedules

Daily Visual Schedule

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Large Group Activity Schedules

Individualized Schedules

First / Then Board Examples

Visual Cues StrategiesTime to Work Card Come to the Table Card

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Visual Cues and Strategies Examples

1. Turn on Water 2. Wet Hands

3. Get Soap 4. Rinse Hands

Transitions– Let’s Look at Your Da ily Schedules - Consider how many transitions you have. What changes might you need to make in your schedule?

• Minimize the number of transitions that children have during the day

• Minimize the length of time children spend waiting with nothing to do

• Prepare children for transitions by providing a warning(s)

• Structure the transitions so that children have something to do while they wait

• Teach children the expectations related to transitions

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TRANSITIONS• Look at Routine Based

Support Guide

www.wvecpbis.org

Coaches and Trainers section

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Visual Timers

Great tools for helping children with knowing when

the time i s up; transition warnings and cues

EXPECTATIONS VS. RULES

What are the differences?

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Expectations

Broad

Transferable

Ex. Be safe, be responsible, be respectful

Rules

Explicit

Environment-specific

Ex. Usewalking feet,

use an inside voice, etc.

Positively-statedTaught Re-taught

Reinforced Acknowledged

Teaching and Generalizing

Expectation Classroom Hallway Cafeteria

Be safeKeep your

hands and feet to yourself.

Use walking

feet.

Wait for your

turn in line.

Environment-specific rules identify what the expectation looks like across

settings.

Best Practices for ImplementingExpectations

• Positive-stated

• Posted with visual cues (ex. pictures)

• 2-3 in number

• Taught and reviewed daily

• Discussed throughout the day

Rules

• Children involved in development

• Posted with visual cues (ex. pictures)

• Reinforced at high rates (especially initially)

• Ensure children know HOW to comply

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Expectations Example

WV Expectations Example

WV Expectations Example

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Putting it All Together• Expectations reflect the culmination of Tier 1

components

• Students know what to do and how to do i t

• Environment provides cues and reminders

• Students are supported in meeting expectations

and acknowledged when they do

Connecting to Schoolwide PBIS• Make a connection to what the school is a lready

doing

• Use school expectations, but translate your procedures for developmental appropriateness

• Get fami lies on board with the effort

Classroom Expectations TaskHomework for Day 2

• List 2-3 expectations for your classroom (can use adapted schoolwide expectations)

• Brainstorm fun and creative ways to introduce, teach, and reinforce

• Choose areas where students seem to struggle (classroom, playground, etc.) to develop environment-specific rules for meeting expectations

• Create visuals to post and use with students

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Classroom Expectations Task

• Create an expectations visual (see previous examples)

• If you would l ike your expectations visual to be

featured on Day 2, email a picture to your BSS– South – by September 8

–North – by September 15

Today’s Takeaways

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•The first and most important thing that we can do is to build

positive relationships with every child and family.

•Focus on prevention and teaching appropriate skills.

•Promoting social emotional development is not easy. There are

no quick fixes to challenging behavior.

•It requires a comprehensive approach that includes building relationships, evaluating our own classrooms and behaviors,

and TEACHING.

THANK YOU!

Amy Carlson, Ed.D. CCC-SLPamy.carlson@marshall.edu

Jess George, MA, NBCT South BSSgeorge31@marshall.edu

Sara Smouse, MA, NBCT North BSSstrother3@marshall.edu

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Check out our websitewww.wvecpbis.org