PBIS Positive Behavioral Interventions and supports January 10, 2018

Ice Breaker

Let’s Review

Tier 1 Building Relationships “Rarely a comment can make something better. A connection can.” Providing Supportive Environments “Structure creates behavior.”

Inventory (print pages 15-26/person) Purpose is to evaluate your program and identify areas for future trainings Each “big idea” has several indicators under it Work with teachers from your center and review the Building Relationships & Supportive Environments sections Find one big idea for each section that is an overall strength in your program Find one big idea for each section that could be improved with additional training/resources Brainstorm ideas for these trainings/resources Work with other centers with common strengths and needs

Tier 2 “Core” social emotional skills Communication Anger Management Problem Solving Expressing Emotions Developing Friendship

Social Emotional Learning

Social Emotional Development To develop this capacity in children, they need to Form relationships Experience, regulate and express emotions Explore and learn All of these are in the context of family, community, and culture

Essential Social skills for academic success Getting along with others (parents, teachers, and peers) Following directions Identifying and regulating one’s emotions and behavior Thinking of appropriate solutions to conflict Persisting on task Engaging in social conversation and cooperative play Correctly interpreting other’s behavior and emotions Feeling good about oneself and others The Center on the Social and Emotional Foundations for Early Learning There is mounting evidence showing that young children with challenging behavior are more likely to experience early and persistent peer rejection, mostly punitive contacts with teachers, family interaction patterns that are unpleasant for all participants, and school failure (Center for Evidence-Based Practice: Young Children with Challenging Behavior, 2003). Conversely, children who are emotionally well-adjusted have a greater chance of early school success (Raver, 2002). Social and behavioral competence in young children predicts their academic performance in the fi rst grade over and above their cognitive skills and family backgrounds (Raver & Knitzer, 2002). Science has established a compelling link between social/emotional development and behavior and school success (Raver, 2002; Zins, Bloodworth, Weissberg, & Walberg, 2004). Indeed, longitudinal studies suggest that the link may be causal….academic achievement in the fi rst few years of schooling appears to be built on a foundation of children’s emotional and social skills (Raver, 2002). Young children cannot learn to read if they have problems that distract them from educational activities, problems following directions, problems getting along with others and controlling negative emotions, and problems that interfere with relationships with peers, teachers, and parents. “Learning is a social process” (Zins et al., 2004). And yet, many children are entering kindergarten and fi rst grade without the social, emotional, and behavioral skills that are necessary for learning and success in school. One survey of over 3000 kindergarten teachers found that 30% claimed at least half of the children in their classes lacked academic skills, had diffi culty following directions and working as part of a group; and 20% reported that at least half of the class had problems in social skills (Rimm-Kaufman, Pianta, & Cox, 2000). Research indicates that children who display disruptive behavior in school receive less positive feedback from teachers, spend less time on tasks, and receive less instruction. They lose opportunities to learn from their classmates in grouplearning activities and receive less encouragement from their peers. Finally, children who are disliked by their teachers and peers grow to dislike school and eventually have lower school attendance (Raver, 2002).

Emotional Literacy What is emotional literacy? Emotional literacy is the ability to identify, understand, and express emotions in a healthy way.

Children with a Strong Foundation in Emotional Literacy Tolerate frustration better Get into fewer fights Engage in less destructive behavior Are healthier Are less lonely Are less impulsive Are more focused Have greater academic achievement Discuss some of the things we know about children who have a strong foundation in emotional literacy. Children who don’t learn to use emotional language have a hard time labeling and understanding their own feelings as well as accurately identifying how others feel.

Learning About Our Feelings Recognizing and relating with others’ feelings Recognize anger in oneself and others Understanding appropriate ways to express anger Learning how to calm down Recognizing our feelings and using self-regulation These are the skills that can be taught to children about feelings and the expression of feelings. 12

Enhancing Emotional Literacy Direct Teaching Indirect Teaching Use of Songs and Games How would you feel if…? Checking In Feeling Dice and Feeling Wheel Use of Children’s Literature

Classroom Example – Direct Teaching MIRROR This slide shows how a teacher hung a mirror with a feeling poster beside the mirror so children could make different “feeling faces.” They also drew their own “feeling faces,” which were displayed above the mirror. The teacher would often join children at the mirror and start conversations about the feeling faces they were making in the mirror and what happened to make them feel this way.

Indirect Teaching Provide emotional labels as children experience various affective states - “Tamika and Tanya seem really happy to be playing together! They keep hugging each other!”

Sample Song If you are happy and you know it…add new verses to teach feelings If you’re sad and you know it, cry a tear… “boo hoo” If you’re mad and you know it, use your words “I’m mad” If you’re scared and you know it ask for help, “help me” If you’re happy and you know it, hug a friend If you’re tired and you know it, give a yawn.

Sample Game How does your face look when you feel proud? What makes you feel proud?

Checking In Teachers and children can “check in” each morning by choosing a feeling face that best describes their affective state and putting it next to their name. Children can be encouraged to change their feeling faces throughout the day as their feelings change.

Hands Are Not for Hitting Book Nooks On Monday When it Rained Glad Monster Sad Monster Hands Are Not for Hitting http://csefel.vanderbilt.edu/resources/strategies.html 2.4

Controlling Anger and Impulse Recognizing that anger can interfere with problem solving Learning how to recognize anger in oneself and others Learning how to calm down Understanding appropriate ways to express anger 2.7

Turtle Technique Recognize that you feel angry. “Think” Stop. Go into shell. Take 3 deep breaths. And think calm, coping thoughts. Come out of shell when calm and think of a solution.

The Tucker Turtle Finger Play! To the tune of: Where is Thumbkin? Tucker Turtle, Tucker Turtle, He’s our friend. He’s our friend. When he gets angry or frustrated, He tucks in, tucks in. He tucks in, he tucks in. Then takes 3 breaths; then takes 3 breaths. To think, think, think. Think, think, think. Tucker Turtle, Tucker Turtle, Think, think, thinks; think, think, thinks. He knows a better way. He knows a better way; That Tucker can play and what to say. Rochelle Lentini (2007)

Problem Solving Learning problem solving steps Thinking of alternative solutions Learning that solutions have consequences Learning to evaluate solutions - Is it safe? Is it fair? Good feelings? What to do when a solution doesn’t work

Help the Child Think of a Possible Solution: Get an adult Ask nicely Ignore Play Say, “Please stop.” Say, “Please.” Share Trade toys/item Wait and take turns Get an Adult

Problem-Solving Activities Problematize everything “We have 6 kids at the snack table and only one apple. We have a problem. Does anyone have a solution?” Play “What would you do if…?” Children make their own “solution kits” Children offer solutions to problems that occur in children’s stories

Key Points: Intentionally Teach! (Teach Me What to Do!) Friendship skills Emotion words/feelings How to recognize feelings in oneself and others How to “calm down” How to control anger and impulse How to problem solve

Teaching Social Emotional Skills Examine the items listed on the Inventory of Practices Action Plan in the Targeted Social Emotional Supports section Reflect on your implementation of those practices What strategies might you use to promote the social emotional development of all children in your classroom? How can you support the social emotional skill development with individual children? Identify 2-3 things that you are going to do in your classroom on the Action Plan p. 21-26

Inventory (print pages 15-26/person) Return to your inventory from the beginning Work with teachers from your center and review the Social Emotional Teaching Strategies Find one big idea that is an overall strength in your program Find one big idea that could be improved with additional training/resources Brainstorm ideas for these trainings/resources Work with other centers with common strengths and needs

See module 2 – near end – how to teach strategies & Handout Peer Mediated Strategies Mand-Model Least-to-Most Prompting Most-to-Least Prompting DO WE HAVE TiME FOR THIS???? Just give the article for future reference????

Resources This presentation can be found at http://csefel.vanderbilt.edu/index.html along with other valuable resources The following websites also provide research, training ideas, and practical strategies to help you implement PBIS in your center: