Teaching Behaviour To All Children To Prevent Problems Occurring This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities. Regional Community Childcare Development Fund Positive Behaviour Support in Early Childhood Phase 1 – Module 5 Teaching Behaviour To All Children To Prevent Problems Occurring Supported by the State Government’s Royalties for Regions program and the Department of Communities.  This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities.

Phase One Modules Trauma and brain development, effects on behaviour What is Positive Behaviour Support? Defining expected behaviours Expectations Behaviours Procedures and Routines Precorrections Teaching Behaviour to all Children

Starting Point We cannot ‘make’ children learn or behave This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities. Starting Point We cannot ‘make’ children learn or behave We can create environments to increase the likelihood children learn and behave Environments that increase the likelihood of social and academic success are guided by a core curriculum, adapted to reflect child need, and implemented with consistency and fidelity. This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities. 3

Some Basic Principles Behaviour that persists over time is working for children We have to assume that children can’t rather than won’t!

This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities. If You Want It, Teach It! 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? This sums it all up for me. Tom Herner (NASDE President) Counterpoint 1998, p.2 This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities.

What do children do when they don’t have each of these skills? This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities. What are Some Key Social Emotional Skills Children Need for Success at School? Confidence Capacity to develop good relationships with peers and adults Concentration and persistence on challenging tasks Ability to communicate emotions Ability to listen to and follow instructions Ability to solve social problems What do children do when they don’t have each of these skills? This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities.

This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities. When children do not have these skills, they often exhibit challenging behaviours. This means that our focus has to be on “teaching children new skills” rather then “trying to get them to stop using challenging behaviours.” We need to teach children what to do rather than what not to do This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities.

Teach Me What to Do Instead Focus on teaching children what To Do! Teach expectations and routines. Teach skills that children can use in place of challenging behaviours.

Intentional Teaching  Educators who engage in intentional teaching recognise that: learning occurs in social contexts interactions and conversations are vitally important for learning.

Intentional Teaching  Educators extend children’s thinking and learning by using strategies such as: modelling and demonstrating open questioning speculating explaining engaging in shared thinking and problem solving

Teaching Behaviour Introduce the expectation during a neutral time. Include a rationale (why is this skill important). Show examples and non-examples Provide repeated opportunities to practice Acknowledge and reinforce children who demonstrate the expected behaviour. Precorrect and review as often as necessary

Four Stages of Learning This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities. Four Stages of Learning Acquisition: new skill or concept Fluency: the ability to immediately use the skill or concept without a prompt Maintenance: continuing to use the skill or concept over time Generalisation: applying the skill or concept to new situations, people, activities, ideas, and settings This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities.

Acquisition Stage: Show and Tell This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities. Acquisition Stage: Show and Tell Teach and model during large group, small group and provide individualised instruction for children who need it. Identify and explain the skill Link to other ideas or concepts Demonstrate Examples and non-examples Encourage child when learning Warning! Skill or concept can be easily lost at this stage…encourage, encourage, encourage This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities.

Repetition builds fluency... For a child to learn something new, it needs to be repeated on average 8 times For a child to unlearn an old behaviour and replace with a new behaviour, the new behaviour must be repeated on average 28 times. Harry Wong

Fluency: Practice Makes Perfect This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities. Fluency: Practice Makes Perfect Create multiple and varied opportunities for children to build fluency – role play, prompt children through interaction (scaffold play), embed instruction Help children link the concept or skill to others Prompt the children to use the skill This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities.

Maintenance and Generalisation: You Got it! This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities. Maintenance and Generalisation: You Got it! Provide opportunities to use the skill or concept in new situations or with new people Provide opportunities within a variety of activities and in new applications Encourage the behaviour in generalised situations – use positive descriptive feedback to comment on children engaging in the behaviour This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities.

Be Safe – Use Walking Feet Inside This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities. Skill  Be Safe – Use Walking Feet Inside Tell  A way to keep everyone safe is to use walking feet inside Discuss with children why it is safe to use walking feet instead of running Ask children: When do we need to use our walking feet? (possible answers: when we are inside, when going to the playground, on the bus, at the doctors, etc… Show Show the children what using your walking feet looks like (thumbs up) Show the children what using your running feet looks like (thumbs down) Model walking, marching, stomping Practice Different opportunities through out the day Have children practice walking softly, slowly, forward, backward “We walk, we walk, we walk, and we stop” (repeat) Reinforce Specific feedback—“You are using your walking feet while walking inside! Thank you for being safe! Review Reteach Use pre-corrects before ‘walking’ activities begin—“We are getting ready to go to our lunch tables. What do we need to do with our feet?” Re-teach the skill as needed This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities.

Lesson Plan Development Choose one specific behaviour you would like your children to be more successful with. Use the sample lesson plan to develop a lesson to teach this behaviour to the whole group

PBS Continuum Positive Relationships Supportive Environments Children with persistent challenges Intensive Individualized Interventions Social Emotional Teaching Strategies Children at-risk Positive Relationships Supportive Environments Defining, Teaching And Encouraging Expected Behaviours All children

Promoting the Social Development of All Children This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities. Promoting the Social Development of All Children Teach the whole group Circle time Centers Small group activities Partnering with families Target the individual skill instruction needs of each child Prompting and priming (ounce of prevention) This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities.