Heather Davis, M.Ed. Texas A&M University August 19th 2014 Social and Emotional Development for Young Children Using Positive Behavior Supports Heather Davis, M.Ed. Texas A&M University August 19th 2014 Adapted from: Hemmeter, M. L., & Fox, L. (2009). The Teaching Pyramid: A model for the implementation of classroom practices within a program-wide approach to behavior support. NHSA Dialogue, 12(2), 133-147.

How Teachers’ Impact Learning Interactions between a teacher and a child foster social, behavioral, and cognitive development in the early years of schooling and many years later (Hamre, Hatfield, Pianta, & Jamil, 2014) Delays in social-emotional and behavioral development for children entering early childhood settings are reported by teachers as one of the greatest challenges in educating young children (Whitted, 2014) Children who are unsuccessful at meeting classroom behavioral expectations early on often face rejection from both their peers and teachers (Chang, 2003; Coie & Dodge, 1998) The Center for Evidence-Based Practice (2004) stated, “Early appearing behavioral problems during a child’s preschool years are the single best predictors of school dropout, delinquency, gang membership, and adult incarceration” (p. 1). 1. Teachers’ interactions with children are resources that foster social, behavioral, and cognitive development in the early years of schooling and beyond (e.g., Curby et al., 2009; Hamre & Pianta, 2005;O’Connor & McCartney, 2007) 2. Yet, it is not children’s delays in cognitive skills that concern kindergarten teachers; it is the children’ssocial-emotional and behavioral deficits that alarms them (Rimm-Kaufman, Pianta, & Cox, 2000). Kindergarten teachers report that their single greatest challenge is that a majority of the children lack some or all of the needed social and emotional competencies necessary for school success (Arnold,McWilliams,&Arnold, 1998). In a national survey of more than 3,000 teachers, 30% of kindergarten teachers reported that at least half of the children in their classes lacked academic skills and had difficulty following directions and working in a group, and 20% reported that at least half the class had problems with social skills (Rimm-Kaufman et al.) 3. In return, children who are unable to meet the behavioral expectations of the classroom face rejection from educators and peers (Chang, 2003; Coie & Dodge, 1998). When this occurs, children quickly become alienated from the school setting. In response, these children become increasingly frustrated in their academic environment and either become withdrawn and socially isolated or act out behaviorally. Under these conditions, teaching and learning cannot occur, and far too often, a trajectory of school failure is set in place. 4. The Center for Evidence-Based Practice (2004) stated, “Early appearing behavioral problems during a child’s preschool years are the single best predictors of school dropout, delinquency, gangmembership, and adult incarceration” (p. 1).

Understanding Social & Emotional Development for Young Children Hemmeter, M. L., & Fox, L. (2009). The Teaching Pyramid: A model for the implementation of classroom practices within a program-wide approach to behavior support. NHSA Dialogue, 12(2), 133-147.

The Goal of the Pyramid is to Promote Children’s 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.

Key Social Emotional Skills Children Need as They Enter School 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?

Building Relationships Why is it important? 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 learn and develop in the context of relationships that are responsive, consistent, and nurturing. 6

Building Relationships Helps each child feel accepted in the group Assists children in learning to communicate and get along with others Encourages feelings of empathy and mutual respect among children and adults Provides a supportive environment in which children can learn and practice appropriate and acceptable behaviors as individuals and as a group

Examining Attitudes about Challenging Behaviors Preschool: Module 1 4/15/2010 Examining Attitudes about Challenging Behaviors What behaviors push your button? How do these behaviors make you feel? What is your response when these behaviors occur? How does this impact your relationship with a child and his/her family? CHART PAPER Activity: have teachers list the behaviors, discuss with their neighbor, and then share with whole group Discuss how we all have different “button” pushers

Reframing Activity In pairs or in small groups: Read the four examples listed. Have participants take each of their “hot buttons,” reread it, and consider how they can reframe the behavior. In reframing the challenging behaviors, do not come up with solutions but rather restate the behaviors to make them more manageable. Be prepared to share your ideas with the large group. CHART PAPER: SMALL GROUP AND LARGE GROUP DISCUSSION

Teach Me What to Do Instead Friendship skills Following rules, routines and directions Identifying feelings in self and others Controlling anger and impulse Problem solving

Building Positive Relationships by Making Deposits Maintain a 5:1 (positive to negative) Give attention when the child is engaged in appropriate behaviors

It All Adds Up Deposits: Withdrawals: Active Listening No Wait Time Preschool: Module 1 4/15/2010 It All Adds Up Deposits: Active Listening Wait Time Observation Mirroring Self Talk Parallel Talk Reflection Expansion Modeling Withdrawals: No Don’t Stop Demands - directions Using a loud voice Intimidating request Mirroring: Imitate the child’s actions and vocalizations; acknowledge the child Self-Talk: Talk about what you are doing, thinking, and /or feeling e.g. “I feel happy when you hold my hand.” “I am stirring my coffee.” “I feel hungry, I think I will eat something.” Parallel Talk: State what the child is doing, or possibly thinking or feeling e.g. “You are singing a song.” “You feel sad that we need to leave.” Vocal and Verbal Reflection: Let the child know you are listening. Acknowledge that what they are saying is accepted. Repeat the word or phrase exactly how they said it or model the correct pronunciation. Expansion/Modeling: Make a statement using some or all of the child’s word and expand it. This will provide the child with a meaningful language model. e.g. child “car.” Adult says “red car goes.”

“Every child needs one person who is crazy about him “Every child needs one person who is crazy about him.” -Uri Bronfenbrenner

High Quality Supportive Environments Changed visual-MJ The Pyramid Model provides a conceptual framework for the evidence-based practices that are used to promote the healthy social development of all young children. The first tier of the model, promotion practices, describe the strategies that are used to promote and support the optimal social development of all children. The prevention tier of the model includes targeted, social emotional supports that are provided to the smaller number of children who at risk of social delays and challenging behavior. The tip of the pyramid includes the individualized intervention practices necessary to address the challenging behavior or intervention needs of the very small number of children who have persistent problems or are in need of more intensive support. Hemmeter, M. L., & Fox, L. (2009). The Teaching Pyramid: A model for the implementation of classroom practices within a program-wide approach to behavior support. NHSA Dialogue, 12(2), 133-147. 14

High Quality Supportive Environments Engagement for Every Child Universal Design for Learning Making Accommodations, Providing Support

Classroom Arrangement and Environmental Supports Physical Design Environmental Cues Schedules and Routines Transitions Promoting Engagement During Large and Small Group Activities Simple Rules/Expectations Ongoing Monitoring and Positive Attention

What is This Environment Telling Children to Do? Physical Design Environmental Cues Transitions What is This Environment Telling Children to Do?

Providing Choices Schedules & Routines Provide visual cues that allow children to make choices in engaging activities where applicable in the classroom

Simple Expectations

Teaching New Skills: Stages of Learning Show and Tell Acquisition: new skill or concept Practice Makes Perfect Fluency: the ability to immediately use the skill or concept without a prompt You Got It! Maintenance: continuing to use the skill or concept over time Generalization: applying the skill or concept to new situations, people, activities, ideas, and settings

Promoting the Social Development of All Children Teach the whole class Circle time Centers Small group activities Partnering with families Target the individual skill instruction needs of each child Embedded instruction Prompting and priming (ounce of prevention)

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 22

Feelings

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.

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.

How would everyone feel? Problem Solving Steps Would it be safe? Would it be fair? How would everyone feel?

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

When Children Lack Key Social Emotional Skills Structure a supportive learning environment Make deposits with positive reinforcement and praise Individually teach children who are missing social emotional skills Target the skills that are most important Increase learning opportunities to teach and practice

Questions and Thank You! Heather Davis hsdavis@tamu.edu