Behavior Intervention for PreK Students: Creating Stories That Teach Replacement Behaviors

“Scripted picture stories are but a strategy for your intervention tool chest.” Use them as part of your Positive Behavior Support model Be systematic - start with assessment to see what the child needs to learn and end with assessment to see if they learned it!

First comes the functional assessment.. May choose a scripted picture story for a skill deficit –To teach the skill components –To improve the skill, teach missing components May choose a scripted picture story for a performance deficit –To help with transitions –To prime the behavior –For mental practice (visualization)

Progress monitoring Skill Rating Form Name ______________Teacher or Parent ___________ Directions: Based on your observations, rate the student’s use of the following skill(s) according to the scale below: 1 = never uses the skill 2 = rarely uses the skill 3 = sometimes uses the skill 4 = often uses the skill 5 = almost always uses the skill Skill –Date

Progress monitoring Skill Rating Form Name ______________Teacher or Parent ___________ Directions: Based on your observations, rate the student’s use of the following skill(s) according to the scale below: 1 = never uses the skill 2 = rarely uses the skill 3 = sometimes uses the skill 4 = often uses the skill 5 = almost always uses the skill Skill – Expresses anger in a safe way - tears paper, stamps on paper, or reads special books Date

Scripted picture stories can be one of your antecedent modifications or interventions in a behavior support plan The scripted story gives knowledge of what we want him to do (knowing), teaches what we want him or her to know. Then practice gives the knowledge of what we want her to do (doing).

Implementation and Fidelity Implementation suggestions –When, where, how to read the story –Avoid pitfall – not as a consequence or you end up pairing it with correction  –Comparison to baseline (Maintain? Modify? Intensify? Withdraw?) Fidelity Assessment –Sticker page –Data sheet –Interview with 4 basic questions

Behavior Support Plan Assessment (UNO Pam project) Student: Teacher: Date: To what level was the plan implemented as proposed? Low Moderate High Comments: To what degree is the plan having a positive impact on the student’s BEHAVIOR? Low Moderate High Comments: To what degree is the plan having a positive impact on the student’s ACADEMICS? Low Moderate High Comments:

Behavior Support Plan Assessment (UNO Pam project) Student: Teacher: Date: To what level was the plan implemented as proposed? Low Moderate High Comments: He liked the social story and parents also read it at home. He sometimes refuses to practice – can’t get his attention. To what degree is the plan having a positive impact on the student’s BEHAVIOR? Low Moderate High Comments: He has tended to use the stamps on paper when angry more than the other things. He has not once hugged the bear when he’s upset. To what degree is the plan having a positive impact on the student’s ACADEMICS? Low Moderate High Comments: Stays in inclusion more because no one gets hurt when he stamps.

Resources for scripted picture stories Cefel CAROL GRAY POLYXO JED BAKER The Social Skills Picture Book $40, includes CD

Two examples follow this slide 1. ACCEPTING “NO” FOR AN ANSWER From The Social Skills Picture Book by Jed Baker 2. MY TEACHER TALKS TO MANY PEOPLE From the POLYXO website

My Teacher Talks to Many People [ by M.Gardner ]M.Gardner My teacher talks a lot. Sometimes she talks to me. She gives me directions and helps me with my work. Sometimes she talks to other people. She might talk to other children about their work. She might talk to another adult. It is okay when she talks to other people. When my teacher talks to other people I can keep working or playing. This will make my teacher happy. I will try to keep working or playing when my teacher talks to other people.

Website with free, downloadable scripted stories for teaching behaviors your young students may need to learn CSEFEL Center on the Social and Emotional Foundations for Early Learning practicalstrategies