Positive Behavior Support in Early Childhood Settings: Current Issues, Challenges, and Solutions Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Intervention & Supports pbis.org

Big Ideas Program-wide vs. school-wide Primary focus at classroom level Data collection challenges Developmentally appropriate / need for direct instruction of social behavior Intensity match intensity of challenges across the continuum Apply basic logic of PBS across Data, practices, systems

Starting Point We cannot “make” students learn or behave We can create environments to increase the likelihood students learn and behave Environments that increase the likelihood of social and academic success are guided by a core curriculum, adapted to reflect student need, and implemented with consistency and fidelity 3

The Challenge School-wide discipline systems are typically unclear and inconsistently implemented Educators often rely on reactive and crisis management interventions to solve chronic problem behavior Educators often lack specialized skills to address severe problem behavior Resources scarce Educators under multiple pressures to meet standards Traditional “discipline” methods simply do not change behavior among the most challenging students Students with the most challenging behaviors need comprehensive systems of support Students have limited opportunities to learn school-based social skills and to receive feedback on their use

Typical responses to students Increase monitoring for future problem behavior Re-review rules & sanctions Extend continuum of aversive consequences Improve consistency of use of punishments Establish “bottom line” Zero tolerance policies Suspension/expulsion Exclusionary options (e.g., alternative programs)

However… “Punishing” problem behaviors (without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out. (Mayer, 1995, Mayer & Sulzar-Azaroff, 1991, Skiba & Peterson, 1999)

The Good News… Research reviews indicate that the most effective responses to school violence are (Elliot, Hamburg, & Williams, 1998 Gottfredson, 1997; Lipsey, 1991; 1992; Tolan & Guerra, 1994) Social Skills Training Academic Restructuring Behavioral Interventions

Toward a Solution The answer is not the invention of new solutions, but the enhancement of the school’s organizational capacity to: Accurately adopt and efficiently sustain their use of research-validated practices Provide a Seamless continuum of behavioral and academic support for all students Be part of a district wide system of behavior support Increased focus, teacher training, community training, and funding for early intervention

School-wide Positive Behavior Support SWPBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior OSEP Center on PBIS

Positive Behavior Support Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures 1-5% 1-5% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 5-10% 5-10% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive 80-90% Universal Interventions All settings, all students Preventive, proactive 80-90%

Continuum of Supports Intensive Targeted Universal Math Science Spanish Soc skills NOTICE GREEN GOES IS FOR “ALL” English Reading Horses

Essential Features at the School Level Teams of educators within the school (administrator) Data-based decision making Instructional Focus Teach & Practice Acknowledge student mastery of social skills Positive Feedback

Sample Agenda Working Agreements on the Agenda

Universal School-Wide Features Clearly define expected behaviors (Rules) All Settings Classrooms Procedures for teaching & practicing expected behaviors Procedures for encouraging expected behaviors Procedures for discouraging problem behaviors Procedures for data-based decision making Family Awareness and Involvement

Area/Activity Expectation Be Safe Be Responsible Be Respectful Suggestions for arrival and departure Stay with adult Stop and watch for vehicles Hold adult’s hand in parking lot Use walking feet on stairs, ramp, and sidewalks Hold onto railing Follow the safety rules Ask/sign for help if needed Listen to adults Use good greeting words Use good manners words Classroom entry and welcome Keep entryway clear for others Use walking feet Keep hands to self Go to cubby Remove and hang up coat in cubby Go to sink and wash hands Choose activity and join friends Share and take turns Use indoor voice Bathroom Walk up and down stairs Go potty, wipe, and flush Wash hands with soap and water Turn off faucet Use three turns of paper towels Dry hands Return to activity Indicate need to go potty by telling teacher Wait turn Classroom Keep feet on the floor Touch friends gently Use materials only for intended purpose Cough/sneeze in elbow Listen Wait and take turns Share Clean up Follow instructions Use inside voice Use good talking words Take care of classroom property Be a good friend to everyone

Group Contingency for Appropriate Behavior (Beehive)

(sung to the tune of ‘Do Your Ears Hang Low?’) Do you like to buzz? Are you covered in fuzz? Do you call a hive a home In the garden where you roam? Do you know how to make honey? Are your stripes a little funny? WE FILLED OUR BEE HIVE TODAY! WE ARE: BEING SAFE, KIND AND RESPONSIBLE

Social Skills Lesson Plan Classroom Skill: Be Safe – Use Walking Feet  Steps: Introduce Skill A way to be safe is to use walking feet in the classroom Teach the Expected Behavior Discuss with students why it is safe to use walking feet instead of running in the classroom. Ask students: When do we need to use our walking feet? (possible answers: when we are inside, when going to the playground, going to the bus, going home, etc…) Demonstrate 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 -e.g., “walking feet go 1and 2 and 3 and 4 and 5” Practice Different opportunities through out the day Have students practice walking softly, loudly, quickly, slowly, forward, backward “We walk, we walk, we walk, and we stop” (repeat) Review/Re-teach Use pre-corrects before “walking” activities begin—“We are getting ready to go outside for recess. What do we need to do with our feet?” Re-teach the skill as needed Reinforce Specific praise—“You are using your walking feet while walking to recess! Good job!” Other reinforcers

Effective Teaching Plan Circle Time Teachers encourage children to sit on circle nametags Teacher begins singing the Good Morning song Students sign in (match pictures to nametags) Supporting teachers assist students with this Teacher reviews calendar Sing 2 to 3 songs, finger-plays, or a story  When children have a good listening body with hand raised and quiet mouth let them take turns sharing and listening Review helpers of the day, rules, and work time areas Share any special news Supporting teachers model appropriate behavior (sitting on floor, looking at teacher, participating in songs, keeping hands in lap) Supporting teachers provide positive feedback in a quiet, non-disruptive way (thumbs up, pat on back, quiet “nice job sitting!”) to students acting appropriately in Circle This is an example of one piece of the day…our teaching plans cover classroom set up, transitions, from start to finish……..

Reinforcement System

I can also listen with my ears and try to do what the teacher says. Social Stories I can sit nicely and look at the teacher. Everyone can go to circle and sit on their seat. I can also listen with my ears and try to do what the teacher says.

Visual Prompts

Demonstrate the Labeling and Expression of Emotions Model the use of emotion language through real life scenarios: “How do you feel when…?” Publicly acknowledge your own mistakes and emotions. Expect, accept, and acknowledge all emotions. Express that the issue is how we manage those feelings. Teach facial expressions and body language: “When do people smile?”

Demonstrate the Labeling and Expression of Emotions Photos of people in various emotional states. Provide storybooks on feelings. Place a mirror in the classroom. Sing songs about emotions. Make feelings collages. Label a child’s feelings, tone, and body language.

Mood Thermometer MAD!! Upset Okay Happy

Teach Friendship Building Skills Target behaviors and role-play and practice during area play. Model phrases to initiate and encourage interactions. Peer modeling, peer buddies Create opportunities for working together (e.g., plan by drawing play partners, assign clean-up buddies). Utilize activities that require turn-taking and sharing. Provide cooperative toys: puppets, 2 phones, board games). Provide storybooks on friends.

Assessment Tools PBIS.org Pre-School-wide Evaluation Tool (SET) Pre- Self Assessment Survey (SAS) Benchmarks Of Quality Team Implementation Checklist Other Teaching Pyramid Observation Tool Inventory of Practices for Promoting Social Emotional Competence

Classroom Supports

Essential Classroom expectations & rules defined and taught (all use school-wide, create classroom examples) Procedures & routines defined and taught Continuum of strategies to acknowledge appropriate behavior in place and used with high frequency (4:1) Continuum of strategies to respond to inappropriate behavior in place and used per established school-wide procedure Students are actively supervised (pre-corrects and positive feedback) Students are given multiple opportunities to respond (OTR) to promote high rates of academic engagement Activity sequence promotes optimal instruction time and student engaged time Instruction is differentiated based on student need

Systems Teach Brief in-service, single topic focus Practice (performance feedback) Peer coaching Principal “walk throughs” pbismissouri.org 45

Pre-school SAS Pre-school SET Needs Assessment Pre-school SAS Pre-school SET

Pre-school SAS

PRE-SET (Horner, Benedict, & Todd, 2005) Adaptation of an assessment tool called the School-wide Evaluation Tool (SET) used in K-12 educational settings to measure critical features of school-wide PBS. The Pre-SET assesses classroom and program-wide variables across 9 categories: A. Expectations Defined B. Behavioral Expectations Taught C. Appropriate Behavior Acknowledged D. Organized and Predictable Environment E. Additional Supports F. Family Involvement G. Monitoring & Decision-Making H. Management I. Program & District-Wide Support

Pre-SET Administration Information necessary for completion of the Pre-SET is gathered from multiple sources including review of permanent products, observations, and staff and child interviews. A Pre-SET should be conducted for each classroom within an early childhood program if the implementation status or practices (e.g., classroom rules) are different for each classroom. The Pre-SET may be conducted at the program level if all classrooms within the early childhood program are at the same implementation status and use the same practices (e.g., have same classroom rules).

System/Intervention Evaluation Pre-school ODRs?

EC Behavioral Report

Identifying at-risk students Tier II / III

At-risk Students Behavioral incident reports Teacher Referral Create data decision rules – capture 10-15% Teacher Referral Clear process with supporting data Screening

Early Screening Project (Walker, Severson, & Feil) Proactive multiple-gated screening: Stage One: Teacher ranking of externalizing & internalizing behaviors Stage Two: Teacher ratings of the 5 highest ranked children Stage Three: Direct observations & parent questionnaires of children exceeding Stage Two criteria Teacher Ranking Teacher Ratings Observations

Trinity Lutheran Child Learning Center Trinity Lutheran Child Learning Center (TLCLC) is a ministry of Trinity Lutheran Church serving families with young children ages 2 1/2 years (by August 1st) through Pre-K. TLCLC incorporates daily religion and developmentally appropriate activities into a school and optional before and after school daycare program.

Trinity Lutheran Child Learning Center 115 total children enrolled for 2011-12 school year (current trend is for more children to be enrolled 5 days instead of the 2 day or 3 day) On a daily basis: MWF = 85/90 per day T/Th = 81/90 per day 2011-12 annual school days = 189 9 classrooms 4 pre-school 4 pre-k  

Trinity Lutheran Child Learning Center 1 Director 1 School Secretary 1 Full-time cook 10 Classroom teachers - 4 fulltime with benefits - 6 part time no benefits - All hourly wage

As In Most Pre school Programs: At TLCLC It’s all about Play, Play, Play… Instruction is implanted within play, activities, and developmentally appropriate practices and routines. Loosely follow Creative Curriculum Another major focus is to support social relationships: interaction and communication Instructional activities are concrete (real) and brief.

Challenges for Implementing PBS for TLCLC Program Minimally staffed Have no immediate access to behavioral expertise A lack of formal credentials for some staff Have very little training in behavior Have limited to no experience working as a team and problem solving Hourly wage

Implementing PBS Keeping it simple Making it apply to them Taking into account these Challenges it was vital for implementation success to build the systems by: Keeping it simple Making it apply to them Ongoing training and TA for staff Program committing to 2-3 year process to achieve full Implementation Director supporting teachers to implement Educating staff about community support programs available

Challenges to Forming Leadership Team at TLCLC Often hourly wage added time constraints for meetings. Because of minimum staff team is comprised of entire faculty, even the ones who DON’T want to be there. Staff have limited to no experience working as a team.

Implementing PBIS Critical to form trust among the team by: Spending adequate time forming the team Doing some team building exercises Encourage involvement by voting and obtaining 80% agreement when making decisions Specific Roles for team members Giving everyone a voice Creating and agreeing on working agreements

What do you want your school to be? TLCLC’S Journey What do you want your school to be? Had them focus on what they wanted their school environment to LOOK like and SOUND like and FEEL like.

Proven Preschools Outcomes Improved adaptive behavior & social outcomes Decreased problem behavior overall in school Decreased acting out and aggressive behavior displayed by young children at high risk for behavioral disorders. Serna, Nielsen Lambros, & Forness 2000 Stormont, Smith & Lewis 2007 Tankersley, Kamps, Mancina, & Weidinger, 1996 The practice of PBS is different in each school because each school serves a different population, but all use the evidence based practices.

Making It “Real” With Other Possible Outcomes of Implementing More positive overall school environment Better relationships with your students Increase in positive staff interactions Increased teaching time Feeling better about your ability and effectiveness as a teacher because you feel more confident in knowing what to do. Decrease in staff stress Powerful for both staff and students in many ways.

First Steps Obtained Staff Commitment Form a Leadership Team -Obtained 80% commitment through vote by ballot Form a Leadership Team The staff decided everyone who can should be on the team - Director and all classroom teachers Assigned Roles: Chairs, Time keeper, Secretary, and Cheerleader Decided on bi-monthly meetings- 1 hour each 3. Created Vision