1. Prevent-Teach-Reinforce
for Young Children

2. Introductions

3. What are we doing today? Overview of PTR-YC
Time to go through materials
Time to collaborate with team and/or think about how PTR-YC could be used in your district

4. Intro to PTR-YC

5. Features of PTR-YC Research-­‐based practices
Specific application of positive behavior interventions and support (PBIS)
Designed for use by typical practitioners in typical preschool and child care settings
A collaborative model of team-­‐driven decision-­‐ making
Emphasis on implementing with fidelity
Detailed steps for designing and implementing positive interventions

6. PTR-YC gives you the format and process, your team makes the plan

8. http://kskits. org/webinars/webinarsTrainingModulesEarlyYears/webinars

9. Who are These Kids? How many kids currently in your program exhibit these behaviors?

10. Serious Challenging Behaviors
“…young children whose behaviors are serious enough that they interfere with the child’s ability to engage in positive relationships, form friendships, play with others, and learn expected skills.”
Dunlap, Wilson, Strain, & Lee (2013)

11. National Trends in Expulsion and Suspension for Preschool
“Children are expelled from pre‐kindergarten classrooms at a rate 3.2% times higher than the expulsion rate for K-­12 students (Gilliam, 2005).”
“For no other group of young children is the trajectory so certain and so dismal as it is for children with challenging behaviors who do not receive effective services (Vinh, 2011).”

12. Positive Behavioral Interventions and Support

14. Tier 1: High Quality PBIS Practices in Early Childhood

15. Tier 2: High Quality PBIS Practices in Early Childhood

16. Tier 3: High Quality PBIS Practices in Early Childhood?

17. The Steps of PTR-YC Teaming and Goal Setting (1+ hour meeting)
Practical Data Collection
Functional Behavioral Assessment (1 ½-2 hour meeting)
Intervention (1 hour meeting)
Data-based Decision Making; Follow-up and Next Steps

18. PTR-YC Time Commitment
Minimum 3 ½ hour total time commitment in meetings alone
Full-time person can handle cases/semester
Is using PTR-YC with 5% of students as a Tier 3 intervention reasonable?
Goal: begin using with 1-2 students

19. What about the rest of the kids?

20. Essential Practices for Preschool Classrooms
In PTR-YC manual, Chapter 6, Form 10
Providing 5:1 ratio of positive vs. corrective feedback
Using schedules in a way that is likely to prevent challenging behavior
Supporting routines within routines across the day
Teaching the specific behaviors we want to see for each classroom routine
Providing explicit peer-related social skills

21. What will we do with 5 Essential Practices today?
Listen to excerpt from Kansas webinar that details the five essential practices and accompanying resources (Tier I and II interventions)
While we are briefly looking at resources, decide which essential practice or resource you want to focus on
Time to look, read, organize, talk
Report back

22. Assessing Essential Classroom Practices
1. Are we providing positive feedback* to children with persistent challenging behavior at five times or more the rate that we are giving corrective feedback for challenging behavior?
*Positive feedback: Encouraging comments to the child about his or her behavior. Making requests, giving directions, or asking questions count as negative comments, even if stated in a positive tone or nicely asked.

23. Resources Supporting 5:1 Ratio
Building Positive Relationships w/Young Children
Positive Attention Data Sheet
Some Starters for Giving Positive Feedback and Encouragement for Effort,Thinking, Problem solving
Building Positive Teacher-Child Relationships: What Works Brief Training Kit #12
Acknowledging Children's Positive Behaviors: What Works Brief Training Kit #22
School-­‐wide Classroom Support- 5:1 Ratio and Increasing Specific Praise

24. Assessing Essential Classroom Practices
2. Are we using schedules in a way that is likely to prevent challenging behavior?
Prominently display the daily schedule at children’s eye level?
Use words and pictures to represent entries on the schedule?
Design schedule so that you can remove an item or indicate its completion?
Review the schedule daily with the whole group and with individual children prior to making a transition?
Preview upcoming changes with children?
Keep things new and exciting: a predictable schedule doesn’t mean doing the exact same thing every day

25. Resources to Support Use of Schedules to Prevent Challenging Behavior
Helping Children Understand Routines and Classroom Schedules: What Works Brief Training Kit #3
How to Make a Visual Schedule to Support Young Children. TTYC: Teaching Tools for Young Children with Challenging Behavior. teaching_tools/toc/folder5/5b_how_make_vis_sched.pdf
How to Use Visual Schedules to Help Your Child Understand Expectations (for families). TACSEI Backpack Connection Series. bkpk_visual_schedules.pdf
Autism Internet Modules: Visual Supports

26. Assessing Essential Classroom Practices
3. Do we have routines within routines within routines across the preschool day?
Think about developmental goals for each routine (e.g., peer interaction, communication, fine motor skills)
Create picture sequences of behavioral expectations for each routine
Directly teach the sequences using fun activities
Make picture sequences available for all routines

27. Resources for Routines within Routines within Routines Across the Preschool Day
TACSEI Teaching Tools for Young Children:
Folder 5—Visual Strategies teaching_tools/jyc_toc.htm
Folder 1– Routines Based Support Guide teaching_tools/toc/folder1/1e_routine_based.pdf
TACSEI-­‐CELL Integration, Level 2– How to Make a First/Then Board level_2/pdf/2_2e_Howto_firstboard.pdf
Planning Transitions to Prevent Challenging Behavior (2008) BTJ_Hemmeter_Transi%ons.pdf

28. Assessing Essential Classroom Practices
4. Have we taught children the specific behaviors we want to see for each classroom routine?
Identify 1­‐3 expectations for every routine
Teach expectations to all children using fun activities and pictures
Post pictures of behavioral expectations where they can be used to prompt, remind, or redirect children
Practice expectations beforehand (priming)
Provide opportunity for all children to practice expectations daily
Remember 5:1 ratio and catch children exhibiting appropriate behavioral expectations
Adjust level of expectations across the year

29. Resources for Teaching Behavioral Expectations Across Preschool Settings
National Center on Quality Teaching and Learning 15 Minute Inservice Suites/Well Organized Classrooms, Stating Behavioral Expectations (Trainer Version) ‐system/teaching/practice/ISS/state-­‐t.html
TACSEI Make and Take It Workshops: Reducing Challenging Behavior by Clarifying Expectations, Rules, and Routines make_n_take/make_n_take_home.html
PreSET 3.2 Manual view/PreSET3.2+manual.pdf

30. Assessing Essential Classroom Practices
5. Are we providing explicit peer-­‐related social skill instruction on skills such as sharing, taking turns, and following another child’s lead throughout the day?
What social skills goals do I have for individual children in my class?
What do I typically do for the children?
Could a child do this task or job?
Is this an activity that happens frequently?
Can I ensure that support will be available for children carrying out the task or job?

31. Resources for Support Explicit Peer-Related Social Skill Instruction Throughout the Day
Using Classroom Activities and Routines as Opportunities to Support Peer Interaction: What Works Brief Training Kit #5
Promoting Positive Peer Social Interactions: What Works Brief Training Kit #8
Implementing the LEAP Curriculum in Inclusive Preschool Settings: Keystone Learning Services

32. What will we do with 5 Essential Practices today?
Listen to excerpt from Kansas webinar that details the five essential practices and accompanying resources (Tier I and II interventions)
While we are briefly looking at resources, decide which essential practice or resource you want to focus on
Time to look, read, organize, talk
Report back

33. What will we do with 5 Essential Practices today?
Listen to excerpt from Kansas webinar that details the five essential practices and accompanying resources (Tier I and II interventions)
While we are briefly looking at resources, decide which essential practice or resource you want to focus on
Time to look, read, organize, talk
Report back

34. Environmental Questions from Child’s Perspective
What am I supposed to be doing?
How do I know I am making progress?
How do I know I am done?
What do I do next?
If children cannot answer these questions, we need to be looking at more Tier I and II interventions before moving onto Tier 3 interventions.

35. Which children still need PTR-YC?