1. NC Preschool Pyramid Model: Tier II Supports for Emotional and Social Development
Module 1: Introduction

3. Objectives The Learner will:
Understand the definition of challenging behavior that will be used throughout the training series

4. Objectives The Learner will:
Know the three tiers included in a multi-tiered system of support for social and emotional development for children in preschool

5. Objectives The Learner will:
Receive information on the components of a preschool program’s overall plan for challenging behavior and understand how the program plan can be a support for educators

7. Potential Obstacles

8. What Happens if We Don’t Move Forward?
Hmmm…I’m not so sure about this…

9. What Will Success Look Like?

10. What is Challenging Behavior?
Photo by: Angelina Koh

11. Externalizing and Internalizing Behavior

12. The Impact of Challenging Behaviors on Young Children

13. Elevator Speech Review the handouts
Develop a 1-2 minute speech for your school board and Superintendent related to your assigned topic:
Topic I - Significance of challenging behavior in young children
Topic II - Costs of challenging behaviors to society, schools, parents etc.
Topic III - Positive outcomes that are possible for young children with challenging behaviors

14. Behavior Escalation Cycle
CALM
TRIGGER
AGITATION
ESCALATION
PEAK
DE-ESCALATION
RECOVERY
Safety First Oregon 2015: Authors: Branscomb, T., Carter, K., Cocores, G.,  McComas, N., Nolan, C.,Thompson-Arbogast, P. and supported by: Newman, J., Todd, A.

15. Brain in the Palm of Your Hand
Safety First Oregon 2015: Authors: Branscomb, T., Carter, K., Cocores, G.,  McComas, N., Nolan, C.,Thompson-Arbogast, P. and supported by: Newman, J., Todd, A.

16. Behavior Escalation Cycle
CALM
TRIGGER
AGITATION
ESCALATION
PEAK
DE-ESCALATION
RECOVERY
Safety First Oregon 2015: Authors: Branscomb, T., Carter, K., Cocores, G.,  McComas, N., Nolan, C.,Thompson-Arbogast, P. and supported by: Newman, J., Todd, A.

17. Calm/Baseline
Safety First Oregon 2015: Authors: Branscomb, T., Carter, K., Cocores, G.,  McComas, N., Nolan, C.,Thompson-Arbogast, P. and supported by: Newman, J., Todd, A.

18. Trigger
Safety First Oregon 2015: Authors: Branscomb, T., Carter, K., Cocores, G.,  McComas, N., Nolan, C.,Thompson-Arbogast, P. and supported by: Newman, J., Todd, A.

19. Agitation-Escalation
Safety First Oregon 2015: Authors: Branscomb, T., Carter, K., Cocores, G.,  McComas, N., Nolan, C.,Thompson-Arbogast, P. and supported by: Newman, J., Todd, A.

20. Peak
Safety First Oregon 2015: Authors: Branscomb, T., Carter, K., Cocores, G.,  McComas, N., Nolan, C.,Thompson-Arbogast, P. and supported by: Newman, J., Todd, A.

21. De-Escalation
Safety First Oregon 2015: Authors: Branscomb, T., Carter, K., Cocores, G.,  McComas, N., Nolan, C.,Thompson-Arbogast, P. and supported by: Newman, J., Todd, A.

22. Recovery
Safety First Oregon 2015: Authors: Branscomb, T., Carter, K., Cocores, G.,  McComas, N., Nolan, C.,Thompson-Arbogast, P. and supported by: Newman, J., Todd, A.

23. Escalation Cycle Learning Opportunity
Read the Escalation Cycle Learning Opportunity Scenario located at your table
Discuss where in the scenario each of the escalation cycle stages occur
Write down each of the stages on your scenario
Be prepared to share your responses with the large group

24. NC Preschool Pyramid Model

25. Layering of Support Tier 3: Intensive Support
Tier 2: Supplemental Support
Tier 1: Core

26. Problem Solving Process
Define Problem with Precision
Evaluate
Effectiveness of
Instructional
Strategy
Explore Possible
Solutions
Collect and Use Data
Choose an
Appropriate
Instructional
Strategy
Act on the
Instructional
Strategy

27. Preschool Program Plan for Addressing Challenging Behavior

28. Reflection Items for Table Group Discussion
Share your highlighted key ideas or “aha moments” in the document.
What do you think is most helpful about having a written plan and specific procedures for your program on steps to take to address challenging behavior?
What training and supports have you accessed to help you to implement universal, or Tier 1, practices and strategies to fidelity?
What are some ways you can (or already do) collect data on persistent challenging behaviors that need Tier 2 supports?

29. Preschool to Prison Pipeline

30. How do we take the steps to get to where we want to be?

31. Next Steps