1. PBIS Positive Behavioral Interventions and supports
January 10, 2018

2. Ice Breaker

3. Let’s Review

4. Tier 1 Building Relationships
“Rarely a comment can make something better. A connection can.”
Providing Supportive Environments
“Structure creates behavior.”

5. Inventory (print pages 15-26/person)
Purpose is to evaluate your program and identify areas for future trainings
Each “big idea” has several indicators under it
Work with teachers from your center and review the Building Relationships & Supportive Environments sections
Find one big idea for each section that is an overall strength in your program
Find one big idea for each section that could be improved with additional training/resources
Brainstorm ideas for these trainings/resources
Work with other centers with common strengths and needs

6. Tier 2 “Core” social emotional skills Communication Anger Management
Problem Solving
Expressing Emotions
Developing Friendship

7. Social Emotional Learning

8. Social Emotional Development
To develop this capacity in children, they need to
Form relationships
Experience, regulate and express emotions
Explore and learn
All of these are in the context of family, community, and culture

9. Essential Social skills for academic success
Getting along with others (parents, teachers, and peers)
Following directions
Identifying and regulating one’s emotions and behavior
Thinking of appropriate solutions to conflict
Persisting on task
Engaging in social conversation and cooperative play
Correctly interpreting other’s behavior and emotions
Feeling good about oneself and others
The Center on the Social and Emotional Foundations for Early Learning
There is mounting evidence showing that young children with challenging
behavior are more likely to experience early and persistent peer rejection,
mostly punitive contacts with teachers, family interaction patterns that are
unpleasant for all participants, and school failure (Center for Evidence-Based
Practice: Young Children with Challenging Behavior, 2003). Conversely,
children who are emotionally well-adjusted have a greater chance of early
school success (Raver, 2002). Social and behavioral competence in young
children predicts their academic performance in the fi rst grade over and above
their cognitive skills and family backgrounds (Raver & Knitzer, 2002).
Science has established a compelling link between social/emotional
development and behavior and school success (Raver, 2002; Zins, Bloodworth,
Weissberg, & Walberg, 2004). Indeed, longitudinal studies suggest that the
link may be causal….academic achievement in the fi rst few years of schooling
appears to be built on a foundation of children’s emotional and social skills
(Raver, 2002). Young children cannot learn to read if they have problems
that distract them from educational activities, problems following directions,
problems getting along with others and controlling negative emotions, and
problems that interfere with relationships with peers, teachers, and parents.
“Learning is a social process” (Zins et al., 2004).
And yet, many children are entering kindergarten and fi rst grade without
the social, emotional, and behavioral skills that are necessary for learning and
success in school. One survey of over 3000 kindergarten teachers found that 30%
claimed at least half of the children in their classes lacked academic skills, had
diffi culty following directions and working as part of a group; and 20% reported
that at least half of the class had problems in social skills (Rimm-Kaufman,
Pianta, & Cox, 2000).
Research indicates that children who display disruptive behavior in school
receive less positive feedback from teachers, spend less time on tasks, and receive
less instruction. They lose opportunities to learn from their classmates in grouplearning
activities and receive less encouragement from their peers. Finally,
children who are disliked by their teachers and peers grow to dislike school and
eventually have lower school attendance (Raver, 2002).

10. Emotional Literacy What is emotional literacy?
Emotional literacy is the ability to identify, understand, and express emotions in a healthy way.

11. Children with a Strong Foundation in Emotional Literacy
Tolerate frustration better
Get into fewer fights
Engage in less destructive behavior
Are healthier
Are less lonely
Are less impulsive
Are more focused
Have greater academic achievement
Discuss some of the things we know about
children who have a strong foundation in emotional literacy.
Children who don’t learn to use emotional language have a
hard time labeling and understanding their own feelings as
well as accurately identifying how others feel.

12. 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
These are the skills that can be taught to children
about feelings and the expression of feelings. 12

13. Enhancing Emotional Literacy
Direct Teaching
Indirect Teaching
Use of Songs and Games
How would you feel if…?
Checking In
Feeling Dice and Feeling Wheel
Use of Children’s Literature

14. Classroom Example – Direct Teaching
MIRROR
This slide shows how a teacher hung a mirror
with a feeling poster beside the mirror so children could
make different “feeling faces.” They also drew their own
“feeling faces,” which were displayed above the mirror.
The teacher would often join children at the mirror and
start conversations about the feeling faces they were
making in the mirror and what happened to make them
feel this way.

15. Indirect Teaching
Provide emotional labels as children experience various affective states - “Tamika and Tanya seem really happy to be playing together! They keep hugging each other!”

16. Sample Song
If you are happy and you know it…add new verses to teach feelings
If you’re sad and you know it, cry a tear… “boo hoo”
If you’re mad and you know it, use your words “I’m mad”
If you’re scared and you know it ask for help, “help me”
If you’re happy and you know it, hug a friend
If you’re tired and you know it, give a yawn.

17. Sample Game How does your face look when you feel proud?
What makes you feel proud?

18. 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.

19. Hands Are Not for Hitting
Book Nooks
On Monday When
it Rained
Glad Monster
Sad Monster
Hands Are Not for Hitting
2.4

20. Controlling Anger and Impulse
Recognizing that anger can interfere with problem solving
Learning how to recognize anger in oneself and others
Learning how to calm down
Understanding appropriate ways to express anger
2.7

21. 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.

22. The Tucker Turtle Finger Play! To the tune of: Where is Thumbkin?
Tucker Turtle, Tucker Turtle, He’s our friend. He’s our friend. When he gets angry or frustrated, He tucks in, tucks in. He tucks in, he tucks in. Then takes 3 breaths; then takes 3 breaths. To think, think, think. Think, think, think.
Tucker Turtle, Tucker Turtle, Think, think, thinks; think, think, thinks. He knows a better way. He knows a better way; That Tucker can play and what to say.
Rochelle Lentini (2007)

23. Problem Solving Learning problem solving steps
Thinking of alternative solutions
Learning that solutions have consequences
Learning to evaluate solutions - Is it safe? Is it fair? Good feelings?
What to do when a solution doesn’t work

24. 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

25. Problem-Solving Activities
Problematize everything
“We have 6 kids at the snack table and only one apple. We have a problem. Does anyone have a solution?”
Play “What would you do if…?”
Children make their own “solution kits”
Children offer solutions to problems that occur in children’s stories

26. Key Points: Intentionally Teach! (Teach Me What to Do!)
Friendship skills
Emotion words/feelings
How to recognize feelings in oneself and others
How to “calm down”
How to control anger and impulse
How to problem solve

27. Teaching Social Emotional Skills
Examine the items listed on the Inventory of Practices Action Plan in the Targeted Social Emotional Supports section
Reflect on your implementation of those practices
What strategies might you use to promote the social emotional development of all children in your classroom? How can you support the social emotional skill development with individual children?
Identify 2-3 things that you are going to do in your classroom on the Action Plan p

28. Inventory (print pages 15-26/person)
Return to your inventory from the beginning
Work with teachers from your center and review the Social Emotional Teaching Strategies
Find one big idea that is an overall strength in your program
Find one big idea that could be improved with additional training/resources
Brainstorm ideas for these trainings/resources
Work with other centers with common strengths and needs

29. See module 2 – near end – how to teach strategies & Handout
Peer Mediated Strategies
Mand-Model
Least-to-Most Prompting
Most-to-Least Prompting
DO WE HAVE TiME FOR THIS???? Just give the article for future reference????

30. Resources
This presentation can be found at along with other valuable resources
The following websites also provide research, training ideas, and practical strategies to help you implement PBIS in your center: