Pyramid 101 Positive Behavior Support Pyramid Model Components Introduction to Positive Behavior Support in Early Childhood Settings Effective Workforce better-trained caregivers are the foundation Patti Mahrt-Roberts Nurturing and Responsive Relationships positive relationships with children, families, and other providers High Quality Supportive Environments Early setting up an environment to prevent problems before they start: arranging materials & toys, predictable schedules, and routines Childhood Targeted Social Emotional Supports planning for how to respond to children's behaviors Positive Intensive Intervention Behavior planning with others for how to support individual children that need additional help beyond steps 1-4 Support Where does today’s conversation fit? Why are we here? Why are we focusing on the social and emotional development of children? Discussion and Introduction 1
Pyramid 101 Positive Behavior Support An estimated 9 to 13% of American children and adolescents between ages 9 to 17 have serious diagnosable emotional or behavioral health disorders resulting in substantial to extreme impairment. Some Sobering Facts (Friedman, 2002) 6 5 Students with SED miss more days of school than do students in all other disability categories (U.S. Department of Education, 1994) More than half of students with SED drop out of grades 9-12, the highest rate for all disability categories. (U.S. Department of Education, 2002) Children who are identified as hard to Of those students with SED manage at ages 3 and 4 have a high who drop out of school, 73% probability (50:50) of continuing to have are arrested within five years of leaving school (Jay & Padilla, 1987) difficulties into adolescence (Campbell & Ewing, 1990; Egeland et al., 1990; Fischer, Rolf, Hasazi, & Cummings, 1984). 7 8 2
Pyramid 101 Positive Behavior Support When aggressive and antisocial behavior has persisted to Early appearing aggressive behaviors are the best predictor of juvenile gang membership age 9, further intervention has a poor chance of success. and violence. (Dodge, 1993) (Reid, 1993) 9 10 Young Children with Challenging Behavior • It begins early – Between 10-30% of preschool students are not behaviorally and emotionally ready to succeed in school • Early problem behavior is predictive of future Of the young children who show early signs of challenges challenging behavior, it has been estimated that – Best predictor of delinquency in adolescence, fewer than 10% receive services for these gang membership, and incarceration difficulties. (Kazdin & Kendall, 1998) 11 3
Pyramid 101 Positive Behavior Support Early Educator ’ s Challenges We are talking about babies… -Preschool teachers report that children ’ s • Developmental ages from 6 months to 5 years disruptive behavior is the single greatest • Limited understanding and challenge they face expression • Moving from solitary play to social play -Preschool children are three times more likely • Moving from object to be expelled than children in K-12 exploration to representation – Implications for guidance, corrective feedback, classroom management, instruction Meltdown moments should be Introductory Activity expected • Crying Which of the following do you think is the most significant barrier to effectively addressing social • Head Banging emotional development and challenging behavior in young children? • Biting 1. Knowledge and skills of professionals and parents • Throwing objects 2. Collaboration and coordination • Pinching 3. Beliefs and attitudes • Pulling hair . 4. Other • Hitting • Spitting food 16 4
Pyramid 101 Positive Behavior Support It ’ s about Play… The Promise The Challenge • We have evidence- based practices • Instruction is embedded within play and routine activities – Earlier is better – Support for parents matters • Major focus is to facilitate peer social – High quality environments are key interaction and concept development – A comprehensive approach is necessary for addressing the range of needs • Instructional activities are brief and concrete • There are very few programs that have the resources (e.g., personnel, funding, policies) to implement the comprehensive approach that is – How social skills are taught, the concepts of needed rules and expectations Center for Evidence Based Practice: Young Children with Challenging Behavior 18 www.challengingbehavior.org The Challenge: Early Educators Programs might • Be minimally staffed • Have very little training in behavior • Have no access to mental health or behavioral consultation • Have limited training about teaming • Use exclusion to resolve behavioral issues • Offer no opportunities for professional development or training 5
Pyramid 101 Positive Behavior Support Center ’ s Guiding Principles/Values National Center Partnership • Support social and emotional development to Center on the Social and Emotional Foundations for Early Learning prevent challenging behaviors funded by Head Start and Child Care • Individualize interventions to meet interests, strengths, and needs • Promote skill building with enough intensity www.vanderbilt.edu/csefel • Implement strategies in naturally occurring Technical Assistance Center on Social Emotional Intervention funded by the Office of Special Education Programs routines and environments • Ensure fidelity through a systematic change process • Modify strategies to meet the diversity of www.challengingbehavior.org families and children. Guiding Principles “ If a child doesn ’ t know how to read, we teach . ” • Most social/emotional “ If a child doesn ’ t know how to swim, we teach . ” development and behavior is promoted through positive “ If a child doesn ’ t know how to multiply, we teach . ” preventive measures “ If a child doesn ’ t know how to drive, we teach. ” • Most children ’ s behavior and “ If a child doesn ’ t know how to behave, we……..... development does not ………punish? ” ……….teach? require intensive intervention “ Why can ’ t we finish the last sentence as automatically as we do the others? ” 23 Tom Herner (NASDE President ) Counterpoint 1998, p.2) 6
Pyramid 101 Positive Behavior Support The Pyramid Model: Level One: Effective Workforce Promoting Social and Emotional Competence and Addressing Challenging Behavior Few Children Treatment/Focused Intervention Systems and policies promote Some Prevention and sustain the Children use of evidence Universal Promotion based practice All Children Level Two: Nurturing and Level Three: High Quality Responsive Relationships Supportive Environments High Quality early Supportive childhood responsive environments relationships among adults and children is promote positive an essential outcomes for all component to children promote healthy and social emotional development 7
Pyramid 101 Positive Behavior Support Level Four: Targeted Level Five: Social Emotional Supports Intensive Intervention Assessment Systematic based approaches to intervention that teaching social results in skills can have individualized a preventative behavior support and remedial plans effect Implementing the Pyramid Model Teaching Pyramid Model • Universal Strategies to Support All Children – Relationships – Partnerships with Families – Supportive Environments • Secondary Interventions for Children At-Risk – Teaching Social Emotional Skills Intentionally and with Intensity • Interventions for Children with Severe Challenging Behavior – Individualized Positive Behavior Support: Prevent. Teach, and Reinforce 8
Pyramid 101 Positive Behavior Support Nurturing and Responsive Building Relationships Relationships • Foundation of the pyramid • Why is it important? • Essential to healthy social development – Creating a safe environment for • Includes relationships with children, families, and team members children • Meets criteria for high quality practices as defined by NAEYC and DEC – Ensuring that all children, even those with the most challenging behaviors, have access to ongoing positive relationships • How do we build relationships with children and their families? •How do we build relationships with staff? Family Photo Bulletin Board 9
Pyramid 101 Positive Behavior Support Happy Note High Quality Environments • Inclusive environments • Comprehensive curriculum, assessment, and program evaluation • Environmental design, instructional materials, scheduling, child guidance, and teacher interactions (meet high quality practices as described by NAEYC and DEC) 10
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