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

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)

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 SolutionThe 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

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

Continuum of Supports

Science

Reading

Math

Soc skills

Horses

Spanish

English

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 adultStop and watch for vehiclesHold adult’s hand in parking lotUse walking feet on stairs, ramp, and sidewalksHold onto railing

Follow the safety rulesAsk/sign for help if needed

Listen to adultsUse good greeting wordsUse good manners words

Classroom entry and welcome

Keep entryway clear for othersUse walking feetKeep hands to self

Go to cubbyRemove and hang up coat in cubbyGo to sink and wash handsChoose activity and join friendsAsk/sign for help if needed

Use good greeting wordsUse good manners wordsShare and take turnsUse indoor voice

Bathroom

Walk up and down stairsHold onto railingKeep hands to self

Go potty, wipe, and flushWash hands with soap and waterTurn off faucetUse three turns of paper towelsDry handsAsk/sign for help if neededReturn to activity

Indicate need to go potty by telling teacherWait turnUse good manners words

Classroom

Use walking feetKeep feet on the floorTouch friends gentlyUse materials only for intended purposeCough/sneeze in elbow

Listen Wait and take turnsShareClean upAsk/sign for help if neededFollow instructions

Use inside voiceUse good talking wordsTake care of classroom propertyBe a good friend to everyone

Group Contingency for Appropriate Behavior (Beehive)

WE ARE:BEING SAFE, KINDAND RESPONSIBLE

WE FILLED OUR BEE HIVE TODAY!

Do You Like to Buzz?(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 homeIn the garden where you roam?

Do you know how to make honey?Are your stripes a little funny?

Do you like to buzz?

Social Skills Lesson PlanClassroom

• 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)– Show the children what using your walking feet looks like (thumbs up)– 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

Last Revised: 8/01/12

TLCLC Lesson Plan Expectation: Kind

Setting: All School Settings Skill: Use Kind Words

Matrix Expectations Be Kind Matrix Rule and Steps

To use kind words means: Use words that won’t hurt others feelings Tone, volume and attitude while we speak are part of using kind words Use our manners and say Please and Thank You

Context Identify the locations(s) where performance of rule is expected.

All School Settings

Tell Introduce the rule and why it is important

Teacher gives students some examples of using kind words.

1. Jill is carrying books back to the book shelf. She has too many

to carry by herself. She asks Sally “Could you please help me carry these books to the shelf?” Sally says “Sure!” Jill says, “Thank You!”

2. Annie is walking to her cubby. She accidently bumps Tim. Annie says, “Oops I’m sorry.” Tim says, “that’s ok.”

Discuss how we ask to play with something or when we want something. We should use our kind words of please and thank you

Discuss why kind words are important. Discuss how it makes you feel

when someone has used kind words with you and how it makes you feel when someone uses hurtful words with you.

Show Teacher demonstrates or models the rule. Teacher models non-examples

The teacher role plays being a child coloring a picture. Suzy asks if she can

please use her yellow marker. Teacher models kind response of “yes but can you give it right back when you are finished?” Suzy says “thank you and yes I will give it right back”.

The teacher asks 2 students to model a situation in the classroom where they are playing a game. Both of them want to go first. Have them use kind words about how they can solve the problem. One can ask if they can please go first then the other student can go first next time. Have the student thank the other student for letting him go first.

Teacher models the non-example: Teacher role plays being a child playing a game with Sam. Sam accidently hits the board and the pieces move. The teacher then responds with a non-example of kind words and says “Look what you! Why did you do that?”

Teacher then asks class do you see the differences. What are they? How did Suzy feel? How did Sam feel?

Practice Give students opportunities to role play the rule across all relevant settings

Generate a list of kind words.

Have children sit in a circle and the teacher will direct one child to ask for the ball using kind words: “Jack, please pass the ball to me”. Then Tom will say “thank you” when the ball is passed to him. Continue to play the game until every child has a turn.

Precorrect/Remind Anticipate and give students a reminder to perform behavior

“Before we go out to recess let’s discuss what it means to use kind words. Be kind when you are asking to play with a toy by saying please and thank you. Remember how it feels when someone uses kind words with you and what it feels like when someone uses hurtful words with you.”

Supervise Move, scan and interact with students

Move, scan and interact with students in various settings (playground, gym, classroom) to give them feedback about how they are doing using kind words with others. Correct as needed.

Feedback Observe student performance & give positive, specific feedback to students

“You used kind words when saying please, Jill! That was so nice of you!”

“Lisa thank you for using a kind words and saying that’s ok when Tammy accidently bumped into you. That was nice friend!”

Correction Observe student performance & give specific feedback when correcting behavior

“Carl, Lucy asked if you could help her and you said no dummy, was that using kind words? What is a kind way of answering her?”

Reteach Practice throughout the day

Have students share a time when they used kind words with others.

Effective Teaching PlanCircle 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

Reinforcement System

Social Stories

Everyone can go to circle and sit on their seat.

I can sit nicely and look at the teacher.

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!!UpsetOkayHappy

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

Essential1. Classroom expectations & rules defined and taught (all use school-

wide, create classroom examples)2. Procedures & routines defined and taught3. Continuum of strategies to acknowledge appropriate behavior in

place and used with high frequency (4:1)4. Continuum of strategies to respond to inappropriate behavior in

place and used per established school-wide procedure5. Students are actively supervised (pre-corrects and positive

feedback)6. Students are given multiple opportunities to respond (OTR) to

promote high rates of academic engagement7. Activity sequence promotes optimal instruction time and student

engaged time8. 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

Needs Assessment

Pre-school SASPre-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 DefinedB. Behavioral Expectations TaughtC. Appropriate Behavior AcknowledgedD. Organized and Predictable EnvironmentE. Additional SupportsF. Family InvolvementG. Monitoring & Decision-MakingH. ManagementI. 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

TLCLC Office Behavioral Report

Child’s Name: _________________________________________ Classroom Teacher: ________________________________________

Person Reporting: ____________________________________________ Date: _________________ Time: ________________________

PROBLEM BEHAVIOR LOCATION OTHERS INVOLVED Externalizing ____ Physical Aggression ____ Inappropriate Language ____ Property Destruction Internalizing ____ Crying, whining through activity ____ Isolated play after prompt to join others Non-compliance ____ Refusal ____ Disruption of learning ____ Self-abuse/stimulation ____ Other:

____ Structured classroom activity ____ Unstructured classroom activity ____ Transition ____ Hallway ____ Playground ____ Gym ____ Other: _________________________

_____ Peer(s) _____ Teacher _____ Aide _____ Specialist _____ Substitute _____ Administration _____ Other: ________________________________

INITIAL TRIGGER FOR BEHAVIOR CONSEQUENCE FOR BEHAVIOR

____ Adult request/redirection ____ Unstructured play ____ Peer provoked ____ Difficult task ____ Adult not in close proximity ____ No peer attention ____ Other: _________________________________________________________

Level One ____ Prompt/redirection ____ Reteaching of rule/routine ____ Practice skill ____ Behavior choice given ____ Communication method provided Level Two ____ Removal from activity ____ Conference with student ____ Loss of privilege Level Three _____ Moved to safe spot _____ Think sheet/student conference _____ Parent conference ____ Behavior contract ____ Other: ______________________________________________________

Comments Comments

This report will not be sent home. It is for collection for anecdotal information only. If parents are contacted, note how: In person ____ By phone _____ Date parent contacted: ___________________________________ Parent Response: ___________________________________________________________________________________________________________________________

Classroom Behavior Log

Teacher: Date Time Student Behavior Comments

Identifying at-risk students

Tier II / III

At-risk Students

• Behavioral incident reports– 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 RankingTeacher Ranking

Teacher RatingsTeacher Ratings

ObservationsObservations

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

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

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 2000Stormont, Smith & Lewis 2007

Tankersley, Kamps, Mancina, & Weidinger, 1996

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

First Steps

1. Obtained Staff Commitment -Obtained 80% commitment through vote by ballot

2. 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