Response to Intervention and Positive Supports in Head...

Response to Intervention and Positive Supports in

Head Start and Other Preschool SettingsPromising Directions and

Resources

Dave Barnett, Ph.D.Jacqueline Gajus, Ed.S.

Molly Halpin, M. Ed.

Times are changing…

Before Preschool

• Hart & Risley cumulative language experience

Hart & RisleyMeaningful Differences

• Oral Language and Problem solving influence cognitive & social growth

• “Mom, Robin”• “Yea that’s a

Robin”• “Bird Robin” “Yes,

he has a red tummy” “Sick Robin?” “No bird is fine”

• “Do you want to play with your toys or your chalk”

• “You’re going to hafta play by yourself I am trying to make lunch & hafta get the baby up”

• “Shut up” {OR}

RtI & Decisions

Prevention & Universal

Strategic/Targeted Intervention

Intensive Intervention

Decision rules

Decision rules

Inte

nsity

of I

nter

vent

ion

It’s About…• Evidence-based

Practice• Teaming• Collaboration• Problem Solving• Child Supports• Teacher Supports• Finding What Works

Positive Behavior Support• Tiers of prevention and

intervention

• Prevention–Remediate

deficient environments

–Instructional approaches to inappropriate behavior

Why Positive Behavior Supports?

• At least 50% of children who display problem behavior in preschool maintain such behavior patterns into elementary school.

• Children who have problem behavior in kindergarten and first grade face multiple challenges in school– Peer rejection– Negative interactions with teachers– Lack of support for developing appropriate behavior

patterns.

(Stormont, Smith, & Lewis, 2007)

Universal PBS class-wideFrom Benedict et al 2007• Positively stated rules poster• Posted classroom schedule• Expectations for each routine• Transition signal• Warning prior to transitions• Pre-correction• Acknowledgement (other

than praise)• Positive to negative ratio (4:1)

of communications• Specific verbal praise

PBS Demos– Pre-Correction– Positive Scanning

_Moving:– Slowly, steadily, unpredictable

pattern– Stopping to look at work, answer

questions_Scanning: sweeping & spot checks

– Looking– Glancing while stopped

– __Positive attention (TM+/TM-)– __Following up– __Language practice opportunities– “Watching Good Behavior Grow”

Summing Up: Language & literacy, social & emotional ‘interventions’ are about learning

opportunities and practice

RTI/PBS ModelPutting Procedures

TogetherTier 1Tier 1+2Tier 1+2+3

What to build on

Universal Screening

Instructional and Caring Contacts

(ICC)CLASS

Head Start OutcomesOutcomes Framework

Productive PracticeNew and Rotated

ActivitiesScaffolding

Questions, Cognitive Distancing, Problem

Solving

Tier 1 Assessment• Evidence-based Curriculum,

materials, activities, & routines

• Classroom Assessment Scoring System (CLASS) & Instructional and Caring Contacts (ICC)

• Peer, agency, national norms• Engagement, rates of

disruption, discipline incidents

ICC (Instructional & Caring Contacts)• Instructional: direct and

incidental learning• Caring: Managerial

practices & positive attention (TM+ & TM-)

• Child Engagement (stand-in for productive/positive practice)

• ICC & demoActivity

Teacher Sampling 1 2 3 4 5 6 7 8 9 10

Intentional Instruction

Teacher Directed Instruction

Prompt/Practice

Modeling

Error Correction/Feedback

Incidental Teaching

Interactive

Conversation

Other Positive Attention

Teacher Managerial – P& I

Teacher Managerial – NI

Student Scan Sampling

Engagement

Teacher 1's Managerial Variables Observed During Center Time.

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BaselineFluency

Condition Low intensity feedback/consultation

Teacher managerial positive

Teacher managerialnegative

Teacher 1's Intentional Instruction Observed During Center Time.

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Baseline Fluency Condition

Goal: 50% by 5/8

Talking with another teacher

Low intensity feedback/consultation

100% Interobserver Agreement

100% IOA

Tier 1 Intervention• Activity & curriculum

development & fidelity or verification

• PBS: Prevention & instruction• Instructional support for

teachers• Home: family literacy &

parenting• ‘Low intensity’ individualized

(differentiated, more productive practice)

Examples of Tier 1Classroom Supports

• Activity schedule• Circle time & direct

instructional support• Response cards• Milieu language

techniques/Incidental Teaching

• PBS-class wide supports

• ICC + specific code; Curriculum Based Measures

• Support binder with “how to” scripts

Intervention Scripts

• Planned Activity• Keystone Behavior• Script training to fluency

& use• Teacher and parents’

supports

Keystone behavior

Narrow target with

widespread positive

consequences

Intervention scripts

• Natural language & context

• Date & check-off• Planned activity

step-by-step guide• Intervention

adherence• Self-regulated

Date: _________Watching Good Behavior GROW

Circle Time: Game Review__ 1. Remind the children they can earn cotton balls by

displaying appropriate social skills (refer to specific skill lessons covered). For example, “remember that you can earn a cotton ball for using nice talk with your friends.”

__ 2. Remind the children what they will earn when the picture is filled with cotton balls. For example, “remember that when you fill the snow man up with cotton balls you will earn 5 minutes of extra recess!”

Throughout the day: Individual Recognition__ 3. At least 3 times during the day, give cotton balls to

children who display appropriate social skills with their peers

__ 4. As you give them the cotton ball to place on the picture, tell the child specifically how they earned it. For example, “I like how Bobby used nice words to ask his friend to share the toy. Bobby earns a cotton ball because he used his nice words.”

% Steps completed: ____

Demo Tier 1 interventions• Increasing learning and practice opportunities (“binder”)

– Circle time & CBM• Choral responding• Response cards

– Transitions• High interest activities (rotated)• Class-wide systems• Family Literacy Night

Summing up Tier 1• Systems: Parent Programs

& Staff Development• Supporting teachers’

instruction & PBS• Class-wide & all day

– RTI and PBS

Tier 2 Assessment• Keep peer & other norms • Sample small group

performance• Activities & routines for

embedded interventions?• Data-based program: skill?

practice? contingencies?• Measure intervention

adherence (small group or embedded)

Tier 2 Intervention

• Embedded interventions: increasing learning opportunities through discrete trial learning and incidental teaching

• Small group interventions: increasing learning opportunities through small group practice (e.g., choral responding for rule learning; added fluency practice)

• (+ 15-30 minutes or by practice opportunities)

Demo Tier 2 interventions

• Opportunities to practice– Fishing Activity

• Interactive reading– Story Dice

Tier 3 Assessment (Intensive & individualized)

• More Individualized Practice• Functional & Intervention-based

Assessment– Functional record review– Problem solving interviews– Teacher’s observations &

curriculum-based measures– Direct-observation by outside

consultant– Parent Observation & Daily

Reports – Brief intervention trials– Function-based interventions

Tier 3 Supports & Interventions (Intensified & individualized)

• ‘Can’t do? Won’t do?’• Adding instruction• Adding positives• PBS Crisis plan• Setting events

Tier 3 Intervention Examples• Adding instruction• Social stories/scripts• Activity Schedule• Choice making• Peer and buddy systems

• Functional communication training• Non-contingent reinforcement (fixed time schedules)• Contingent and differential reinforcement (i.e., DRO)• High probability (Hi-p) request sequences• Neutralizing routines

Demo Tier 3 Social Story/Script

I eat lunch with my friends.

Everybody has their own plate.

Sometimes I can use a fork or spoon to feed myself.

“Time to Eat”

Demo Tier 3 Activity Schedule• Pictures that

engage child in sequence of activities

• Independence• Social interaction• Choice• Specific practice• Rewards• (Tiers 1, 2,& 3)

Preschool Case Study

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Freq

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Total Aggression

Baseline Activity Schedule & Environmental Supports

Example of a consequence hierarchy

• Across tiers• Entry routines • Activity building & Activity schedules • Adding positives

– Positive scanning– Choices– High p requests– Timed positives

• Incidental teaching (“ask for toy”)• Mild consequence• ‘Sit & watch’

Getting Started•RtI: find something that works•PBS comprehensive, instruction for all children & added supports as needed•Tiers 1, 2 & 3•See web sites, handout for books, journal articles

Resources (see articles & books on School Psychology Institute web)

• RtiNetwork.org• Challengingbehavior.org• Interventioncentral.org• ies.ed.gov(What Works Clearinghouse)• GGG.umn.edu• Incredibleyears.com• Familyeducation.com• Enchantedlearning.com

Any questions?

Thank You

• David.Barnett@uc.edu• Jgajus@Gmail.com• Halpinmk@email.uc.edu