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Program Wide Approaches for Addressing Children’s Challenging Behavior
Mary Louise HemmeterUniversity of Illinois at Urbana
ChampaignLise Fox
University of South Florida
Positive Behavior Support
A values-based, empirically-valid approach derived from social, behavioral, and biomedical science for achieving reductions in problem behaviors and improvements in quality of life
Historical Foundations of PBS
Emerged in mid-late 1980s to address problem behaviors of children and adults with severe problem behaviors
Inspirations:Concerns over aversive, intrusive, and
stigmatizing treatmentsMovements toward least restrictive
environments and de-institutionalizationResearch contributing to functional
understanding of problem behavior
Conceptual Foundations of PBS
Operant psychology and applied behavior analysis --- behavior is functional and governed by the environment
Humanistic psychology and philosophy - person-centered values and ecological perspectives
Pragmatism and appreciation for multiple disciplines and multiple methods of investigation and intervention
Current Status and Developments
PBS expanded beyond initial populations (1) EBD/SED (2) General education (3) Young children
Initiatives in most states to build capacityEfforts to integrate PBS perspectives and
strategies into additional systems (mental health, child protection, etc.)
Development and implementation of School-wide PBS
School-wide PBS
Began to emerge in mid-1990s (though basis existed well before this time)
Inspirations Impossible to use individual PBS with all
students (children) with behavior problemsNeed for more comprehensive prevention
approach Increasing concern about school safety and
school culture
Center for Positive Behavior Interventions and Supports (2002)
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students with
High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
POSITIVE BEHAVIORSUPPORT
School-wide model
Whole school (universal) systems For all students, staff, settings
Classroom and non-classroom systems For setting-specific routines (reflecting whole-school
procedures and expectations)Targeted group (secondary) systems
For at-risk studentsIndividualized (tertiary) systems
For students with existing, high-risk behavior problems
Features of School-wide PBS
Clear Statement of Purpose (& full staff commitment)Clearly defined expectations and rules – for all
students and staffProcedures for teaching expected behaviorsProcedures for acknowledging and encouraging
expected behaviorsConsequences and clearly stated procedures for
correcting problem (challenging) behaviorsProcedures for data collection and data-based
decision making
Features of School-wide PBS (2)
Procedures for family and community involvement
Strategies for specific settingsStrategies for targeted (at-risk) groups
e.g., academic supports, social skills groups
Strategies for intensive, comprehensive individual supports
Evidence Re: SW-PBS
Extensive data showing decreases in Office Discipline Referrals
Data indicating improvements in school culture
Some emerging data showing school-wide academic improvements
Characteristics of EC Programs
PhilosophyCurriculum practicesAge and cognitive abilities of childrenAvailability of resources, expertise,
and supportsStructure of early childhood programsNeed for different types of outcome
measures
Critical Elements of a Program Wide Model in
EC Programs
Administrative support and buy-inBuy-in from staffFamily involvementIdentification of schoolwide expectations
that are developmentally appropriate
Creating Supportive EnvironmentsCreating Supportive Environments
Positive Relationships with Children, Families, Positive Relationships with Children, Families, and Colleaguesand Colleagues
Curriculum/InstructionCurriculum/Instruction
Individualized Individualized InterventionsInterventions
The Teaching Pyramid
Adapted from Fox, Dunlap, Hemmeter, Joseph, & Strain, 2003
Teacher Training/Implementation
Administrative Supports
Program Philosophy
Critical Elements of a Program Wide Model in
EC Programs (continued)
Curriculum approaches that promote expectations and acknowledge children’s achievement of the expectations
Strategies for responding to problem behaviorTeam based, individualized approach for
addressing ongoing problem behaviorProfessional development planStrategies for supporting teachersProcess for monitoring outcomes
Palma Ceia Presbyterian Preschool
A community preschool in 21st year of operation
Inclusive modelNAEYC accredited, staff serve as
validators
Collaboration for PBS1997 - 2000
Conflict between wanting to serve children with all special needs and wanting to provide safe, high quality program
Failure of expert modelSearch for comprehensive, integrated
strategyMatch between philosophy and PBS
Universal Foundation
Well planned and responsive learning environments
High quality interactions between staff and children
Staff “toolkit” of effective behavior management strategies
Environmental arrangement Predictability Visual cues Culture allowing reflection and honesty
Individualized Positive Behavior Support
Collaborative TeamingFunctional AssessmentBehavior Support Plan Development Implementation and Monitoring
Collaboration Mechanics
Mutual respect for what collaborators contribute
Training of staff, mentoringEducation of University collaborators on
ecology, stresses, and unique setting factors
Defined roles and buy-in including administrators
Reflective cycle
SEK-CAP Head Start
Linda Broyles, SEK-CAP Head StartSusan Jack, Kansas University Center on
Developmental Disabilities2002- 2004 (two years)Program serves 768 children in 12
counties with 167 staff
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