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A Child Who Can’t Behave in Preschool Should Be…
Taught!
Phoebe Rinkel, M.S. Misty Goosen, Ed.S.
TASN-‐KITS March 28, 2013
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Misty Goosen TASN – KITS Project Coordinator, KS-‐MTSS Core Team [email protected]
Phoebe Rinkel TASN -‐ KITS TA Coordinator, Part B/619 Preschool TA Provider [email protected]
Chelie Nelson TASN – KITS Part B/619, Preschool TA provider [email protected]
If you experience technical problems during the webinar contact:
Kim Page TASN – KITS ECRC Coordinator [email protected] (620) 421-‐6550 extension 1638
Session Objec>ves • Understand the rela[onship between the development of
academics and social emo[onal skills • Describe basic components of the Kansas MTSS for
Behavior and the Teaching Pyramid • Iden[fy methods for selec[ng and teaching social-‐
emo[onal skills and competencies that are appropriate for all, some, and few
• Understand the importance of “explicit” and “inten[onal” instruc[on of skills suppor[ng social-‐emo[onal competence
• Iden[fy evidence-‐based resources to assist prac[[oners in embedding effec[ve social-‐emo[onal instruc[on for children at different levels of development throughout the preschool day (including prac[ces also shown to promote early literacy and learning!)
“A child who can’t behave. . .”
• “If a child doesn’t know how to read, we teach.” • “If a child doesn’t know how to swim, we teach.” • “If a child doesn’t know how to mul[ply, we teach.” • “If a child doesn’t know how to drive, we teach.” • “If a child doesn’t know how to behave, we
teach? Or punish?”
Herner (1998)
Should Teachers Be Expected to Teach Children How to Behave?
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Behavior Expecta>ons in Preschool
What Do We Mean by “Teaching Behavior” in EC?
The development of social-‐emo[onal competence in the first five years of life relies on the developing capacity of the child to • form close and secure adult and peer rela7onships;
• experience, regulate, and express emo7ons in socially and culturally appropriate ways; and
• explore the environment and learn
CSEFEL (2008)
Which MaKers Most: Academics or Behavior?
The Link Between Children’s Social Emo>onal Competence and
School Success
Ins7lling self-‐confidence in young children is arguably the single most important task of early childhood teachers.
Epstein (2007)
The Link Between Children’s Social Emo>onal Competence and
School Success
Developing feelings of competence in young children is important because how children feel about themselves when they enter school has a great influence on their mo7va7ons and willingness to undertake challenging tasks.
Epstein (2007)
The Link Between Children’s Social Emo>onal Competence and
School Success
Children who have difficulty paying aGen7on, following teacher direc7ons, geHng along with others, and controlling nega7ve emo7ons, do less well in school. Ladd, Kochenderfer, & Coleman (1997)
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The Link Between Children’s Social Emo>onal Competence and
School Success
Children who exhibit challenging behavior in the classroom are more likely to be rejected by classmates and to get less posi7ve feedback from teachers, which, in turn, contributes to off task behavior and less instruc7onal 7me.
Shores & Wehby (1999)
The Link Between Children’s Social Emo>onal Competence and
School Success Research has indicated that children’s emo7onal, social, and behavioral adjustment is as important for school success as cogni7ve and academic preparedness.
Raver & Zigler (1997)
The Link Between Children’s Social Emo>onal Competence and
School Success
The Na7onal Academy of Sciences reported that 60% of children enter school with the cogni7ve skills needed to be successful, but only 40% have the social-‐emo7onal skills needed to succeed in kindergarten.
Raver (2002)
The Link Between Children’s Social Emo>onal Competence and
School Success
A substan7al body of of research indicates that children with behavior problems show social, cogni7ve, and behavioral deficits.
Coie & Dodge (1998)
Kansas Mul>-‐Tier System of Supports Behavior
Behavior MTSS Structuring Components Building-‐‑wide
Behavioral Expectations
Define major/minor offenses
(Assessment)
ODR/BIR reflect expectations and minors/majors
Data system for disaggregation of ODR data by Big 5
Universal Screener
Building-‐‑wide rules to define expectations (Curriculum)
Recognition System
Continuum of Consequences
Teach Expected Behavior (Instruction)
Procedures and Routines
Lesson Plans
Schedule for Instruction
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The Importance of Being Inten>onal. . .
• What to teach • How to teach • How to meet the needs of individual children • How to monitor children’s growth • How to use data on child progress to guide decisions on assessment, curriculum, instruc[on, and interven[on
…About Teaching Social Skills
Social skills training is not a specific curriculum, but rather a collec7on of prac7ces that u7lize a behavioral approach to teaching preschool children age-‐appropriate social skills and competencies, including communica7on, problem solving, decision making, self-‐management, and peer rela7ons.
What Works Clearinghouse (February, 2013)
Teaching Social Skills with Inten>onality
• A systema[c, inten[onal approach to teaching social emo[onal skills involves: o Teaching the skill or concept o Talking about examples and non-‐examples of the target skill
o Suppor[ng use of the target skill in naturally occurring contexts
o Reviewing children’s use of skill.
Webster-‐Stragon (1999)
An inten7onal instructor • has clearly defined learning goals for children, • thoughaully chooses teaching strategies that will enable children to achieve these goals, and
• con7nually assesses children’s progress and adjusts strategies to reach those goals.
• Having their goals and plans in mind, inten7onal teachers are well prepared to tell others—parents, administrators, colleagues—about what they are doing. Not only do they know what to do, they also know why they are doing it and can describe that ra7onale.
“Inten>onal”
Copple & Bredekamp (2006)
Inten>onal instruc>on is planful, purposeful, and thoughUul about…
• Crea[ng a learning environment rich in materials,
experiences and interac[ons • Encouraging children to explore materials, experiences,
rela[onships and ideas • Conversing respeciully, reciprocally, and frequently with
all children • Consciously promo[ng all areas of learning and
development
Epstein (2007)
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Inten>onal instruc>on is planful, purposeful, and thoughUul about…
• Content (concepts, vocabulary, facts, skills) that make up
each area of learning • General teaching strategies that are effec[ve with young
children • Specific teaching strategies that are effec[ve in different
content areas
Epstein (2007)
Inten>onal teachers are planful, purposeful, and thoughUul about…
• Matching content with children’s developmental and
emerging abili[es • Taking advantage of spontaneous, unexpected teaching and
learning opportuni[es • Neither overes[ma[ng or underes[ma[ng what children
can do and learn • Challenging children to ques[on their own thinking and
conclusions Epstein (2007)
Knowing What to Teach: Resources
• Curriculum Based Assessments • Social-‐Emo[onal Measures, Ra[ng Scales, Checklists
• Early Childhood Outcomes/Child Outcomes Summary Informa[on
• Early Learning Standards • Observa[ons • Family Concerns, Priori[es, and Interests
Knowing What to Teach: Priori>es Being able to select appropriate learning goals for children from appropriate assessments involves sor[ng and priori[zing those skills and behaviors that 1) Can be addressed through development, play,
matura[on, and exposure/experience (All) 2) Are emerging: with prac[ce and repe[[on they
will improve in independence or fluency (Some) 3) Are unlikely to emerge without intensive
instruc[on or individualized interven[on and supports (Few)
Grisham-‐Brown (2012)
Social Skills Curricula • Resources Related to PBIS: Selected Titles from TASN-‐KITS Early Childhood Resource Center (handout)
• TACSEI Roadmaps to Effec[ve Interven[on Prac[ces (2009). Evidence Based Social Emo[onal Curricula and Interven[on Packages for Children 0-‐5 Years and Their Families Retrieved from hgp://www.challengingbehavior.org/do/resources/roadmap.html
Social Skills Curricula From the “Sister Centers” promo[ng social-‐emo[onal development in early childhood: • Center on the Social and Emo[onal Founda[ons for Early
Learning (CSEFEL) hgp://csefel.vanderbilt.edu/ • Technical Assistance Center on Social Emo[onal Interven[ons
(TACSEI) hgp://www.challengingbehavior.org/ • Center on Early Childhood Mental Health Consulta[on
(ECMHC) hgp://www.ecmhc.org/
Hemmeter, M.L., Ostrosky, M.M., & Corso, R. (2011)
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Social Skills Curricular Materials
Building rela>onships and crea>ng nurturing environments • Tools for working on building rela[onships • Book list—focused on social emo[onal skills • Book nooks hgp://csefel.vanderbilt.edu/resources/strategies.html
Social Skills Curricular Materials
Building rela>onships and crea>ng nurturing environments • Family tools—making the most of play[me hgp://csefel.vanderbilt.edu/resources/ family.html
• Teacher tools o Classroom rules o Circle [me [ps
hgp://www.challengingbehavior.org/do/ resources/teaching_tools/gyc_toc.htm
Social Skills Curricular Materials
Targeted social emo>onal supports • Scripted stories for social situa[ons • Feelings charts • Emo[ons faces • Solu[ons kit • Problem-‐solving steps • Turtle technique hgp://csefel.vanderbilt.edu/resources/strategies.html • Family tools-‐-‐Teaching your child about feelings hgp://csefel.vanderbilt.edu/resources/family.html
Social Skills Curricular Materials
Targeted social emo>onal supports • Buddy system [ps—friendship building tools hgp://challengingbehavior.org/do/resources/teaching_tools/toc/folder2/2a_buddy.pdf • Visual strategies—making a visual schedule hgp://challengingbehavior.org/do/resources/teaching_tools/toc/folder5/5b_how_make_vis_sched.pdf • Everyday ideas for increasing children’s opportuni[es to
prac[ce social skills and emo[onal competencies hgp://ecmhc.org/ideas/index.html
Social Skills Curricular Materials
Individualized Interven>ons • Observa[on cards • Func[onal assessment interview form hgp://csefel.vanderbilt.edu/resources/strategies.html • Family tools—responding to your child’s bite hgp://csefel.vanderbilt.edu/resources/family.html • Teacher support planning sheet hgp://challengingbehavior.org/do/resources/teaching_tools/gyc_toc.htm • Recognizing and addressing trauma in infants and young children hgp://www.ecmhc.org/tutorials/trauma/index.html
The Importance of Explicit Instruc>on of Desired Behaviors
Teaching social and emo7onal skills to young children who are at risk either because of biological and temperament factors or because of family disadvantage and stressful life factors can result in fewer aggressive responses, inclusion with prosocial peer groups, and more academic success. Because development of these social skills is not automa7c, par7cularly for these higher risk children, more explicit and inten7onal teaching is needed.
Bredekamp & Copple (1997)
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What is Explicit Instruc>on?
• I do it (modeling). • We do it (prompted or guided
prac7ce). • You do it (unprompted prac7ce).
Archer and Hughes ( 2011)
Explicit Instruc>on
Hall (2002)
Elements of Effec>ve Social Skills Instruc>on
• Using developmentally appropriate prac[ces • Designing the environment to support
o Developmental levels o Content areas o Teacher-‐child interac[ons o Peer interac[ons
• Iden[fying evidence-‐based social-‐emo[onal curricular materials • Inten[onally infusing social skills instruc[on across the day • Providing supplemental and intensive supports for those children who need them
TPOT The Teaching Pyramid Observa7on Tool for Preschool Classrooms (TPOT) is soon to be published by Brookes Publishing Co. Based on the Teaching Pyramid Model, it was developed and refined through years of research by faculty from the Center for the Social and Emo[onal Founda[ons of Early Learning (CSEFEL) and the Technical Assistance Center for Social and Emo[onal Interven[ons (TACSEI).
Send request for copy of TPOT research version to [email protected]
TPOT
Examples of “Red Flags” from TPOT • Teacher-‐directed ac[vi[es • Teacher talk to children primarily “no,” “stop,” “don’t” • Many children not engaged • Teachers not prepared for ac[vi[es • Emo[ons never discussed or children reprimanded for
expressing emo[ons • Interac[ons between children during play or ac[vi[es
rarely encouraged • Teacher only communicates with families when children
have problems
TPOT Intensive Individualized Interven[on: A Few Children
Skills/behaviors are unlikely to emerge without intensive instruc[on or individualized interven[on and supports
Targeted Social Skills Instruc[on: Some Children Skills/behaviors are emerging: with prac[ce and repe[[on they
will improve in independence or fluency
Universal Strategies: All Children Skills/behaviors that can be addressed
through development, play, matura[on, and exposure/experience
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How Did You Do? • Teachers iden[fy ways to have conversa[ons with children who are non-‐
verbal, language-‐delayed, or have English as a second language. (ALL-‐ Rela7onships)
• Teachers provide support and special prepara[on for children who might need addi[onal learning opportuni[es, adapted materials and ac[vi[es, peer support, or more support to follow the rou[ne, etc. (ALL -‐Environment)
• Teachers use assessment to guide decisions about frequency, intensity, and impact of targeted instruc[on. (SOME – Targeted Social Skills Instruc7on)
• Teachers partner with the family and other team members to par[cipate in the development of a posi[ve behavior support plan by providing func[onal assessment data to team members. (FEW – Intensive Individualized Interven7on)
TPOT Universal Prac>ces • Nurturing and Responsive Rela>onships
o Suppor[ng children’s play o Responding to child conversa[ons o Suppor[ng communica[on of children with special needs
o Providing posi[ve feedback and encouragement of appropriate behavior
o Building rela[onships with children Hemmeter, Fox, & Snyder (2008, Revised 2009)
TPOT Universal Prac>ces, con7nued • High Quality Suppor>ve Environments
o Adequate Materials o Defined play centers o Balanced schedule (large and small group) o Structured transi[ons o Individualized instruc[ons for children who need support
o Small number of rules taught and promoted o Ac[vi[es designed to engage children o Clear direc[ons
TPOT Targeted Prac>ces • Targeted Social Emo>onal Supports
o Teach children to iden[fy and express emo[ons o Teach and support self-‐regula[on o Teach and support strategies for handling anger and disappointment
o Teach and support social problem solving o Teach and support coopera[ve responding o Teach and support friendship skills o Teach and support collabora[on with peers
TPOT Targeted Prac>ces
• Targeted Social Emo>onal Supports o Explicit instruc[on o Increased opportuni[es for instruc[on, prac[ce, feedback
o Family partnerships o Progress monitoring and data-‐based decision-‐making
TPOT Interven>on Prac>ces • Individualized Intensive Interven>ons
o Convene team to develop interven[ons o Collect data to determine nature of problem behavior o Develop individualized behavior support strategies o Implement behavior support plan with consistency o Conduct ongoing monitoring of child progress o Revise plan as needed o Partner with families and colleagues in plan implementa[on
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You Want to Be More Inten>onal About Teaching Social-‐Emo>onal Skills.
What’s Next?
Planning and Implementa[on Tools Promo[ng: ü High Quality Environments ü Responsive Caregiving ü Social Emo[onal Teaching Strategies ü Individualized Interven[ons
hgp://www.challengingbehavior.org/communi[es/trainers_main.html
hPp://earlyliteracylearning.org/TACSEI_CELL/START_HERE.html
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Based on What You’ve Heard Today
We hope you feel more confident in knowing: q What social-‐emo[onal skills to teach q How to teach them q How to meet the social-‐emo[onal needs of individual children (all, some, and few)
Based on What You’ve Heard Today… What Do You Want to Know More About?
q Developing nurturing and responsive rela[onships with all children?
q Crea[ng classroom environments that support the ac[ve engagement of all children?
q Teaching social emo[onal skills inten[onally to all children?
q Targe[ng social emo[onal strategies for individual children who are at risk of challenging behavior?
q Developing individualized behavior support plans for children who need them?
Ques>ons?
KSDE TASN hgp://www.ksdetasn.org Phoebe Rinkel [email protected] Misty Goosen [email protected]
Don’t Forget to Complete the Electronic Sign-‐In and Webinar Evalua>on
Send and email message to Karen Lawson – [email protected] include the following informa[on for each par[cipant:
o Name o Posi[on o Email address o USD Number
Electronic Evalua[ons – Your feedback is important to us! • Session 1 Evalua[on (11:30 a.m.) Survey: hgp://ddesurvey.com/tarequest/WorkshopSurvey.aspx?ID=1293
• Session 2 Evalua[on (4:00 p.m.) Survey: hgp://ddesurvey.com/tarequest/WorkshopSurvey.aspx?ID=1294
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Primary References • Archer, A., & Hughes, C. (2011). Explicit instruc7on: Effec7ve and efficient teaching. New
York, NY: Guilford Press. • Dunlap, G., Strain, P. S., Fox, L., Carta, J., Conroy, M., Smith, B., et al. (2006). Preven[on and
interven[on with young children’s challenging behavior: A summary of current knowledge. Behavioral Disorders, 32, 29-‐45. hgp://www.challengingbehavior.org/do/resources/documents/preven[on_dunlap_11.06.pdf
• Epstein, A. (2007). The inten7onal teacher: Choosing the best strategies for young children’s learning. Washington, DC: NAEYC.
• Grisham-‐Brown, J. (2012) Using assessments for the purpose of program planning. Wichita, KS: KITS Summer Ins[tute.
• Hall, T. (2002). Explicit instruc7on: Effec7ve classroom prac7ces report. Wakefield, MA: Na[onal Center on Accessing the General Curriculum. Retrieved from hgp://aim.cast.org/learn/historyarchive/backgroundpapers/explicit_instruc[on
• Hemmeter, M.L., Ostrosky, M.M., and Corso, R.M. (2012). Preven[ng and addressing challenging behavior: Common ques[ons and prac[cal strategies. Young Excep7onal Children, 15:2, pp. 32-‐46.
• Herner, T. (1998). NASDE Counterpoint, p. 2.
Primary References • KSDE (August, 2012). Structuring Module 2 Behavior Kansas MTSS, pp. 1-‐6. • Raver, C. (2002). Emo[ons mager: Making the case for the role of young children’s
emo[onal development for early school readiness. Social Policy Report of the Society for Research in Child Development, 16 (3), 1-‐20.
• TACSEI-‐CELL (2012). Implemen7ng Effec7ve Prac7ces to Support Young Children’s Social Emo7onal, Language, and Early Literacy: A Collabora7on between TACSEI and CELL. University of South Florida: Technical Assistance Center on Social Emo[onal Interven[on for Young Children, and Orlena Hawks Puckeg Ins[tute: Center for Early Literacy Learning. Retrieved from hgp://earlyliteracylearning.org/TACSEI_CELL/START_HERE.html
• U.S. Department of Educa[on, Ins[tute of Educa[on Sciences, What Works Clearinghouse. (2013, February). Early Childhood Interven[ons for Children with Disabili[es interven[on report: Social skills training. Retrieved from hgp://shatworks.ed.gov
• Webster-‐Stragon, & Reid (2004). Infants and Young Children, 17:2, pp. 96-‐113.
Thanks to the CSEFEL, TACSEI , and ECO Centers for many of the child photos used in this presenta7on.
Addi>onal Resources • Center for Early Childhood Mental Health Consultants, Toolkits
hgp://www.ecmhc.org/toolkits.html • CSEFEL Inventory of Prac[ces for Promo[ng Children’s Social Emo[onal
Competence hgp://www.challengingbehavior.org/communi[es/coaches_docs/inventory_of_prac[ces.pdf
• CSEFEL/TACSEI Rou[ne Based Support Guideshgp://www.challengingbehavior.org/communi[es/teachers.htm
• TACSEI Recommended Prac[ce Handoutshgp://www.challengingbehavior.org/do/resources/tacsei_resources_all.htm
• TACSEI Roadmaps to Effec[ve Interven[on Prac[ces (2009) o Evidence Based Social Emo[onal Curricula and Interven[on Packages for
Children 0-‐5 Years and Their Families o Promo[ng Social Behavior of Young Children in Group Sevngs: A
Summary of Research o Screening for Social Emo[onal Concerns: Considera[ons in the Selec[on
of Instruments Retrieved from hgp://www.challengingbehavior.org/do/resources/roadmap.html
Some Kansas Organiza>ons Suppor>ng Social-‐Emo>onal
Development in Young Children • Child and Youth Training and Technical Assistance Project (CYTTAP)
[email protected] • Kansas Associa[on for Infant and Early Childhood Mental Health
(KAIMH) [email protected] • Kansas Child Care Training Opportuni[es (KCCTO) www.kccto.org • Kansas Early Childhood Mental Health Advisory Council
[email protected] • Kansas Pyramid Collabora[ve [email protected] • Kansas MTSS www.kansasmtss.org • TASN Au[sm and Ter[ary Behavior Supports Project
www.ksdetasn.org or www.kansasasd.com • TASN KITS Project www.ksdetasn.org or www.kskits.org
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