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7/10/2020
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WV ECPBIS Academy
Day 1
Amy Carlson, Ed.D. CCC-SLP
ECPBIS Coordinator
WV Autism Training Center at
Marshall University
WV ECPBIS Project is a collaboration
between:
Special Thank You:Lise Fox, Ph.D.
University of South Florida
Overview of Training
• Three days– Day 1 - Relationships and Environments– Day 2 - Social Emotional Teaching Strategies– Day 3 - Individualized Interventions
• Format– Interactive– Individualized
• Materials– Classroom materials– Handouts and Guides
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TRAINING EXPECTATIONS
1. BE PROMPT
2. BE RESPECTFUL
3. BE INVOLVED
Agenda – Day 1
• Introduction to the Pyramid Model
• Examining Attitudes & Bui lding Relationships
• Des igning the Physical Environment
• Schedules, Routines, & Trans itions
• Vis ual cues and s trategies that Promote Engagement
• Rules and Expectations
These are all our children. We will profit by, or pay for, whatever they become.
-James Baldwin
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GETTING THINGS STARTED
AS A TEAM…
What are your strengths?
What are your needs?
Key Social Emotional Skills
• Confidence
•Capacity to develop good relationships with peers and adults•Concentration and persistence on challenging tasks•Ability to effectively communicate emotions•Ability to listen to instructions and be attentive
•Ability to solve social problems
• What do children do when they don’t have each of these skills?
“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 multiply, we teach.
If a child doesn’t know how to drive, we teach.
If a child doesn’t know how to behave, we….teach?....punish?
Why can’t we finish the last sentence as automatically as we do the others?”
- (Tom Herner, NASDE President, 1998)
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Some things experience has taught us…
• Challenging behavior usually has a message-i.e.-I am bored, I am sad, you hurt my feelings, I need some attention
• Children often use challenging behavior when they don’t have the social or communication skills they need to engage in more appropriate interactions
• Behavior that persists over time is usually working for the child
• We need to focus on teaching children what to do in place of the challenging behavior
THE PYRAMID MODEL
The Pyramid Model
aka “The Teaching Pyramid”“A continuum of supports and services designed to build social and emotional competence and prevent
challenging behaviors for all young children.”- Lise Fox
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Goal of The Pyramid Model is to
Promote Success By:• Creating an environment where EVERY child feels good about coming to
school
• Designing an environment that promotes child engagement
• Focusing on teaching children what To Do! • Teach expectations and routines• Teach skills that children can use in place of challenging behaviors
Pyramid Model Mantra
“If you want it, teach it…
and acknowledge it when you get it!”
Let’s look at behaviors…
• What do children do when they get upset?
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• What do adults do when they get upset?
• We can expect children to be children, what’s our
excuse?
What if we shift our focus from children’s behaviors to the
behavior of adults?
“ The key to managing the difficult behaviors of young
children is to shift our thinking to manage our own behaviors and responses to behaviors.”
–Dr. Rosemarie Allen
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Effective Workforce• The systems and policies needed
to adopt and sustain the implementation of the Pyramid Model with a particular focus on supporting the social development and relationships of young children.
• Focused on all children: including those with or at risk for delays or disabilities
• Hot Button Activity – IDENTIFY 2 OR 3 BEHAVIORS THAT DRIVE YOU CRAZY! PUSH YOUR BUTTONS!
Self-Awareness and Integrated Experience
• Awareness of our behavior and response to the
behavior of others
• Recognize our own HOT BUTTONS and when they
are being pushed – Integrated Experience
• What chi ldren are we responding to and why
• Don’t pick up the rope!
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Nurturing and Responsive Relationships
Tier 1
Nurturing and Responsive Relationships
• Building block of The Pyramid Model• Essential to healthy social development• Includes relationships with children, families, and team members
-actively supporting engagement
-embedding instruction within children’s routines and play-responding to children’s conversations
-promoting communication
-providing encouragement to promote learning
• Children learn and develop in the context of relationships that are responsive, consistent, and nurturing
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Building Relationships
• The relationships that we build with children, families, and colleagues are at the foundation of everything we do. It is important to build these relationships early on rather than waiting until there is a problem.
• Children with the most challenging behaviors especially need these relationships, and yet their behaviors often prevent them from benefiting from those relationships.
• Adults’ time and attention are important to children, and we need to be sure that we are giving them that time and attention at times other than when they are engaging in challenging behavior.
• Parents and other colleagues are critical partners in building children’s social emotional competence.
Adult & Child ConversationsWhat are some things this teacher does to build positive relationships with this
child?
Emotional Deposits
• Making Deposits into Children’s Emotional Banks
• “Emotional Deposits” = time, attention, sharing, home visits, notes home, play, bucket fillers, praise, happy grams, etc.
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5 to 1: Ratio
5:1 Gets the Job Done✓ Students should experience predominately positive interactions (ratio of
5 positives for every negative) in all locations of school.
✓ Positive Interactions=
• Behaviorally-specific feedback as to what the student did right (contingent)
• Smile, nod, wink, greeting, attention, handshake, high five (non-contingent)
✓ Negative Interactions=• Non-specific behavioral corrections
• Ignoring student behavior (appropriate or inappropriate)
Ratio of Interactions
• Teachers should interact with students 5 times more often when they are behaving appropriately than when they are behaving inappropriately (5:1 ratio)
• Interactions with students are considered positive or negative based on the behavior in which the student is engaged at the time attention is given
• Negative interactions are not wrong and are sometimes necessary; the key is the ratio
• Positive interactions can be provided in a variety of ways: verbal praise, nonverbal acknowledgement, non-contingent attention
It All Adds Up
Deposits
• Al l the things we just ta lked about to build
relationships, trust, caring bonds with kids and families
Withdrawals
• No• Don’t
• Stop • Demands - directions
• Using a loud voice • Intimidating request
• Threats
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Making “Deposits” • What are some things you can do to build
relationships with children?
• What are some things you can do to build relationships with children who are challenging?
Making Deposits with the Classroom Team
• Why is it important to have positive relationships among classroom team members?– To your instruction?– To supporting children with challenging behavior?
• Adults model social skills with each other• Teams define classroom roles
• Adults provide supportive feedback and praise to each other• All classroom staff are involved with and teach children
• Teams articulate strategies for preventing and addressing challenging behavior
Making Deposits with Families
• How do you make deposits with families?
– Do you have a comfortable relationship with each family?
– How do families know what is happening in the classroom on a daily basis?
– How do families know how their child is doing on a daily basis?
– How do you know what is happening at home and how it might affect the child at school?
– Do children see their families in the classroom?
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“EVERY CHILD NEEDS ONE PERSON WHO IS CRAZY ABOUT HIM.” - Uri Bronfenbrenner
High Quality Supportive Environments
Tier 1
Classroom Arrangement and
Environmental Supports• Phys ical Design • Environmental Cues• Schedules and Routines• Trans itions• Promoting Engagement During Large and Small
Group Activi ties• Simple Rules/Expectations• Ongoing Monitoring and Positive Attention
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HIGH QUALITY SUPPORTIVE ENVIRONMENTS
Refer to the Practice Implementation Checklist for High Quality Environments
Classroom Arrangement and Design
What does this environment tell children?
Classroom Arrangement and Design• What does this
environment tell children?
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What does this tell children?
Classroom Arrangement and Design•Consider how the environment can be arranged to
prevent problem behavior
•Minimize large open spaces
•Minimize obstacles and other hazards
•Consider the needs of children with physical and sensory disabilities
•Use visual and environmental cues to help children know what to do
FLOOR PLAN ACTIVITY
1.) Take 10 minutes, using the diagram, and draw the layout of your classroom.
2.) Consider what changes you may need to make on your floor plan and why.
3.) Report Out
*Key Resource* http://classroom.4teachers.org
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Classroom Arrangement and Design:
Learning Centers
Create meaningful and engaging learning centers
• Relevant to children’s needs, interests, and lives
• Highly engaging and interesting
• Variety of materials in each center
• Changed and rotated on a regular basis• Clear boundaries
• Accessibility for all students
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Environmental Cues with Wiggle Room
Limiting the number at Centers
Limiting the Number at Centers
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Choice
• Choice is a fundamental element to developmentally
appropriate practice as it is essential to maintaining engagement and supporting the active learning of
young children
• Choice is a powerful prevention technique that can
result in an immediate reduction of problem behavior
How Can You Offer Choices?
• Centers
• Activities
• Positions
• Playmates
• Materials
• Duration
• Other?
Choice Board Examples
Circle Choice Song Choice
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Using Choice in Individualized Ways
I.E. “IEP Buckets”
Activity:
Write Out Your daily schedule
• Take 5 minutes and write down your daily classroom schedule
• Put a smiley face next to the activities that work well and a frowning face next to the activities where there is often challenging behavior.
• Count how many transitions you have.
• What changes might you need to make in your schedule?
Schedules and Routines• Develop a schedule that promotes child engagement and
success.
• Balance activities: • active and quiet• small group and large group• teacher-directed and child-directed
• Structure activities so there is a clear beginning, middle, and end.
•Teach and Use visual cues and schedules.
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Pictures Schedules and Visual Schedules
Daily Visual Schedule
Large Group Activity Schedules
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Individualized Schedules
First / Then Board Examples
Visual Cues StrategiesTime to Work Card Come to the Table Card
Visual Cues and Strategies Examples
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1. Turn on Water 2. Wet Hands
3. Get Soap 4. Rinse Hands
Transitions– Let’s Look at Your Da ily Schedules - Consider
how many transitions you have. What changes
might you need to make in your schedule? • Minimize the number of transitions that children have during the day
• Minimize the length of time children spend waiting with nothing to do
• Prepare children for transitions by providing a warning(s)
• Structure the transitions so that children have something to do while they wait
• Teach children the expectations related to transitions
TRANSITIONS
Look at Routine Based Support Guide
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Visual Timers
Great tools for helping children with knowing when the time is up; transition warnings and cues
RULES VS. EXPECTATIONS
What are the differences?
Classroom Rules• Rules = Things that are set that tell kids what to do/what
not to do. They may only apply in certain settings. Can help clarify expectations.
Example Rules:• Keep hands and feet to yourself• Walk with your group• Listen for teacher directions• Use nice words
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Rules
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Should:• Involve the children in developing the rules• Post the rules and include a visual to help
children understand
• Reinforce the rules at high rates initially and at lower rates throughout the year as needed
• Ensure children know HOW to engage in the rules
Stop and Go
Teaching Rules Video Example
ExpectationsExpectations = General ways you want people to act.
They will apply to all children across all settings. Key feature of PBIS .
Example Expectations:Be Respectful Be Polite
Be Safe Be ResponsibleBe a Team Player Be HonestBe Peaceful Be Friendly
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Expectations
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Should:
• Be positively stated
• Be posted (child level with visual)
• Few in number (less than 5)• Taught and then Reviewed daily
as a group
• Be discussed throughout the day
Expectations Example
WV Expectations Examples
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School Wide PBIS?:
Making Connections
• Make a connection to what the school is a lready doing
• Use school expectations, but translate your procedures for developmental appropriateness
• Get fami lies on board with the effort
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• List three to five expectations you would like to have in your classroom.
• If you are a school-wide PBIS then use the same
expectations but modify for your students.
• Brainstorm fun and creative ways for introducing and teaching the expectations.
• Bring them with you for Day 2 and report out beginning of Day 2.
Classroom Expectations Activity
Today’s Takeaways
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•The first and most important thing that we can do is to build
positive relationships with every child and family.
•Focus on prevention and teaching appropriate skills.
•Promoting social emotional development is not easy. There are no quick fixes to challenging behavior.
•It requires a comprehensive approach that includes building relationships, evaluating our own classrooms and behaviors, and TEACHING.
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THANK YOU!Amy Carlson, Ed.D. CCC-SLP
ECPBIS CoordinatorWV Autism Training Center at
Marshall [email protected]
LIKE US ON FACEBOOK@WVECPBIS
