Presentation on theme: "GAPBS Annual Conference Presented By Cynthia Vail, PhD, University of Georgia Katy Gregg, PhD, Georgia Southern University Rebecca Sartor, MEd, Clarke."— Presentation transcript:
GAPBS Annual Conference Presented By Cynthia Vail, PhD, University of Georgia Katy Gregg, PhD, Georgia Southern University Rebecca Sartor, MEd, Clarke County Schools Using the Pyramid Model for Promoting Social Emotional Competence in Young Children
Note on Model and Materials Much of these materials are used directly from or adapted from the following sources: Center on the Social Emotional Foundations for Early Learning - CSEFEL Technical Assistance Center on Social Emotional Intervention- TACSEI
Objectives for Today Describe social emotional skills necessary for young children Describe the levels of the Pyramid Model for Promoting Social Emotional Competence Discuss measures of fidelity for the pyramid model Describe examples of how the pyramid model works in a school-wide approach
Key Social Emotional Skills Children Need as They Enter School 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 dont have each of these skills?
Challenging Behaviors In the Classroom
When children do not have these skills, they often exhibit challenging behaviors. We must focus on TEACHING the skills!
Most challenging behaviors are used by children as a way to communicate something. YOU CANT NOT COMMUNICATE Any behavior that the child displays or does not display communicates something.
The Pyramid Model for Supporting Social Emotional Competence in Young Children Tertiary Intervention: Few Children Secondary Prevention: Some Children Universal Promotion: All Children
Foundational Levels (Primary/Universal): Promote Childrens Success Create an environment where EVERY child feels good about coming to school. Design an environment that promotes child engagement. Image from K. Gregg – Georgia Southern Child Development Center
Focus on teaching children what To Do! Teach expectations and routines. Teach skills that children can use in place of challenging behaviors. Teaching Social Emotional Skills (Secondary - Green)
Teaching Social Emotional Skills (Secondary– Green)
Intensive, Individualized Interventions (Tertiary – Red) Basics of Challenging Behaviors Children often use challenging behavior when they dont 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. Basics of Challenging Behaviors Children often use challenging behavior when they dont 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. If you can figure out the form & the function, you will have a better idea of where to start working with the child to replace the behavior. For Example: Form: Running from circle time Function? Escape or Attention Im bored, Im frustrated, I wanted that toy, I want you to chase me, etc.
Importance of Team Approach Collaboration with all involved Family support & input, including data collection Consider health, home, environment, and family dynamics
Fidelity Measures for the Pyramid Model Teaching Pyramid Observation Tool (TPOT) (Fox, Hemmeter, & Snyder)(soon to be published by Brookes) Designed to measure the practices of teachers using the pyramid model in preschool classrooms The Pyramid Infant-Toddler Observation Scale (TPITOS)(Carta, et al.) (under field testing) Designed to measure the practices of teachers and caregivers in Infant/Toddler classrooms
TPOT & TPITOS Both tools use a combination of observation, interview- informed and judgment-based rating scales. Both tools require a minimum of a 2 hour observation period. TPOT does not include meal times or outdoor time TPITOS includes all routines Both tools are designed to support professional development and can measure growth over time.
Old Way – New Way Old Way General intervention for all behavior challenges Intervention is reactive Focus on behavior reduction Quick fix New Way Intervention matched to purpose of the behavior Intervention is proactive Focus on teaching new skills Long term interventions
Challenges and Triumphs of School Wide Implementation Triumphs It works!! Higher assessment scores and overall student behavior Higher success rates of children in kindergarten
Challenges and Triumphs of School Wide Implementation Challenges Time for training and planning Funding for support personnel
Where to start when I leave here? Start with a Self-Assessment The Inventory of Practices for Promoting Children's Social Emotional Competence The Inventory of Practices for Promoting Children's Social Emotional Competence
If a child doesnt know how to read, we teach. If a child doesnt know how to swim, we teach. If a child doesnt know how to multiply, we teach. If a child doesnt know how to drive, we teach. If a child doesnt know how to behave, we… … teach?… punish? Why cant we finish the last sentence as automatically as we do the others? – Tom Herner (NASDE President ) Counterpoint 1998, p.2