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Data? –TPOT’s and BIR’s Why? How Do I Use It? Annette Hahn Teaching Pyramid Consultant/Coach, Trainer

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Presentation on theme: "Data? –TPOT’s and BIR’s Why? How Do I Use It? Annette Hahn Teaching Pyramid Consultant/Coach, Trainer"— Presentation transcript:

1 Data? –TPOT’s and BIR’s Why? How Do I Use It? Annette Hahn Teaching Pyramid Consultant/Coach, Trainer

2 Objectives Understand purposes for use of the Teaching Pyramid Observation Tool (TPOT) Assess how well teachers are implementing the Teaching Pyramid model through use of the TPOT Summarize and evaluate the results of the TPOT on the TPOT Summary

3 Objectives Understand challenging behavior has meaning for the child. Know children use behavior to access something or someone (obtain/request) or avoid something or someone (escape/protest). Use Behavior Incident Reports to determine the function or purpose of challenging behavior.

4 TPOT What is it? Used as a way to determine how well teachers are implementing the pyramid Meant to be an ongoing tool, not a one time event Can be a pre/post measure Can supplement other tools (e.g., ECERS…)

5 Designing Supportive Environments Building Positive Relationships Social Emotional Teaching Strategies Individualized Intensive Interventions The Teaching Pyramid CSEFEL

6 TPOT Benchmarks of Quality Program-wide adoption of fidelity tool Identifies strengths and areas for implementation Captures growth in fidelity of implementation

7 Galena am Pre TPOT

8 Galena pm Pre TPOT

9 Using the TPOT Observations Conducted for a minimum of 2 hours Must observe centers or free play and at least one teacher-directed activity Focus on observation is lead teacher’s behavior Interviews For those practices that cannot be observed in a 2-hour observation

10 Format of the TPOT Three types of items Environmental items (items 1-7) – yes/no based on observation Ratings of practices (items 8-22) – ratings based on observation and/or teacher report Red Flags (items 23-38) – yes/no based on observation

11 Environmental Arrangement Items Clear boundaries Move easily around room Lack of large open spaces Adequate number of centers Materials support play Preparation of centers Classroom rules

12 Items based on observations and/or teacher report Schedules Transitions Conversations Promoting Engagement Behavior Expectations Providing Directions Social Skills Expressing Emotions Problem Solving Friendship Skills Persistent Problem Behavior Communication with Families Involving Families Relationships with Adults

13 Items are scored based on teacher report Supporting children with persistent problem behavior Communication with families to promote involvement Involving families to support social emotional development and addressing problem behavior Strategies to build collaborative teaching with other adults

14 Red Flag items Represents issues related to teacher training, support, or program practices Indicated areas for immediate training Scored as yes/no

15 TPOT Practice Activity

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17 TPOT Table Activity

18 Summarize Results Use Teaching Pyramid Observation Tool (TPOT) Summary Strengths Emerging Skills Professional Development needs

19 Challenging Behavior Basic Assumptions Challenging behavior usually has a message- 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.

20 “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, Counterpoint 1998, p.2)

21 Children who are identified as hard to manage at ages 3 and 4 have a high probability (50:50) of continuing to have difficulties into adolescence (Campbell & Ewing, 1990; Egeland et al., 1990; Fischer, Rolf, Hasazi, & Cummings, 1984).

22 Changing Our View Take the problem away from the child and ask: Why is this behavior happening? What changes can I make to prevent the problem from occurring and teach the child new skills?

23 Understanding Challenging Behaviors Form vs. Function Form What does the behavior look like? Function What is the purpose of the behavior from the child’s perspective?

24 Forms of Challenging Behavior AggressionTantrumNoncompliance Hitting Scratching Kicking Biting Throwing things Pinching Threatening Screaming Crying Whining Cussing Refuses to respond to a request Passive when a request is made

25 Forms of Challenging Behavior Social Withdrawal Self Injury/ Repetitive Others? Primarily plays alone Doesn’t respond to peers attempts to play Scratching self Biting self Hitting self Rocking back and forth Spinning objects

26 Challenging Behavior Works Children engage in challenging behavior because “it works” for them. Challenging behavior results in the child gaining access to something or someone (i.e., obtain/request) or avoiding something or someone (i.e., escape/protest).

27 Functions of Challenging Behavior AttentionTangible/ Activity Sensory Stimulation ObtainAdult Peer Toys/Items Food Activity Sensory Stimulation EscapeAdult Peer Toys/Items Food Activity Sensory Stimulation

28 TriggerBehavior Maintaining Consequence Behavior Equation Joey is asked to come to circle. Teacher provides physical prompt to move him to group. Joey resists, cries, and hits teacher. Teacher moves away from Joey and allows Joey to select a different activity.

29 Setting Event Event that occurs at another time that increases the likelihood the child will have challenging behavior. Setting events serve to “set the child up” to have challenging behavior.

30 Behavior Equation Setting Event TriggerBehaviorMaintaining Consequence Quan approaches computer and sees child working on program. Quan moves his picture to indicate that he is next. Quan observes and waits for his turn. Child leaves computer and Quan sits down and begins working.

31 Maintaining ConsequenceBehaviorTrigger Setting Event Child leaves computer and Quan sits down and begins working. Quan hits child and pushes his body on the child’s chair. Quan approaches computer and sees child working on program. Quan was up most the night with an asthma attack. He arrives at school looking sleepy and with dark circles under his eyes. Behavior Equation

32 What is the function? Sevon, a 3 year old hits the teacher and says “no” when give a puzzle to complete. The teacher removes Sevon from the table and places him in a chair away from the group. Franz, a preschooler with Downs Syndrome, cries when the teacher is passing out popcorn and accidentally skips him. The teacher quickly gives him some popcorn.

33 What is the function? Christina, who has autism, rocks back and forth when there is free play in the classroom. The class ignores her. Mary, a 4 year old, “smarts off” to her teacher and the entire class laughs. Kirby, who is 3 years old, runs to the play area when his teacher tells him it is time to sit at the table. The teacher says “no” and brings Kirby back to the table.

34 Observation Vignette

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36 Setting EventTriggerBehavior Maintaining Consequence Function: What is the function?

37 Behavior Incident Report Procedure Complete all areas of the form for each instance of problem behavior using the instructions provided for completing the Behavior Incident Report Behaviors that…… Cause injury to self, or others Cause damage to the physical environment Interfere with learning new skills Socially isolate a child

38 Behavior Incident Report Procedure The BIR is completed for any behavior that is perceived as challenging. Look at the situation in which the behavior occurs Identify and describe the challenging behavior Identify what events, people, activities, are associated with the behavior

39 Share Information Use Bar Graph or other visual to display TPOT Summary results Tabulate BIR’s. Define the behavior Identify factors related to the behavior When, where the behavior occurs Persons the behavior occurs with Activities and time related to the behavior Identify the functions/outcomes for the behavior

40 October Next Steps for TPOT Develop a Professional Development Plan based on the TPOT Summary needs of the teaching team Use the Fidelity Checklist to determine the degree to which interventions are carried out as planned Next Steps for BIR’s – Facilitating the Development of a Positive Behavior Support Plan Learn how to use a team work approach in conducting a functional behavioral assessment, developing a hypothesis, creating a behavior support plan and monitoring outcomes.


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