1. Implementing Professional Development Strategies with Direct Service Providers Using Positive Behavior Supports Sandra Reifeiss Judy Clay Shelia M. Smith

2. Providing Behavioral Supports to Young Children in Inclusive Early Childhood Programs ARKANSAS DEPARTMENT OF EDUCATION Sandra Reifeiss

3. How did it happen? What did we do at the State Level?  Collaboration-Collaboration- Collaboration with the Arkansas Division of Child Care and Early Childhood Education

4. Division of Child Care and Early Childhood Education (DCC-ECE)  DCC-ECE administers the Arkansas Public Pre-K program in Arkansas, Arkansas Better Chance program, in a unique partnership among multiple state entities: General Assembly (Appropriation & Oversight) General Assembly (Appropriation & Oversight) Arkansas Department of Education (Funding) Arkansas Department of Education (Funding) State Board of Education (Rules and Grant Approvals) State Board of Education (Rules and Grant Approvals)

5. State Legislation  Act 212 of 1991 created the program with $10 million dollars. The expansion has grown to $111 million dollars for 2008.  The program is providing quality pre-k programs for approximately 26,000 three and four year olds in over 1000 classrooms this school year.

6. Arkansas Pre-K Program  ABC grants are provided to various agency types.  2007-2008 ABC Sites include: School Districts School Districts Other non-profit Other non-profit Private, for profit Private, for profit Education Service Cooperatives Education Service Cooperatives Faith-based Faith-based Community-based Community-based Head Start Head Start University-based University-based

7. Early Childhood Special Education Services in the ABC Program  In 2006-2007, eleven (11) percent of the children in the ABC program received their special education and related services in these programs.  We meet on a regular basis with the administrators from the Division of Child Care and Early Childhood Education to discuss any issues and develop solutions regarding children with disabilities in the ABC programs.

8. Early Childhood Special Education Services in the ABC programs  One issue identified was the need for Early Childhood Behavior Specialists due to many children being referred to the Early Childhood Special Education Program concerning behavior issues. The Division, through interagency collaboration, provided ABC funding to the ADE-Early Childhood Special Education Program for approximately sixteen behavior specialists.

9. Early Childhood Special Education Services in the ABC programs  This new program has provided behavior support services to parents and centers. These services include on-site observation, consultation, in-service training, behavior support planning, social skills training and parent training. Ongoing consultation and in-service training is provided to assist with concerns ranging from general classroom management to intensive behavior support planning.

10. Early Childhood Special Education Services in the ABC programs  We were also successful including the following procedures into the Rules and Regulations governing the Arkansas Better Chance Pre-K program: No child in ABC shall be dismissed or expelled from the program for behavior without approval from the Division of Child Care and Early Childhood Education No child in ABC shall be dismissed or expelled from the program for behavior without approval from the Division of Child Care and Early Childhood Education

11. Early Childhood Special Education Services in the ABC programs If necessary, intervention shall ensure each child has access to professional services, such as referrals to the educational cooperative behavioral specialist, the regional support network for early autism identification, community mental health center and a private therapist. If a child in question has a disability and is in the process or has been identified under IDEA, the ABC program shall follow state special education rules and regulations governing suspension/expulsion. If necessary, intervention shall ensure each child has access to professional services, such as referrals to the educational cooperative behavioral specialist, the regional support network for early autism identification, community mental health center and a private therapist. If a child in question has a disability and is in the process or has been identified under IDEA, the ABC program shall follow state special education rules and regulations governing suspension/expulsion.

12. Early Childhood Special Education Services in the ABC programs If children demonstrate inappropriate behavior, as indicated by the results of the Deveraux Early Childhood Assessment (DECA) given by ABC staff, the ABC program shall consult with the Early Childhood Special Education program regarding classroom modification and interventions. If children demonstrate inappropriate behavior, as indicated by the results of the Deveraux Early Childhood Assessment (DECA) given by ABC staff, the ABC program shall consult with the Early Childhood Special Education program regarding classroom modification and interventions.

13. ARCH FORD EDUCATION SERVICE COOPERATIVE EARLY CHILDHOOD SPECIAL EDUCATION PROGRAM Judy Clay

14. Program Overview The Arch Ford Early Childhood Program provides special education services for children with disabilities ages three to five. The services are offered in accordance with the Individual with Disabilities Education Act, (IDEA) on behalf of the public schools. The Early Childhood Program provides services on behalf of 27 school districts in 7 counties. The EC staff consists of: 1 Coordinator 11 Early Childhood Special Education Teachers 13 Speech/Language Pathologists 5 Para-Educators

15. 1 Behavior Specialist 1 Administrative Assistant 1 Medicaid Clerk / Office Assistant 10 Part-time Purchase Service Speech Pathologists Physical Therapists, Occupational Therapists and Interpreters contracted as needed All staff meet certification requirements as approved by the Arkansas Department of Education. Program Overview

16. Services & Settings   Services provided by the EC Program include: Screenings Evaluations Preschool Instruction Speech/Language Therapy Physical/Occupational Therapy Behavior Consultation   Services are provided and delivered through a free and appropriate public education which include: Public School Based Classrooms Day Care Centers Head Start Centers Arkansas Better Chance Programs (ABC) Itinerant Services Home Based Instruction

18. Service Delivery   Services are provided in: 18 Head Start centers 204 day cares centers; numbers vary based on student enrollment 47 ABC programs Public school classrooms* Home based settings Itinerant settings Separate school

19. Service Delivery Child care regulations are followed and each classroom is licensed by the Arkansas Department of Human Services. Direct services are offered from mid August through mid June each year honoring holidays. The EC Program operates 190 days each year. There is no cost to the family for services. Medicaid and private insurance are billed when appropriate.

20. Agencies The EC Program has established a local interagency council which meets quarterly to address issues relating to children birth to five who reside in the cooperative region. Representatives from various agencies are members of the council: Developmental Disabilities Services Universities Children’s Medical Services Department of Human Services Head Start Day Care Public School Parents ABC Projects have included the development of a service directory, brochures, parent training, behavior workshops, parent activity booklets, child find information dissemination, transition procedures, and a resource lending library.

21. Arkansas Better Chance Arch Ford ABC Program The Arch Ford ABC Program is designed to provide safe, healthy, nurturing experiences for preschool children in a developmentally appropriate setting. In order to be accepted into an ABC Program, the child must qualify under one or more of the following areas:

22. Arkansas Better Chance Arch Ford ABC Program Eligibility   Teenage parent   Income level   Low birth weight (under 5 ½ lbs)   Parent without high school diploma or GED   History of abuse/neglect or drug/alcohol abuse   Disability under IDEA   Failed developmental screening   English as a second language

23. Evaluation Increase in number of children served Mastery of IEP goals and objectives Reduction of special services needed in public school Portfolio assessments ADE Monitoring 1996 Arkansas Exemplary Program Award 1997 American Council of Rural Special Education National Award Parent surveys

24. The Arkansas Special Education Early Childhood Family Outcomes Survey  Parents complete a 10 item survey rating services in the following areas: Understanding your child’s strengths, abilities and needs Understanding your child’s strengths, abilities and needs Knowing your rights and advocating for your child Knowing your rights and advocating for your child Helping your child develop and learn Helping your child develop and learn

25. Recognized the Need for Behavior Services  The Arch Ford Early Childhood Program is in its 20 th year of service delivery. Within the past few years, the need for behavior services was recognized at a state and local level due to: More children entering the preschool setting due to increased number of ABC programs established in Arkansas More children entering the preschool setting due to increased number of ABC programs established in Arkansas Increase in number of children with significant behavior concerns Increase in number of children with significant behavior concerns Number of children dismissed from preschool programs due to behavior concerns Number of children dismissed from preschool programs due to behavior concerns Need for teachers to be trained to work effectively with children Need for teachers to be trained to work effectively with children  Arch Ford Early Childhood Program established Behavior Specialist position in 2005 to address such needs.

26. State Level  In the 2006-2007 school year, funds were allocated with assistance from ABC Programs to establish an Early Childhood Behavior Specialist position in each education cooperative throughout the state. There are a total of 16 Behavior Specialists in the state to assist programs served as well as parents with concerns related to behavior. There are a total of 16 Behavior Specialists in the state to assist programs served as well as parents with concerns related to behavior.

27. State Level  Training was provided by the State to Behavior Specialists on research based programs such as the DECA Program, Reframing Discipline, Applied Behavior Analysis, etc. to assist with effective classroom behavior management techniques, the development of positive behavior supports, as well as, strategies specific to special populations such as children with autism.

28. ARCH FORD EARLY CHILDHOOD PROGRAM BEHAVIOR SERVICES Dr. Shelia Smith

29. Research Support: Pre-Kindergarteners Left Behind Gilliam, W.S. (2005) Yale University Child Study Center  In 2005, the Yale University Child Study Center researched expulsion rates in state funded pre- kindergarten systems.  Key findings indicated: Pre-K students are expelled at a rate more than 3 times that of K-12 students Pre-K students are expelled at a rate more than 3 times that of K-12 students Expulsion rates are lowest in public school classrooms and Head Start, and highest in for-profit and faith-affiliated centers Expulsion rates are lowest in public school classrooms and Head Start, and highest in for-profit and faith-affiliated centers Likelihood of expulsion decreases significantly with access to classroom-based behavior consultation Likelihood of expulsion decreases significantly with access to classroom-based behavior consultation

30. Research Support: Pre-Kindergarteners Left Behind Gilliam, W.S. (2005) Yale University Child Study Center  Arkansas 7% of teachers reported expelling at least one Pre-K over the past year 7% of teachers reported expelling at least one Pre-K over the past year Expulsion rate ranks 29 th among 40 states that fund Pre-K with a rate of 4.4 expulsions per 1,000 enrolled Expulsion rate ranks 29 th among 40 states that fund Pre-K with a rate of 4.4 expulsions per 1,000 enrolled Expulsion rate is over 3 times higher than K- 12 rate of 1.2 per 1,000 Expulsion rate is over 3 times higher than K- 12 rate of 1.2 per 1,000

31. Research Support: Pre-Kindergarteners Left Behind Gilliam, W.S. (2005) Yale University Child Study Center  Based on these findings, researchers recommended: Policies established to prohibit expulsions Policies established to prohibit expulsions Provide in-service trainings to train teachers to effectively manage behavior concerns Provide in-service trainings to train teachers to effectively manage behavior concerns Provide behavior consultation to support teachers with the implementation of research based behavior interventions Provide behavior consultation to support teachers with the implementation of research based behavior interventions

32. Research Support: Pre-Kindergarteners Left Behind Gilliam, W.S. (2005) Yale University Child Study Center  “The goal of early education is to promote school readiness. Many children go “unready” for kindergarten because of difficulties regulating their emotions and behavior, forming friendships, and following adult directives.”

33. Steps in the Behavior Service Process 1. A request for behavior services is made by teacher or parent. 2. The Behavior Specialist contacts via telephone conversation to follow-up on request. 3. The teacher and parent are required to complete a request packet including parent/teacher questionnaires and behavior rating scale. 4. The Behavior Specialist schedules an on-site visit to observe the child and consult with the teacher and parent.

34. Steps in the Behavior Service Process 5. Specific needs are identified. 6. The team meets to discuss a plan of action. 7. Ongoing consultation and support offered with the implementation and monitoring of the plan of action.

35. Who can make a request for behavior services?  A request for behavior support services can be made by an early childhood center, teacher, or parent that would like assistance with behavior concerns for a child between the ages of 3 to 5.  It is recommended teachers or parents request services when a child exhibits significant behavior concerns interfering with the child’s learning or the learning of peers which may include tantrums, physical aggression, noncompliance, or difficulty following classroom expectations.

36. How is a request for behavior services made?  The request for behavior support services is submitted on-line through a state level secured website known as the Early Childhood Special Education Coordination (ECSpEC).  Once the request is submitted, the Behavior Specialist contacts the requesting person to gain further information and to decide how to proceed with the request.

37. Early Childhood Special Education Coordination

38. What assistance can the teacher or parent expect?  First, the teacher and parent are expected to complete a behavior request packet

39. What assistance can the teacher or parent expect?  Parent Packet: Parent permission for services provided (informed consent is obtained according to due process procedures if child is receiving special education services) Parent permission for services provided (informed consent is obtained according to due process procedures if child is receiving special education services) Questionnaire addressing information such as child’s strengths, behavior concerns at home, discipline techniques, sleeping, eating, mental and physical health, and medication. Questionnaire addressing information such as child’s strengths, behavior concerns at home, discipline techniques, sleeping, eating, mental and physical health, and medication. Behavior rating scale such as the Devereux Early Childhood Assessment- Clinical Version (DECA-C) or Behavior Assessment Scale for Children (BASC-2)- Parent Rating Scales Preschool Behavior rating scale such as the Devereux Early Childhood Assessment- Clinical Version (DECA-C) or Behavior Assessment Scale for Children (BASC-2)- Parent Rating Scales Preschool

40. What assistance can the teacher or parent expect?  Teacher Packet: Questionnaire addressing information such as child’s strengths, activities enjoyed, behavior concerns at school, classroom behavior management policies, individual behavior strategies, best time of day, and worst time of day Questionnaire addressing information such as child’s strengths, activities enjoyed, behavior concerns at school, classroom behavior management policies, individual behavior strategies, best time of day, and worst time of day Behavior rating scale such as the Devereux Early Childhood Assessment- Clinical Version (DECA-C) or Behavior Assessment Scale for Children (BASC-2)- Teacher Rating Scales Preschool Behavior rating scale such as the Devereux Early Childhood Assessment- Clinical Version (DECA-C) or Behavior Assessment Scale for Children (BASC-2)- Teacher Rating Scales Preschool Behavior observations for at least a 1 week period using specified form included in packet Behavior observations for at least a 1 week period using specified form included in packet Copy of discipline policy Copy of discipline policy Copy of daily schedule Copy of daily schedule

41. What assistance can the teacher or parent expect?  After the request packets are completed, the Behavior Specialist schedules an on-site visit to observe the child in his natural environment and meet with teachers and parents.  Based on all information gathered, specific needs are identified which may include: additional screening and assessment of behavior concerns and/or developmental delays additional screening and assessment of behavior concerns and/or developmental delays teacher in-service training teacher in-service training parent training parent training

42. 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 Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT Center for Positive Behavior Interventions and Supports (2002)

43. What assistance can the teacher or parent expect?  Once needs are identified, the team which may include center director, teacher, paraprofessional, parents, special education teacher, speech language therapist, and behavior specialist meet to discuss a plan of action to address needs focused on establishing positive behavior supports. On some occasions, the Behavior Specialist will address and work on classroom management issues with the teacher before meeting with the team to address specific strategies for the individual child. On some occasions, the Behavior Specialist will address and work on classroom management issues with the teacher before meeting with the team to address specific strategies for the individual child.

44. What assistance can the teacher or parent expect?  Ongoing consultation and support is provided to the teacher and parent with the implementation and monitoring of interventions. Modeling of effective classroom management techniques Modeling of effective classroom management techniques Data collection to monitor intervention effectiveness Data collection to monitor intervention effectiveness Individual meetings with parents to discuss parenting skills used at home Individual meetings with parents to discuss parenting skills used at home Follow-up visits on an as needed basis which may be several times a week before fading out to bi-monthly or monthly visits Follow-up visits on an as needed basis which may be several times a week before fading out to bi-monthly or monthly visits

45. Other Services Provided  Summer in-service trainings offered to teachers, paraprofessionals, special education teachers, speech language therapists, occupational therapists, and school administrators Topics of trainings include effective classroom management including prevention and intervention strategies, effective communication with parents, functional behavior assessment and behavior planning, and autism Topics of trainings include effective classroom management including prevention and intervention strategies, effective communication with parents, functional behavior assessment and behavior planning, and autism  Involvement in special education team meetings

46. Other Services Provided  Transitioning children with behavior concerns to public schools  Implementation of Incredible Years social skills program at the classroom level  6 week parent training program using the Incredible Years Parenting Program  Guest speaker at parent meetings held by Head Start agencies and ABC programs  Guest speaker at local universities to students enrolled in early childhood or special education classes  Involvement in state and local committee conferences to address behavior concerns

47. Behavior Services so far… Number of Behavior Requests

48. Behavior Services so far… Early Childhood Settings Requesting Services 2007-2008

49. Behavior Services so far…  Most behavior requests are made by teachers in Arkansas Better Chance Programs.  The majority of behavior concern requests are due to noncompliance, physical aggression toward teachers and peers, and difficulty following classroom expectations.  Our goal is always to help establish positive behavior supports for the classroom and the child with behavior concerns.

50. Success Stories  The in-service trainings provided have had a domino effect with attending teachers going back to their centers and instructing paraprofessionals and other staff members with the implementation of positive behavior support strategies.  Our special education staff have learned to effectively implement positive behavior support strategies, program effectively for children with behavior concerns, and consult with teachers on behavior concerns.

51. Success Stories  We are now seeing a trend that teachers who have made requests in the previous years are more effective in classroom management; therefore, time is not spent addressing interventions at the primary level but instead addressing the specific needs of the child with behavior concerns.  More early childhood centers are seeking behavior assistance before dismissing children from their programs.

52. Success Stories Teacher Comments  “I believe this program provides many benefits for teachers. Sometimes we run out of ideas or ways to help and we get frustrated. This program helps with that because it provides a new focus and new techniques and ideas.”  “There is a GREAT need for this. We personally have several children with slight behavioral problems. Shelia Smith was visiting one child here and this helped us with the others.”  “There is a great need. In theory the earlier the intervention the better. Many teachers don’t know where to turn to or how to get support.”

53. Success Stories Teacher Comments  “This program has helped me to better understand a child’s behavior and has provided me with various techniques to try. Not only could I use these techniques with the behavior child but with all my students.”  “It was so encouraging to have someone there to consult with about behaviors. Too often this is just left up to the childhood educator to deal with having no other reinforcement/encouragement. Wonderful, new program!”

54. Challenges Faced  The turnover rate in childcare centers and the continued efforts that are needed to retrain staff.  The time involved in traveling as well as effectively monitoring due to the large geographic area served.  The increasing number of children and early childhood centers in need of service.  Outside factors that influence behavior concerns including the degree and severity of behavior concerns, home environment, teacher attitudes, and center conditions.  Teachers and parents following through and consistently implementing recommendations.  Teachers and parents wanting a “quick fix” to behavior concerns and not realizing it is a process that takes time.

55. Lessons Learned  Establishing a specific behavior request for services process has streamlined requests.  Creating a brochure to detail the request process and services offered has assisted teachers and parents in making requests as well as understanding expectations.  Teacher in-service training has been a time effective method in educating large groups of teachers.  Incorporating the use of telephone calls and email to consult with teachers and parents instead of weekly on-site visits.

56. Identified Needs for the Future  This year we have employed School Psychology Interns to assist with providing behavior services.  We are beginning to utilize and train School Psychology Doctorate Practicum Students from a local university to assist with providing behavior services.  We have identified the need for a program evaluation of our behavior services and will be developing a program evaluation plan this spring.

58. Resources  Gilliam, W.S. (2005). Prekindergarteners left behind: Expulsion rates in state prekindergarten systems. New Haven, CT: Yale University Child Study Center.  The Incredible Years Program www.incredibleyears.com  The Devereux Early Childhood Initiative www.devereux.org

59. Resources  Center for Evidence Based Practice (CEBP) for Young Children with Challenging Behavior, now the Technical Assistance Center on Social Emotional Intervention (TACSEI) for Young Children www.challengingbehavior.org  Center on the Social and Emotional Foundations for Early Learning (CSFEL) www.vanderbilt.edu/csefel/ www.vanderbilt.edu/csefel/www.vanderbilt.edu/csefel/

60. Resources  NECTAC conference calls Implementing Positive Behavior Supports within Local Systems (January 2008) Implementing Positive Behavior Supports within Local Systems (January 2008) www.nectac.org/~calls/2008/sec619/call1.aspwww.nectac.org/~calls/2008/sec619/call1.aspwww.nectac.org/~calls/2008/sec619/call1.asp Promoting the Social, Emotional, and Behavioral Development Outcomes of young children (February 2007) Promoting the Social, Emotional, and Behavioral Development Outcomes of young children (February 2007) www.nectac.org/~calls/2007/challengingbehavior/c hallenge.aspwww.nectac.org/~calls/2007/challengingbehavior/c hallenge.aspwww.nectac.org/~calls/2007/challengingbehavior/c hallenge.aspwww.nectac.org/~calls/2007/challengingbehavior/c hallenge.asp