1. Teaching Behaviour To All Children To Prevent Problems Occurring
This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities.
Regional Community Childcare Development Fund Positive Behaviour Support in Early Childhood
Phase 1 – Module 5
Teaching Behaviour To All Children To Prevent Problems Occurring
Supported by the State Government’s Royalties for Regions program and the Department of Communities. 
This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities.

2. Phase One Modules Trauma and brain development, effects on behaviour
What is Positive Behaviour Support?
Defining expected behaviours
Expectations
Behaviours
Procedures and Routines
Precorrections
Teaching Behaviour to all Children

3. Starting Point We cannot ‘make’ children learn or behave
This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities.
Starting Point
We cannot ‘make’ children learn or behave
We can create environments to increase the likelihood children learn and behave
Environments that increase the likelihood of social and academic success are guided by a core curriculum, adapted to reflect child need, and implemented with consistency and fidelity.
This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities. 3

4. Some Basic Principles
Behaviour that persists over time is working for children
We have to assume that children can’t rather than won’t!

5. This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities.
If You Want It, Teach It!
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?
This sums it all up for me.
Tom Herner (NASDE President) Counterpoint 1998, p.2
This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities.

6. What do children do when they don’t have each of these skills?
This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities.
What are Some Key Social Emotional Skills Children Need for Success at School?
Confidence
Capacity to develop good relationships with peers and adults
Concentration and persistence on challenging tasks
Ability to communicate emotions
Ability to listen to and follow instructions
Ability to solve social problems
What do children do when they don’t have each of these skills?
This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities.

7. This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities.
When children do not have these skills, they often exhibit challenging behaviours.
This means that our focus has to be on “teaching children new skills” rather then “trying to get them to stop using challenging behaviours.” We need to teach children what to do rather than what not to do
This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities.

8. Teach Me What to Do Instead
Focus on teaching children what To Do!
Teach expectations and routines.
Teach skills that children can use in place of challenging behaviours.

9. Intentional Teaching 
Educators who engage in intentional teaching recognise that:
learning occurs in social contexts
interactions and conversations are vitally important for learning.

10. Intentional Teaching 
Educators extend children’s thinking and learning by using strategies such as:
modelling and demonstrating
open questioning
speculating
explaining
engaging in shared thinking and problem solving

11. Teaching Behaviour Introduce the expectation during a neutral time.
Include a rationale (why is this skill important).
Show examples and non-examples
Provide repeated opportunities to practice
Acknowledge and reinforce children who demonstrate the expected behaviour.
Precorrect and review as often as necessary

12. Four Stages of Learning
This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities.
Four Stages of Learning
Acquisition: new skill or concept
Fluency: the ability to immediately use the skill or concept without a prompt
Maintenance: continuing to use the skill or concept over time
Generalisation: applying the skill or concept to new situations, people, activities, ideas, and settings
This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities.

13. Acquisition Stage: Show and Tell
This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities.
Acquisition Stage: Show and Tell
Teach and model during large group, small group and provide individualised instruction for children who need it.
Identify and explain the skill
Link to other ideas or concepts
Demonstrate
Examples and non-examples
Encourage child when learning
Warning! Skill or concept can be easily lost at this stage…encourage, encourage, encourage
This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities.

14. Repetition builds fluency...
For a child to learn something new, it needs to be repeated on average
8 times
For a child to unlearn an old behaviour and replace with a new behaviour, the new behaviour must be repeated on average
28 times.
Harry Wong

15. Fluency: Practice Makes Perfect
This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities.
Fluency: Practice Makes Perfect
Create multiple and varied opportunities for children to build fluency – role play, prompt children through interaction (scaffold play), embed instruction
Help children link the concept or skill to others
Prompt the children to use the skill
This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities.

16. Maintenance and Generalisation: You Got it!
This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities.
Maintenance and Generalisation: You Got it!
Provide opportunities to use the skill or concept in new situations or with new people
Provide opportunities within a variety of activities and in new applications
Encourage the behaviour in generalised situations – use positive descriptive feedback to comment on children engaging in the behaviour
This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities.

18. Be Safe – Use Walking Feet Inside
This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities.
Skill
 Be Safe – Use Walking Feet Inside
Tell
 A way to keep everyone safe is to use walking feet inside
Discuss with children why it is safe to use walking feet instead of running
Ask children: When do we need to use our walking feet? (possible answers: when we are inside, when going to the playground, on the bus, at the doctors, etc…
Show
Show the children what using your walking feet looks like (thumbs up)
Show the children what using your running feet looks like (thumbs down)
Model walking, marching, stomping
Practice
Different opportunities through out the day
Have children practice walking softly, slowly, forward, backward
“We walk, we walk, we walk, and we stop” (repeat)
Reinforce
Specific feedback—“You are using your walking feet while walking inside! Thank you for being safe!
Review
Reteach
Use pre-corrects before ‘walking’ activities begin—“We are getting ready to go to our lunch tables. What do we need to do with our feet?”
Re-teach the skill as needed
This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities.

19. Lesson Plan Development
Choose one specific behaviour you would like your children to be more successful with.
Use the sample lesson plan to develop a lesson to teach this behaviour to the whole group

20. PBS Continuum Positive Relationships Supportive Environments
Children with persistent challenges
Intensive Individualized Interventions
Social Emotional Teaching Strategies
Children at-risk
Positive Relationships
Supportive Environments
Defining, Teaching And Encouraging Expected Behaviours
All children

21. Promoting the Social Development of All Children
This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities.
Promoting the Social Development of All Children
Teach the whole group
Circle time
Centers
Small group activities
Partnering with families
Target the individual skill instruction needs of each child
Prompting and priming (ounce of prevention)
This is a draft document in development and supported by the State Government’s Royalties for Regions program and the Department of Communities.