1. Inclusive Placement Opportunities for Preschoolers: A Systems Approach to Preschool Inclusive Practices

2. A project of the Virginia Department of Education and the Training and Technical Assistance Centers of Virginia

3. Fostering self-control in young children by using positive behavior supports

4. What kinds of behaviors would we see in classrooms where: No expectations are posted Children don’t know how to clean up materials There are large open spaces

5. Some research findings Children in poverty heard 250,000 words per year 2x as many prohibitive as affirmative statements heard 80 to 90% heard is negative Children in “professional homes” heard 4 million words per year 6 to 9 affirmatives to every prohibitive heard 80 to 90% heard is positive (Hart & Risley, 1995)

6. More findings If children do not develop appropriate social skills by 3rd grade, they are at much greater risk of dropping out of school, committing crimes and eventually being incarcerated

7. Activity What strategies could change these statistics? In groups, share strategies that you have used with your students to address challenging behaviors

8. What we know works! Direct instruction of appropriate behaviors and social skills Use of behaviorally appropriate role models Use of concrete visual examples of positive interactions and play Consistent, frequent reinforcement of pro-social behaviors Incidental teaching and reinforcement of appropriate behavior Redirection of anti-social skills (Kayes, 1995)

9. Mind map Positive discipline

10. Gallery walk New idea Positive discipline

11. Children are positively disciplined when: They are shown positive alternatives rather than just told “no” They are encouraged to think of alternatives to the misbehavior Their display of appropriate behavior is recognized and rewarded

12. They see how their actions affect others They are respected The expectations are fair, simple and consistently enforced Children are positively disciplined when

13. Children are inconsistently disciplined when: Different limits are set on different days by the same person Different adults set different limits No limits are set Limits are able to be changed Adult expectations are too high or low

14. Positive discipline is used when: Adults use a plan to: o Respond quickly and calmly, using few words o Reduce the misbehavior o Replace the misbehavior by teaching an alternative, appropriate skill that serves the same purpose as the misbehavior

15. Steps in using positive discipline Step 1 Identify what the child does well and likes to do Complete a reinforcement inventory

16. Step 2 Identify the behavior(s) of concern o List all behaviors of concern o Identify whether each behavior is inappropriate or challenging

17. Activity Turn to your neighbor and discuss what you consider inappropriate behaviors and what you consider challenging behaviors that preschool children may display

18. Inappropriate and challenging behaviors Inappropriate: o Is abusive to materials o Interferes with acceptance by or positive interaction with others o Is not improving or is getting worse o Is mildly harmful to the child or others o Prevents learning from occurring Challenging: o Involves extreme property damage o Is extremely harmful to the child or others A disability is not the cause of a challenging behavior — there is always a reason

19. Activity Identify child Complete steps 1 and 2

20. Step 3 Identify the possible functions for the behavior(s) o What could be contributing to behaviors? o Gather information about:  Medications  Medical conditions (e.g., asthma or allergies)  Sleeping patterns  Eating patterns  Learning style

21. Gallery walk New idea Positive discipline

22. Children are positively disciplined when: They are shown positive alternatives rather than just told “no” They are encouraged to think of alternatives to the misbehavior Their display of appropriate behavior is recognized and rewarded

23. They see how their actions affect others They are respected The expectations are fair, simple and consistently enforced Children are positively disciplined when

24. Children are inconsistently disciplined when: Different limits are set on different days by the same person Different adults set different limits No limits are set Limits are able to be changed Adult expectations are too high or low

25. Positive discipline is used when: Adults use a plan to: o Respond quickly and calmly, using few words o Reduce the misbehavior o Replace the misbehavior by teaching an alternative, appropriate skill that serves the same purpose as the misbehavior

26. Steps in using positive discipline Step 1 Identify what the child does well and likes to do Complete a reinforcement inventory

27. Step 2 Identify the behavior(s) of concern o List all behaviors of concern o Identify whether each behavior is inappropriate or challenging

28. Activity Turn to your neighbor and discuss what you consider inappropriate behaviors and what you consider challenging behaviors that preschool children may display

29. Inappropriate and challenging behaviors Inappropriate: o Is abusive to materials o Interferes with acceptance by or positive interaction with others o Is not improving or is getting worse o Is mildly harmful to the child or others o Prevents learning from occurring Challenging: o Involves extreme property damage o Is extremely harmful to the child or others A disability is not the cause of a challenging behavior — there is always a reason

30. Activity Identify child Complete steps 1 and 2

31. Step 3 Identify the possible functions for the behavior(s) o What could be contributing to behaviors? o Gather information about:  Medications  Medical conditions (e.g., asthma or allergies)  Sleeping patterns  Eating patterns  Learning style

32. Activity Turn to a different partner and discuss what you see as “reasons” young children display the inappropriate or challenging behaviors you listed in a previous activity

33. Pick a student Use your fostering self-control plan to discuss and identify Step 1 and Step 2

34. Functions of behaviors To obtain a person, place or thing To escape a person, place or thing

35. The pay-off: Determine what the child gets out of misbehaving What one thing could adults do to most likely make the behavior(s) occur? What kind of response does the child get when he or she misbehaves?

36. Step 4 Select a preventative/non-directive approach to solve the problem

37. Be preventative Change the environment to prevent: o Climbing o Running o Overcrowding o Lengthy clean-up times o Accessing “hands-off” materials o Power struggles o Rules from being broken

38. Be preventative Cue the child using verbal, model, physical, props or other prompts Ignore the inappropriate behavior Redirect or distract from potential problems State the rule before it is broken Give two appropriate alternative choices before the inappropriate behavior occurs Comment on good behavior

39. Be non-directive Identify the problem Identify the consequences Ask a “What can you do?” question Remind children of rules after they are broken Give two appropriate choices Provide a quiet space

40. Step 5 Develop a theory about why the child misbehaves. Ask: o How does the child communicate? o What’s been done in the past in response to the challenging behavior and what was its effect on the behavior?

41. Observe the child and record When does the problem occur? Where does the problem occur? Who is present when the problem occurs? What happens right before the problem occurs? What happens after the problem occurs?

42. AntecedentBehaviorResponse Teacher says, “Time for circle.” Linda runs from circle area. Teacher says, “find your seat in circle,” and points to the chair. Linda runs over to sand table. Teacher goes to help Linda transition to the circle. Linda yells, “no, no!” and falls to the floor. Teacher takes Linda to time-out area.

43. Activity Video clip Watch video clip of “Dumbo” Use the ABC chart to determine what is happening

44. Back to your student Identify the function of each behavior Select a preventative and a non-directive strategy to use with each behavior

45. Teaching a new behavior What can the child do or be taught to do that could serve the same function as the challenging behavior? Alternative behavior must be as efficient and effective as the challenging behavior

46. Taking a closer look… Changes in children come about only when adults change their own behavior

47. Teaching alternative skills Is the new skill you are teaching developmentally and individually appropriate? Reinforce at a high rate when first teaching the new behavior o Natural, social, material and edible

48. Activity Alternative skills In your groups, determine what you think an alternative skill is for the behavior of concern you identified.

49. Alternative (replacement) skills Replace inappropriate or challenging behavior Taught directly to child Challenging or inappropriate behavior cannot be displayed when alterative skill is being performed Efficient and effective as inappropriate or challenging behavior

50. Alternative skills for Linda Teach the use of visual schedules Teach the use of a break card Teach the use of props and transitional items Teach “first” sand table, “then” circle Teach how to regulate sensory needs

51. Step 6 Develop a systematic plan with the three Rs to: o Respond – make everyone’s responses consistent o Reduce – prevent or stop the challenging behavior o Replace – teach alternative skills for the child to use instead of the challenging behavior

52. Window pane RespondReduceReplace

53. Final step Reconsider the plan o At least 4 weeks after beginning the plan, have the team meet to discuss:  Has behavior decreased?  Is the child using new behaviors?  If yes, begin undoing the plan.