1. Positive Behavior Support in the Early Childhood Classroom

2. Purpose Examine the need for early intervention. Address how PBS key features can be applied at the early childhood level. Provide examples of PBS tools used in early childhood programs.

3. Challenging Behaviors

4. How do these behaviors make us feel?

5. The Bigger Picture “Children with early behavior problems are at-risk for peer rejection, teacher rejection, limited opportunities for learning appropriate behavior in school, and continued problems in these areas as they get older” (Stormont, Lewis & Beckner).

6. The Bigger Picture “Research indicates that if at-risk children have not learned more adaptive behavior patterns by the end of the third grade, it is highly unlikely that they will ever be successful in the absence of continuing and comprehensive external supports” (Stormont, Lewis & Beckner).

7. Risk Factors “ Young children who are at risk due to factors such as poverty, neglect, violence in the home, or other types of family adversity are also more vulnerable for developing problem behavior patterns” (Stormont, Espinosa, Knipping & McCathren, 2003).

8. How can we intervene ? Implement Positive Behavior Support! Partner with early childhood special education, Title One, Head Start programs and community preschool programs to provide systematic early intervention. (Stormont, Lewis & Beckner)

9. 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

10. Concepts unique to Early Childhood PBS Program-wide positive behavior support vs. school-wide Focus on developmental appropriateness rather than copying elementary building programming. Learning occurs through play and trial and error actions. Social instruction goes beyond rules and routines, to include how to make friends, how to express emotions, and general school behavior. Blending of constructivist educational approach and PBS methodology. Data collection: classroom vs. use of principal’s office or buddy room. Beckner, Rebecca, (July 2004). Early Childhood Positive Behavior Support Supplemental Materials for the Missouri PBS Institute Model, p. 2 & 3.

11. Program-Wide PBS Classrooms may be located in different buildings. Still form one PBS team—representative of each of the programs and the various professionals.

12. Developmental Appropriateness Behavior Expectations –Limit to 2 or 3 –Align with elementary building PBS expectations

14. SETTING ClassroomBathroom Playground Meal timeWalkwaysBus/Van Be Safe Keep feet on ground. Use walking feet Use inside voices. Wash hands with soap and water One person in a stall Go down slide on bottom. Rocks and woodchips stay on the ground. Push chairs in. Keep body to self Use walking feet. Stay with an adult. Keep seatbelts on. Keep back to seat. Be Kind Be a friend. Share with others. Use listening ears. Take care of our school. Use inside voice. Keep hands to self. Let others play. Keep body to self. Share with others Use nice words Use manners. Ask to be excused. Use inside voice. Keep hands to self. Use inside voice. Keep body to self. Be Responsible Be a good helper. Follow directions Clean up. Make good choices. Flush toilet. Turn off water Clean up. Use equipment correctly. Use line basics. Clean up. Keep food on plate. Clean up. Use listening ears. Use line basics. Listen to driver/monitor. Take care of own things. Follow bus rules. EXPECTATION MATRIX Expectations

15. Preschool Learning and Social Skill Instruction May be children’s first experience with organized schooling. Developmentally appropriate social skill instruction that uses puppets, storybooks, finger plays, social stories, songs, group games and art activities. Beckner, Rebecca, (July 2004). Early Childhood Positive Behavior Support Supplemental Materials for the Missouri PBS Institute Model, p. 2.

16. Blending of Constructivism and PBS Development of lesson plans Tangible rewards and/or praise –Example: “Tim, you are using your walking feet. You are being safe.” –Example: Group beehive incentive Beckner, Rebecca, (July 2004). Early Childhood Positive Behavior Support Supplemental Materials for the Missouri PBS Institute Model, p. 3.

17. Data Collection Analysis of data important to development of action plan. Method of gathering information on behavior incidents will have to be decided. –Example: Incident Report Beckner, Rebecca, (July 2004). Early Childhood Positive Behavior Support Supplemental Materials for the Missouri PBS Institute Model, p. 3.

18. More on Meaningful Differences...

19. Meaningful Differences in the Everyday Experiences of Young American Children Betty Hart & Todd Risley, published 1995 Research done in Kansas City, Kansas Observed 42 families for more than 2 years, 1 and 2 year olds. Overall thought: Everything we do is mediated by language.

20. Children who live in poverty hear 250,000 words per year. Children who live in professional homes hear 4 million words per year.

21. Affirmative Statements Professional homes: 30 affirmative statements per hour Working class homes: 15 affirmative statements per hour. Poverty homes: average of 6 affirmative statements per hour. Twice as many prohibitive statements per hour.

22. Hart and Risley’s advice: –Children of poverty would need 26 hours per week of affirmatives to catch them up with the type of positive language used in classrooms.

23. Supports for Children At-Risk for Chronic Behavior Concerns Use data to determine which classrooms and children need extra support. The BUZ Team (Buddy Up Zone) Met on children who had more than three incident reports during a month. Behavior improvement plans Crisis Plan De-escalate the behavior Focus remains on developing appropriate social skills (Stormont, Lewis & Beckner)

24. The results... now

25. The results... later

26. Internet Resources The Center on the Social and Emotional Foundations for Early Learning www.csefel.uiuc.edu University of Southern Florida http://flpbs.fmhi.usf.edu/ http://flpbs.fmhi.usf.edu/ Teaching Tools: Easing Transitions for Young Children with Challenging Behavior http://www.challengingbehavior.org http://www.challengingbehavior.org

27. Columbia Public School District Early Childhood Special Education Contact person: Becky Beckner 555 Vandiver Columbia, MO 65202 (573) 214-3950 Rockwood School District Early Childhood Center at Clarkson Valley Early Childhood Center at Vandover Coordinator for Early Childhood Education: Louise Nelson Phone: 636.207.2600 ext. 271 Coordinator for Early Childhood Special Education: Marie Wohlert Phone: 636.207.2600 ext. 276 Programs Implementing Positive Behavior Support

28. Presenter Contact Information Susan Cook Regional Positive Behavior Support Coach Heart of Missouri-RPDC 108 Townsend Hall Columbia, MO 65211 cooksm@missouri.edu (573) 882-5763 (573) 884-5680 (fax)