SUPPORTING CHILDREN USING THE PYRAMID MODEL AND POSITIVE BEHAVIOR SUPPORT

Kellie NketiahLuba Bezborodnikova Claire WilsonPuget Sound Educational Service District

Learning outcomes:

Participants will learn about Positive Behavioral Interventions and Supports (PBIS) as a framework for meeting academic and behavioral outcomes.

Participants will learn strategies to prevent challenging behavior and increase social and emotional outcomes

Participants will learn critical elements for school wide implementation

Paradigm shiftFrom delivering instruction to producing

outcomes

P-3 alignment work

Alignment of discipline policies Community alignment Early Intervention/Early Childhood Special

Education/K-12 Special Education alignment

Vertical and horizontal efforts

A FRAMEWORK for differentiated Services

Universal

Universal Supports: Process1. Individualize for all children2. Partner with families3. Partner with coach/mentor to build

skills4. Notice what works!!!

Schedules and Routines

Consider the following:9:00-9:30 Breakfast9:30-9:45 Books9:45-10:15 Journals10:15-10:30 Large Group (songs, review expectations and routine, calendar,)10:30-11:30 Outside/Recess

Classroom routines should…

Balance teacher-directed and child-directed activities

Balance individual, small-group and large-group times

Balance movement and sitting

Allow time for transitions

Be explicitly taught

HSCI Curriculum Modifications Module

12

A teacher arranges her schedule so that when children are finished with snack, they can begin playing in an open learning center while the other kids finish eating.

Visual Schedules

Help children understand what to expect

Reduce frustration

Give them control over their day

Help children to predict what’s next

Support children with language delays, or children who are learning English

Visual Schedules should…

Be Simple

Use relevant photos of children when possible

Be flexible to accommodate changes

Using a Picture Schedule

Review daily schedule at first group meeting

Refer to picture schedule at every transition

Help individual children review more as needed

PROMOTING ATTACHMENTWhen children have a

healthy attachment with an adult, they can:

Look to adults for love and affection.

Depend on adults for safety and security.

Seek out adults for conversation and play.

Accept adult’s help and comfort.

A memory of a favorite teacher Why do you remember this teacher? What did he/she do that you feel helped

you feel special and cared for? What do you do that creates this feeling

for your children and families?

Supporting Classroom Community

Children feel welcomed and safe when they understand what’s expected, know one nurturing adult, and have friends to play with.

When children feel safe, engaged and included, they will have less frustration, anxiety, and challenging behavior.

Supporting Children’s Friendships Help children get to know each other

Teach and review: How to Join in Play

Support parallel play and cooperative play

Give children problem-solving scripts and cues

Resources for Supporting Friendships/Social Skills Beyond Behavior Management by Jenna

Bilmes

Head Start Center for Inclusionwww.headstartinclusion.org

Center for the Social and Emotional Foundations of Early Learning

www.vanderbilt.edu/csefel

Technical Assistance Center on Social Emotional Intervention for Young Children

www.challengingbehavior.org

Children with IEPs are as likely to be identified for Tier 1 as tier 2/3.

Targeted

Targeted Strategies: Process1. Identify concern2. Consult others (HS Coordinators,

Consultants, Special Educators)3. Identify targeted strategies4. Train classroom staff on strategies5. Implement strategies to fidelity6. Monitor fidelity, monitor progress

Individual or Detailed Schedules

Dragon Brain

Children with IEPs are as likely to be identified for Tier 1 as tier 2/3.

Individualized

Home

School

Community

Other Supports

Intensive Intervention Process:1. Build a Team2. Collect Information3. What’s the function?4. Create a support plan5. Implement to fidelity6. Monitor fidelity, monitor progress7. Meet often to review progress and

strategies

Program Wide Critical Elements

Leadership team to guide implementation and sustainability

Staff buy-in

Family involvement

Program-Wide expectations

Strategies for teaching and acknowledging expectations

Classroom implementation of the teaching pyramid

Procedures for responding to challenging behavior

Staff professional development and support

Data-based decision making and monitoring of outcomes

SUPPORTING CHILDREN USING THE PYRAMID MODEL AND POSITIVE BEHAVIOR SUPPORT

Kellie Nketiahknketiah@psesd.org

Luba Bezborodnikova

Claire Wilson

Puget Sound Educational Service District