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A Child Who Can’t Behave in Preschool Should Be…

Taught!

Phoebe Rinkel, M.S.Misty Goosen, Ed.S.

TASN-KITSMarch 28, 2013

3

Misty GoosenTASN – KITS Project Coordinator, KS-MTSS Core [email protected]

Phoebe RinkelTASN - KITS TA Coordinator, Part B/619 Preschool TA [email protected]

Chelie NelsonTASN – KITSPart B/619, Preschool TA [email protected]

If you experience technical problems during the webinar contact:

Kim PageTASN – KITSECRC [email protected] (620) 421-6550 extension 1638

Session Objectives• Understand the relationship between the development

of academics and social emotional skills • Describe basic components of the Kansas MTSS for

Behavior and the Teaching Pyramid• Identify methods for selecting and teaching social-

emotional skills and competencies that are appropriate for all, some, and few

• Understand the importance of “explicit” and “intentional” instruction of skills supporting social-emotional competence

• Identify evidence-based resources to assist practitioners in embedding effective social-emotional instruction for children at different levels of development throughout the preschool day (including practices also shown to promote early literacy and learning!)

“A child who can’t behave. . .”

• “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? Or punish?”

Herner (1998)

Should Teachers Be Expected to Teach Children How to Behave?

Behavior Expectations in Preschool

What Do We Mean by “Teaching Behavior” in EC?

The development of social-emotional competence in the first five years of life relies on the developing capacity of the child to • form close and secure adult and peer

relationships; • experience, regulate, and express emotions in

socially and culturally appropriate ways; and • explore the environment and learn

CSEFEL (2008)

Which Matters Most: Academics or Behavior?

The Link Between Children’s Social Emotional Competence and School Success

Instilling self-confidence in young children is arguably the single most important task of early childhood teachers.

Epstein (2007)

The Link Between Children’s Social Emotional Competence and School Success

Developing feelings of competence in young children is important because how children feel about themselves when they enter school has a great influence on their motivations and willingness to undertake challenging tasks.

Epstein (2007)

The Link Between Children’s Social Emotional Competence and School Success

Children who have difficulty paying attention, following teacher directions, getting along with others, and controlling negative emotions, do less well in school.

Ladd, Kochenderfer, & Coleman (1997)

The Link Between Children’s Social Emotional Competence and School Success

Children who exhibit challenging behavior in the classroom are more likely to be rejected by classmates and to get less positive feedback from teachers, which, in turn, contributes to off task behavior and less instructional time.

Shores & Wehby (1999)

The Link Between Children’s Social Emotional Competence and School Success

Research has indicated that children’s emotional, social, and behavioral adjustment is as important for school success as cognitive and academic preparedness.

Raver & Zigler (1997)

The Link Between Children’s Social Emotional Competence and School Success

The National Academy of Sciences reported that 60% of children enter school with the cognitive skills needed to be successful, but only 40% have the social-emotional skills needed to succeed in kindergarten.

Raver (2002)

The Link Between Children’s Social Emotional Competence and School Success

A substantial body of of research indicates that children with behavior problems show social, cognitive, and behavioral deficits.

Coie & Dodge (1998)

Kansas Multi-Tier System of Supports Behavior

Behavior MTSS Structuring Components

Building-wide Behavioral Expectations

Define major/minor offenses (Assessment)

ODR/BIR reflect expectations and minors/majors

Data system for disaggregation of ODR data by

Big 5

Universal Screener

Building-wide rules to

define expectations (Curriculum)

Recognition System

Continuum of Consequences

Teach Expected Behavior

(Instruction)

Procedures and Routines

Lesson Plans

Schedule for Instruction

The Importance of Being Intentional. . .

• What to teach• How to teach• How to meet the needs of individual children• How to monitor children’s growth• How to use data on child progress to guide decisions

on assessment, curriculum, instruction, and intervention

…About Teaching Social Skills

Social skills training is not a specific curriculum, but rather a collection of practices that utilize a behavioral approach to teaching preschool children age-appropriate social skills and competencies, including communication, problem solving, decision making, self-management, and peer relations.

What Works Clearinghouse (February, 2013)

Teaching Social Skills with Intentionality

• A systematic, intentional approach to teaching social emotional skills involves:o Teaching the skill or concepto Talking about examples and non-examples of the target

skillo Supporting use of the target skill in naturally occurring

contextso Reviewing children’s use of skill.

Webster-Stratton (1999)

An intentional instructor • has clearly defined learning goals for children,• thoughtfully chooses teaching strategies that will

enable children to achieve these goals, and• continually assesses children’s progress and adjusts

strategies to reach those goals. • Having their goals and plans in mind, intentional

teachers are well prepared to tell others—parents, administrators, colleagues—about what they are doing. Not only do they know what to do, they also know why they are doing it and can describe that rationale.

“Intentional”

Copple & Bredekamp (2006)

Intentional instruction is planful, purposeful, and thoughtful about…

• Creating a learning environment rich in materials, experiences and interactions

• Encouraging children to explore materials, experiences, relationships and ideas

• Conversing respectfully, reciprocally, and frequently with all children

• Consciously promoting all areas of learning and development

Epstein (2007)

Intentional instruction is planful, purposeful, and thoughtful about…

• Content (concepts, vocabulary, facts, skills) that make up each area of learning

• General teaching strategies that are effective with young children

• Specific teaching strategies that are effective in different content areas

Epstein (2007)

Intentional teachers are planful, purposeful, and thoughtful about…

• Matching content with children’s developmental and emerging abilities

• Taking advantage of spontaneous, unexpected teaching and learning opportunities

• Neither overestimating or underestimating what children can do and learn

• Challenging children to question their own thinking and conclusions

Epstein (2007)

Knowing What to Teach: Resources

• Curriculum Based Assessments• Social-Emotional Measures, Rating

Scales, Checklists• Early Childhood Outcomes/Child

Outcomes Summary Information• Early Learning Standards• Observations • Family Concerns, Priorities, and

Interests

Knowing What to Teach: Priorities

Being able to select appropriate learning goals for children from appropriate assessments involves sorting and prioritizing those skills and behaviors that1) Can be addressed through development, play,

maturation, and exposure/experience (All)2) Are emerging: with practice and repetition they

will improve in independence or fluency (Some)3) Are unlikely to emerge without intensive

instruction or individualized intervention and supports (Few)

Grisham-Brown (2012)

Social Skills Curricula • Resources Related to PBIS: Selected Titles from

TASN-KITS Early Childhood Resource Center (handout)

• TACSEI Roadmaps to Effective Intervention Practices (2009). Evidence Based Social Emotional Curricula and Intervention Packages for Children 0-5 Years and Their Families Retrieved from http://www.challengingbehavior.org/do/resources/roadmap.html

Social Skills CurriculaFrom the “Sister Centers” promoting social-emotional development in early childhood: • Center on the Social and Emotional Foundations for Early

Learning (CSEFEL) http://csefel.vanderbilt.edu/• Technical Assistance Center on Social Emotional Interventions

(TACSEI) http://www.challengingbehavior.org/• Center on Early Childhood Mental Health Consultation

(ECMHC) http://www.ecmhc.org/

Hemmeter, M.L., Ostrosky, M.M., & Corso, R. (2011)

Social Skills Curricular Materials

Building relationships and creating nurturing environments• Tools for working on building relationships• Book list—focused on social emotional skills• Book nookshttp://csefel.vanderbilt.edu/resources/strategies.html

Social Skills Curricular Materials

Building relationships and creating nurturing environments• Family tools—making the most of playtimehttp://csefel.vanderbilt.edu/resources/family.html

• Teacher toolso Classroom ruleso Circle time tips

http://www.challengingbehavior.org/do/resources/teaching_tools/ttyc_toc.htm

Social Skills Curricular Materials

Targeted social emotional supports• Scripted stories for social situations• Feelings charts• Emotions faces• Solutions kit• Problem-solving steps• Turtle techniquehttp://csefel.vanderbilt.edu/resources/strategies.html• Family tools--Teaching your child about feelingshttp://csefel.vanderbilt.edu/resources/family.html

Social Skills Curricular Materials

Targeted social emotional supports• Buddy system tips—friendship building toolshttp://challengingbehavior.org/do/resources/teaching_tools/toc/folder2/2a_buddy.pdf• Visual strategies—making a visual schedule http://challengingbehavior.org/do/resources/teaching_tools/toc/folder5/5b_how_make_vis_sched.pdf• Everyday ideas for increasing children’s opportunities to

practice social skills and emotional competencieshttp://ecmhc.org/ideas/index.html

Social Skills Curricular Materials

Individualized Interventions• Observation cards• Functional assessment interview formhttp://csefel.vanderbilt.edu/resources/strategies.html• Family tools—responding to your child’s bitehttp://csefel.vanderbilt.edu/resources/family.html• Teacher support planning sheethttp://challengingbehavior.org/do/resources/teaching_tools/ttyc_toc.htm• Recognizing and addressing trauma in infants and young

childrenhttp://www.ecmhc.org/tutorials/trauma/index.html

The Importance of Explicit Instruction of Desired Behaviors

Teaching social and emotional skills to young children who are at risk either because of biological and temperament factors or because of family disadvantage and stressful life factors can result in fewer aggressive responses, inclusion with prosocial peer groups, and more academic success. Because development of these social skills is not automatic, particularly for these higher risk children, more explicit and intentional teaching is needed.

Bredekamp & Copple (1997)

What is Explicit Instruction?

• I do it (modeling). • We do it (prompted or guided

practice). • You do it (unprompted practice).

Archer and Hughes ( 2011)

Explicit Instruction

Hall (2002)

Elements of Effective Social Skills Instruction

• Using developmentally appropriate practices• Designing the environment to support

o Developmental levelso Content areaso Teacher-child interactionso Peer interactions

• Identifying evidence-based social-emotional curricular materials• Intentionally infusing social skills instruction across the day• Providing supplemental and intensive supports for those children who need them

TPOTThe Teaching Pyramid Observation Tool for Preschool Classrooms (TPOT) is soon to be published by Brookes Publishing Co. Based on the Teaching Pyramid Model, it was developed and refined through years of research by faculty from the Center for the Social and Emotional Foundations of Early Learning (CSEFEL) and the Technical Assistance Center for Social and Emotional Interventions (TACSEI).

Send request for copy of TPOT research version to [email protected]

TPOT

Examples of “Red Flags” from TPOT • Teacher-directed activities • Teacher talk to children primarily “no,” “stop,” “don’t”• Many children not engaged• Teachers not prepared for activities• Emotions never discussed or children reprimanded for

expressing emotions• Interactions between children during play or activities

rarely encouraged • Teacher only communicates with families when children

have problems

TPOTIntensive Individualized Intervention: A Few Children

Skills/behaviors are unlikely to emerge without intensive instruction or individualized intervention and supports

Targeted Social Skills Instruction: Some ChildrenSkills/behaviors are emerging: with practice and repetition they

will improve in independence or fluency

Universal Strategies: All ChildrenSkills/behaviors that can be addressed

through development, play, maturation, and exposure/experience

How Did You Do?

• Teachers identify ways to have conversations with children who are non-verbal, language-delayed, or have English as a second language. (ALL- Relationships)

• Teachers provide support and special preparation for children who might need additional learning opportunities, adapted materials and activities, peer support, or more support to follow the routine, etc. (ALL -Environment)

• Teachers use assessment to guide decisions about frequency, intensity, and impact of targeted instruction. (SOME – Targeted Social Skills Instruction)

• Teachers partner with the family and other team members to participate in the development of a positive behavior support plan by providing functional assessment data to team members. (FEW – Intensive Individualized Intervention)

TPOT Universal Practices• Nurturing and Responsive Relationships

o Supporting children’s playo Responding to child conversationso Supporting communication of children with

special needso Providing positive feedback and encouragement of

appropriate behavioro Building relationships with children

Hemmeter, Fox, & Snyder (2008, Revised 2009)

TPOT Universal Practices, continued• High Quality Supportive Environments

o Adequate Materialso Defined play centerso Balanced schedule (large and small group)o Structured transitionso Individualized instructions for children who need

supporto Small number of rules taught and promotedo Activities designed to engage childreno Clear directions

TPOT Targeted Practices• Targeted Social Emotional Supports

o Teach children to identify and express emotionso Teach and support self-regulationo Teach and support strategies for handling anger

and disappointmento Teach and support social problem solvingo Teach and support cooperative respondingo Teach and support friendship skillso Teach and support collaboration with peers

TPOT Targeted Practices

• Targeted Social Emotional Supports o Explicit instructiono Increased opportunities for instruction, practice,

feedbacko Family partnershipso Progress monitoring and data-based decision-

making

TPOT Intervention Practices• Individualized Intensive Interventions

o Convene team to develop interventionso Collect data to determine nature of problem behavioro Develop individualized behavior support strategieso Implement behavior support plan with consistencyo Conduct ongoing monitoring of child progresso Revise plan as neededo Partner with families and colleagues in plan

implementation

You Want to Be More Intentional About Teaching Social-Emotional Skills.

What’s Next?

Planning and Implementation Tools Promoting:High Quality EnvironmentsResponsive CaregivingSocial Emotional Teaching StrategiesIndividualized Interventions

http://www.challengingbehavior.org/communities/trainers_main.html

http://earlyliteracylearning.org/TACSEI_CELL/START_HERE.html

Based on What You’ve Heard Today

We hope you feel more confident in knowing:What social-emotional skills to teachHow to teach themHow to meet the social-emotional needs of individual children (all, some, and few)

Based on What You’ve Heard Today…What Do You Want to Know More About?

Developing nurturing and responsive relationships with all children?

Creating classroom environments that support the active engagement of all children?

Teaching social emotional skills intentionally to all children?Targeting social emotional strategies for individual children

who are at risk of challenging behavior?Developing individualized behavior support plans for

children who need them?

Questions?

KSDE TASN http://www.ksdetasn.org

Phoebe [email protected] [email protected]

Don’t Forget to Complete the Electronic Sign-In and Webinar Evaluation

Send and email message to Karen Lawson – [email protected] the following information for each participant:

o Nameo Positiono Email addresso USD Number

Electronic Evaluations – Your feedback is important to us!• Session 1 Evaluation (11:30 a.m.) Survey:

http://ddesurvey.com/tarequest/WorkshopSurvey.aspx?ID=1293 • Session 2 Evaluation (4:00 p.m.) Survey: http

://ddesurvey.com/tarequest/WorkshopSurvey.aspx?ID=1294

Primary References• Archer, A., & Hughes, C. (2011). Explicit instruction: Effective and efficient teaching. New

York, NY: Guilford Press.• Dunlap, G., Strain, P. S., Fox, L., Carta, J., Conroy, M., Smith, B., et al. (2006). Prevention and

intervention with young children’s challenging behavior: A summary of current knowledge. Behavioral Disorders, 32, 29-45. http://www.challengingbehavior.org/do/resources/documents/prevention_dunlap_11.06.pdf

• Epstein, A. (2007). The intentional teacher: Choosing the best strategies for young children’s learning. Washington, DC: NAEYC.

• Grisham-Brown, J. (2012) Using assessments for the purpose of program planning. Wichita, KS: KITS Summer Institute.

• Hall, T. (2002). Explicit instruction: Effective classroom practices report. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved from http://aim.cast.org/learn/historyarchive/backgroundpapers/explicit_instruction

• Hemmeter, M.L., Ostrosky, M.M., and Corso, R.M. (2012). Preventing and addressing challenging behavior: Common questions and practical strategies. Young Exceptional Children, 15:2, pp. 32-46.

• Herner, T. (1998). NASDE Counterpoint, p. 2.

Primary References• KSDE (August, 2012). Structuring Module 2 Behavior Kansas MTSS, pp. 1-6. • Raver, C. (2002). Emotions matter: Making the case for the role of young children’s emotional

development for early school readiness. Social Policy Report of the Society for Research in Child Development, 16 (3), 1-20.

• TACSEI-CELL (2012). Implementing Effective Practices to Support Young Children’s Social Emotional, Language, and Early Literacy: A Collaboration between TACSEI and CELL. University of South Florida: Technical Assistance Center on Social Emotional Intervention for Young Children, and Orlena Hawks Puckett Institute: Center for Early Literacy Learning. Retrieved from http://earlyliteracylearning.org/TACSEI_CELL/START_HERE.html

• U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2013, February). Early Childhood Interventions for Children with Disabilities intervention report: Social skills training. Retrieved from http://shatworks.ed.gov

• Webster-Stratton, & Reid (2004). Infants and Young Children, 17:2, pp. 96-113.

Thanks to the CSEFEL, TACSEI , and ECO Centers for many of the child photos used in this presentation.

Additional Resources• Center for Early Childhood Mental Health Consultants, Toolkits

http://www.ecmhc.org/toolkits.html• CSEFEL Inventory of Practices for Promoting Children’s Social Emotional

Competence http://www.challengingbehavior.org/communities/coaches_docs/inventory_of_practices.pdf

• CSEFEL/TACSEI Routine Based Support Guideshttp://www.challengingbehavior.org/communities/teachers.htm

• TACSEI Recommended Practice Handoutshttp://www.challengingbehavior.org/do/resources/tacsei_resources_all.htm

• TACSEI Roadmaps to Effective Intervention Practices (2009)o Evidence Based Social Emotional Curricula and Intervention Packages for

Children 0-5 Years and Their Families o Promoting Social Behavior of Young Children in Group Settings: A Summary of

Researcho Screening for Social Emotional Concerns: Considerations in the Selection of

InstrumentsRetrieved from http://www.challengingbehavior.org/do/resources/roadmap.html

Some Kansas Organizations Supporting Social-Emotional

Development in Young Children• Child and Youth Training and Technical Assistance Project (CYTTAP)

[email protected] • Kansas Association for Infant and Early Childhood Mental Health (KAIMH)

[email protected]• Kansas Child Care Training Opportunities (KCCTO) www.kccto.org• Kansas Early Childhood Mental Health Advisory Council [email protected]• Kansas Pyramid Collaborative [email protected]• Kansas MTSS www.kansasmtss.org• TASN Autism and Tertiary Behavior Supports Project www.ksdetasn.org or

www.kansasasd.com• TASN KITS Project www.ksdetasn.org or www.kskits.org

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