building strong universal foundations in program- wide
4/8/2016
BUILDING STRONG UNIVERSAL FOUNDATIONS IN PROGRAMWIDE SETTINGS PLANNING FOR AND IMPLEMENTING PW- PBIS AT THE UNIVERSAL LEVEL
PRESENTED BY: BRENDA PERDUE-BOYD JENIFFER POTTER
SOBERING FACTS
1
4/8/2016
SOBERING FACTS • AN ESTIMATED 9 TO 13% OF AMERICAN CHILDREN AND ADOLESCENTS BETWEEN THE AGES OF 9 TO 17 HAVE SERIOUS DIAGNOSABLE EMOTIONAL OR BEHAVIORAL HEALTH DISORDERS RESULTING IN SUBSTANTIAL TO EXTREME IMPAIRMENT.
(FRIEDMAN, 2002)
SOBERING FACTS
• IT BEGINS EARLY…
2
4/8/2016
SOBERING FACTS • AN ESTIMATED 10-15% OF 1- AND 2-YEAR-OLD CHILDREN EXPERIENCE SIGNIFICANT SOCIALEMOTIONAL PROBLEMS.
(BRIGGS-GOWAN, CARTER, SKUBAN & M. HORWITZ, 2001; ROBERTS, ATTKISSON & ROSENBLATT, 1998)
SOBERING FACTS • MORE THAN HALF OF STUDENTS WITH SED DROP OUT OF GRADES 9-12 , THE HIGHEST RATE FOR ALL DISABILITY CATEGORIES.
(U.S. DEPARTMENT OF EDUCATION, 2002)
3
4/8/2016
SOBERING FACTS • CAMPBELL (1995) ESTIMATED THAT APPROXIMATELY 10-15% OF ALL TYPICALLY DEVELOPING PRESCHOOL CHILDREN HAVE CHRONIC MILD TO MODERATE LEVELS OF BEHAVIOR PROBLEMS.
(ALSO SEE FEIL ET AL., 2005)
SOBERING FACTS • CHILDREN WHO ARE IDENTIFIED AS “HARD TO MANAGE” AT AGES 3 AND 4 HAVE A HIGH PROBABILITY (50:50) OF CONTINUING TO HAVE DIFFICULTIES INTO ADOLESCENCE.
(CAMPBELL & EWING, 1990; EGELAND ET AL., 1990; FISCHER, ROLF, HASAZI, & CUMMINGS, 1984)
4
4/8/2016
SOBERING FACTS • WHEN AGGRESSIVE AND ANTISOCIAL BEHAVIOR HAS PERSISTED TO AGE 9, FURTHER INTERVENTION HAS A POOR CHANCE OF SUCCESS.
(COLE AND DODGE, 1998)
SOBERING FACTS • PRESCHOOL CHILDREN ARE THREE TIMES MORE LIKELY TO BE “EXPELLED” THAN CHILDREN IN K-12.
(GILLIAM, 2005)
5
4/8/2016
SOBERING FACTS • YOUNG CHILDREN WITH CHALLENGING BEHAVIOR: • ARE REJECTED BY PEERS • RECEIVE LESS POSITIVE FEEDBACK • DO WORSE IN SCHOOL • ARE LESS LIKELY TO BE SUCCESSFUL IN KINDERGARTEN (DUNLAP ET AL., 2006; STRAIN AND TIMM, 2001; WEBSTER-STRATTON & TAYLOR, 2001)
WHAT IS PBIS?
• PBIS IS AN ACRONYM FOR POSITIVE BEHAVIOR INTERVENTION AND SUPPORT.
• PBIS IS A FRAMEWORK FOR PROVIDING A BROAD RANGE OF SYSTEMIC AND INDIVIDUALIZED STRATEGIES FOR ACHIEVING IMPORTANT SCHOOL READINESS AND BEHAVIOR OUTCOMES WHILE PREVENTING PROBLEM BEHAVIOR.
6
4/8/2016
WHAT IS PBIS?
• PBIS GIVES A FRAMEWORK TO CREATE A POSITIVE SOCIAL CULTURE IN WHICH POSITIVE BEHAVIORS ARE EXPLICITLY TAUGHT AND REINFORCED. ALL STAFF RESPOND TO PROBLEM BEHAVIORS IN A CONSISTENT WAY.
WHAT IS PBIS?
• POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS ELIMINATES BARRIERS TO LEARNING, CREATES AND MAINTAINS A SAFE AND EFFECTIVE LEARNING ENVIRONMENT IN SCHOOLS/PROGRAMS, AND ENSURES THAT ALL CHILDREN HAVE THE SOCIAL AND EMOTIONAL SKILLS NEEDED TO SUCCEED IN SCHOOL AND BEYOND.
7
4/8/2016
TRADITIONAL RTI MODEL
Tertiary Level: Implement Functional Behavior Assessment/Individualized Behavior Support Plan
Upper Targeted Level: Initiate Informal Functional Behavior Assessment Process
Lower Targeted Level: Teacher Support Plan:
Universal Level: Program-Wide Expectations, Social Stories, Individual and Group Visuals, Teacher’s Toolkit, What Works Briefs
8
4/8/2016
WHAT DOES PBIS LOOK LIKE AT THE UNIVERSAL LEVEL??
UNIVERSAL LEVEL Teaching Pyramid
9
4/8/2016
WHAT DOES PBIS LOOK LIKE? • PBIS LOOKS LIKE THIS…
WHAT DOES PBIS LOOK LIKE?
• AND THIS…
10
4/8/2016
WHAT DOES PBIS LOOK LIKE?
• AND EVEN THIS!
WHAT DOES PBIS LOOK LIKE? PROGRAM-WIDE EXPECTATIONS 3-5 EXPECTATIONS SIMPLY STATED EASILY DEFINED, TAUGHT, AND UNDERSTOOD REINFORCEMENT SYSTEM IN PLACE TO RECOGNIZE CHILDREN FOLLOWING THE EXPECTATIONS
LIMITS, RULES, AND EXPECTATIONS FOR VARIOUS STRUCTURES AND LOCATIONS OF THE DAY ALIGNED WITH THE PW EXPECTATIONS
11
4/8/2016
WHAT DOES PBIS LOOK LIKE?
WHAT DOES PBIS LOOK LIKE?
12
4/8/2016
WHAT DOES PBIS LOOK LIKE?
WHAT DOES PBIS LOOK LIKE?
13
4/8/2016
WHAT DOES PBIS LOOK LIKE? • REINFORCEMENT!
BUCKET FILLING!
WHAT DOES PBIS LOOK LIKE? • VISUAL SCHEDULES • VISUAL PICTURE SCHEDULE IN USE FOR CHILDREN • AT LEAST ONE AT EYE LEVEL FOR CHILDREN • REFERRED TO THROUGHOUT DAY • SYSTEM IN PLACE TO INDICATE WHAT DAILY STRUCTURES HAVE BEEN COMPLETED AND WHAT ACTIVITY/STRUCTURE THE CHILDREN ARE CURRENTLY ENGAGING IN
14
4/8/2016
WHAT DOES PBIS LOOK LIKE? • VISUAL SUPPORTS TO INDICATE THE ROUTINES WITHIN DAILY ROUTINES • MEALTIMES • WHOLE GROUP TIMES • SELF-CARE ROUTINES • HANDWASHING • TOOTH BRUSHING
WHAT DOES PBIS LOOK LIKE?
15
4/8/2016
WHAT DOES PBIS LOOK LIKE?
WHAT DOES PBIS LOOK LIKE? TRANSITIONS CLEAR AND CONCISE INCLUDE A WARNING PRIOR TO THE TRANSITION INCLUDE A PRE-CORRECTION OF EXPECTED BEHAVIOR CHILDREN CAN ANSWER THE FOLLOWING QUESTIONS WHAT AM I SUPPOSED TO BE DOING? HOW DO I KNOW I AM MAKING PROGRESS? HOW DO I KNOW I AM DONE? WHAT SHOULD I DO NEXT?
16
4/8/2016
WHAT DOES PBIS LOOK LIKE?
VIDEO CLIP: TRANSITIONS • HTTPS://WWW.YOUTUBE.COM/CHANNEL/UCEP9RSMD25ZKNRW-PFP-XSW
17
4/8/2016
VIDEO CLIP: TRANSITIONS • HTTPS://WWW.YOUTUBE.COM/CHANNEL/UCEP9RSMD25ZKNRW-PFP-XSW
WHAT DOES PBIS LOOK LIKE? QUIET AREA OF THE CLASSROOM PLACE FOR CHILDREN TO UNWIND AND EXPLORE THEIR EMOTIONS SMALL AND COZY SOFT MATERIALS EMOTIONAL LITERACY AVAILABLE ALL CHILDREN WELCOME! (NOT A “TIME OUT” AREA)
18
4/8/2016
WHAT DOES PBIS LOOK LIKE?
WHAT DOES PBIS LOOK LIKE?
19
4/8/2016
WHAT DOES PBIS LOOK LIKE? OPPORTUNITIES AND MATERIALS RELATED TO PROBLEM-SOLVING SOLUTION KIT PICTURE CARDS WITH POSSIBLE SOLUTIONS ILLUSTRATED
SOLUTION CARDS LITERACY STRATEGIES FOR UNDERSTANDING AND MANAGING EMOTIONS
WHAT DOES PBIS LOOK LIKE
20
4/8/2016
WHAT DOES PBIS LOOK LIKE
WHAT DOES PBIS LOOK LIKE?
21
4/8/2016
WHAT DOES PBIS LOOK LIKE? PLANNED AND EXPLICITLY TAUGHT SOCIAL-EMOTIONAL LESSONS FOCUSED ON: FRIENDSHIP SKILLS PROBLEM-SOLVING PROGRAM-WIDE EXPECTATIONS EMOTIONS
VIDEO CLIP: EMOTIONS TRANSITION • HTTPS://WWW.YOUTUBE.COM/CHANNEL/UCEP9RSMD25ZKNRW-PFP-XSW
22
4/8/2016
JP1
WHAT DOES PBIS LOOK LIKE? Social Stories
WHAT DOES PBIS LOOK LIKE? • WELL-DEFINED UNIVERSAL EXPECTATIONS FOR ALL CLASSROOMS • KEEPS EVERYONE “ON THE SAME PAGE”. • ALLOWS FOR COACHING CONSISTENCY • CLEAR EXPECTATIONS FOR ALL STAFF
23
Slide 45 JP1
Jeniffer Potter, 5/16/2014
4/8/2016
24
4/8/2016
SO WHAT’S THE MESSAGE? THE HIGHER FIDELITY WE HAVE TO UNIVERSAL LEVEL PRACTICES, THE LESS THE NUMBER OF CHILDREN NEEDING TARGETED AND TERTIARY LEVELS OF SUPPORT IN THE PYRAMID
25
4/8/2016
LANCASTER HEAD START 2015-16 RTI STATISTICS (AS OF 2ND QUARTER)
TERTIARY LEVEL
BUILDING STRONG UNIVERSAL FOUNDATIONS IN PROGRAMWIDE SETTINGS PLANNING FOR AND IMPLEMENTING PW- PBIS AT THE UNIVERSAL LEVEL
PRESENTED BY: BRENDA PERDUE-BOYD JENIFFER POTTER
SOBERING FACTS
1
4/8/2016
SOBERING FACTS • AN ESTIMATED 9 TO 13% OF AMERICAN CHILDREN AND ADOLESCENTS BETWEEN THE AGES OF 9 TO 17 HAVE SERIOUS DIAGNOSABLE EMOTIONAL OR BEHAVIORAL HEALTH DISORDERS RESULTING IN SUBSTANTIAL TO EXTREME IMPAIRMENT.
(FRIEDMAN, 2002)
SOBERING FACTS
• IT BEGINS EARLY…
2
4/8/2016
SOBERING FACTS • AN ESTIMATED 10-15% OF 1- AND 2-YEAR-OLD CHILDREN EXPERIENCE SIGNIFICANT SOCIALEMOTIONAL PROBLEMS.
(BRIGGS-GOWAN, CARTER, SKUBAN & M. HORWITZ, 2001; ROBERTS, ATTKISSON & ROSENBLATT, 1998)
SOBERING FACTS • MORE THAN HALF OF STUDENTS WITH SED DROP OUT OF GRADES 9-12 , THE HIGHEST RATE FOR ALL DISABILITY CATEGORIES.
(U.S. DEPARTMENT OF EDUCATION, 2002)
3
4/8/2016
SOBERING FACTS • CAMPBELL (1995) ESTIMATED THAT APPROXIMATELY 10-15% OF ALL TYPICALLY DEVELOPING PRESCHOOL CHILDREN HAVE CHRONIC MILD TO MODERATE LEVELS OF BEHAVIOR PROBLEMS.
(ALSO SEE FEIL ET AL., 2005)
SOBERING FACTS • CHILDREN WHO ARE IDENTIFIED AS “HARD TO MANAGE” AT AGES 3 AND 4 HAVE A HIGH PROBABILITY (50:50) OF CONTINUING TO HAVE DIFFICULTIES INTO ADOLESCENCE.
(CAMPBELL & EWING, 1990; EGELAND ET AL., 1990; FISCHER, ROLF, HASAZI, & CUMMINGS, 1984)
4
4/8/2016
SOBERING FACTS • WHEN AGGRESSIVE AND ANTISOCIAL BEHAVIOR HAS PERSISTED TO AGE 9, FURTHER INTERVENTION HAS A POOR CHANCE OF SUCCESS.
(COLE AND DODGE, 1998)
SOBERING FACTS • PRESCHOOL CHILDREN ARE THREE TIMES MORE LIKELY TO BE “EXPELLED” THAN CHILDREN IN K-12.
(GILLIAM, 2005)
5
4/8/2016
SOBERING FACTS • YOUNG CHILDREN WITH CHALLENGING BEHAVIOR: • ARE REJECTED BY PEERS • RECEIVE LESS POSITIVE FEEDBACK • DO WORSE IN SCHOOL • ARE LESS LIKELY TO BE SUCCESSFUL IN KINDERGARTEN (DUNLAP ET AL., 2006; STRAIN AND TIMM, 2001; WEBSTER-STRATTON & TAYLOR, 2001)
WHAT IS PBIS?
• PBIS IS AN ACRONYM FOR POSITIVE BEHAVIOR INTERVENTION AND SUPPORT.
• PBIS IS A FRAMEWORK FOR PROVIDING A BROAD RANGE OF SYSTEMIC AND INDIVIDUALIZED STRATEGIES FOR ACHIEVING IMPORTANT SCHOOL READINESS AND BEHAVIOR OUTCOMES WHILE PREVENTING PROBLEM BEHAVIOR.
6
4/8/2016
WHAT IS PBIS?
• PBIS GIVES A FRAMEWORK TO CREATE A POSITIVE SOCIAL CULTURE IN WHICH POSITIVE BEHAVIORS ARE EXPLICITLY TAUGHT AND REINFORCED. ALL STAFF RESPOND TO PROBLEM BEHAVIORS IN A CONSISTENT WAY.
WHAT IS PBIS?
• POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS ELIMINATES BARRIERS TO LEARNING, CREATES AND MAINTAINS A SAFE AND EFFECTIVE LEARNING ENVIRONMENT IN SCHOOLS/PROGRAMS, AND ENSURES THAT ALL CHILDREN HAVE THE SOCIAL AND EMOTIONAL SKILLS NEEDED TO SUCCEED IN SCHOOL AND BEYOND.
7
4/8/2016
TRADITIONAL RTI MODEL
Tertiary Level: Implement Functional Behavior Assessment/Individualized Behavior Support Plan
Upper Targeted Level: Initiate Informal Functional Behavior Assessment Process
Lower Targeted Level: Teacher Support Plan:
Universal Level: Program-Wide Expectations, Social Stories, Individual and Group Visuals, Teacher’s Toolkit, What Works Briefs
8
4/8/2016
WHAT DOES PBIS LOOK LIKE AT THE UNIVERSAL LEVEL??
UNIVERSAL LEVEL Teaching Pyramid
9
4/8/2016
WHAT DOES PBIS LOOK LIKE? • PBIS LOOKS LIKE THIS…
WHAT DOES PBIS LOOK LIKE?
• AND THIS…
10
4/8/2016
WHAT DOES PBIS LOOK LIKE?
• AND EVEN THIS!
WHAT DOES PBIS LOOK LIKE? PROGRAM-WIDE EXPECTATIONS 3-5 EXPECTATIONS SIMPLY STATED EASILY DEFINED, TAUGHT, AND UNDERSTOOD REINFORCEMENT SYSTEM IN PLACE TO RECOGNIZE CHILDREN FOLLOWING THE EXPECTATIONS
LIMITS, RULES, AND EXPECTATIONS FOR VARIOUS STRUCTURES AND LOCATIONS OF THE DAY ALIGNED WITH THE PW EXPECTATIONS
11
4/8/2016
WHAT DOES PBIS LOOK LIKE?
WHAT DOES PBIS LOOK LIKE?
12
4/8/2016
WHAT DOES PBIS LOOK LIKE?
WHAT DOES PBIS LOOK LIKE?
13
4/8/2016
WHAT DOES PBIS LOOK LIKE? • REINFORCEMENT!
BUCKET FILLING!
WHAT DOES PBIS LOOK LIKE? • VISUAL SCHEDULES • VISUAL PICTURE SCHEDULE IN USE FOR CHILDREN • AT LEAST ONE AT EYE LEVEL FOR CHILDREN • REFERRED TO THROUGHOUT DAY • SYSTEM IN PLACE TO INDICATE WHAT DAILY STRUCTURES HAVE BEEN COMPLETED AND WHAT ACTIVITY/STRUCTURE THE CHILDREN ARE CURRENTLY ENGAGING IN
14
4/8/2016
WHAT DOES PBIS LOOK LIKE? • VISUAL SUPPORTS TO INDICATE THE ROUTINES WITHIN DAILY ROUTINES • MEALTIMES • WHOLE GROUP TIMES • SELF-CARE ROUTINES • HANDWASHING • TOOTH BRUSHING
WHAT DOES PBIS LOOK LIKE?
15
4/8/2016
WHAT DOES PBIS LOOK LIKE?
WHAT DOES PBIS LOOK LIKE? TRANSITIONS CLEAR AND CONCISE INCLUDE A WARNING PRIOR TO THE TRANSITION INCLUDE A PRE-CORRECTION OF EXPECTED BEHAVIOR CHILDREN CAN ANSWER THE FOLLOWING QUESTIONS WHAT AM I SUPPOSED TO BE DOING? HOW DO I KNOW I AM MAKING PROGRESS? HOW DO I KNOW I AM DONE? WHAT SHOULD I DO NEXT?
16
4/8/2016
WHAT DOES PBIS LOOK LIKE?
VIDEO CLIP: TRANSITIONS • HTTPS://WWW.YOUTUBE.COM/CHANNEL/UCEP9RSMD25ZKNRW-PFP-XSW
17
4/8/2016
VIDEO CLIP: TRANSITIONS • HTTPS://WWW.YOUTUBE.COM/CHANNEL/UCEP9RSMD25ZKNRW-PFP-XSW
WHAT DOES PBIS LOOK LIKE? QUIET AREA OF THE CLASSROOM PLACE FOR CHILDREN TO UNWIND AND EXPLORE THEIR EMOTIONS SMALL AND COZY SOFT MATERIALS EMOTIONAL LITERACY AVAILABLE ALL CHILDREN WELCOME! (NOT A “TIME OUT” AREA)
18
4/8/2016
WHAT DOES PBIS LOOK LIKE?
WHAT DOES PBIS LOOK LIKE?
19
4/8/2016
WHAT DOES PBIS LOOK LIKE? OPPORTUNITIES AND MATERIALS RELATED TO PROBLEM-SOLVING SOLUTION KIT PICTURE CARDS WITH POSSIBLE SOLUTIONS ILLUSTRATED
SOLUTION CARDS LITERACY STRATEGIES FOR UNDERSTANDING AND MANAGING EMOTIONS
WHAT DOES PBIS LOOK LIKE
20
4/8/2016
WHAT DOES PBIS LOOK LIKE
WHAT DOES PBIS LOOK LIKE?
21
4/8/2016
WHAT DOES PBIS LOOK LIKE? PLANNED AND EXPLICITLY TAUGHT SOCIAL-EMOTIONAL LESSONS FOCUSED ON: FRIENDSHIP SKILLS PROBLEM-SOLVING PROGRAM-WIDE EXPECTATIONS EMOTIONS
VIDEO CLIP: EMOTIONS TRANSITION • HTTPS://WWW.YOUTUBE.COM/CHANNEL/UCEP9RSMD25ZKNRW-PFP-XSW
22
4/8/2016
JP1
WHAT DOES PBIS LOOK LIKE? Social Stories
WHAT DOES PBIS LOOK LIKE? • WELL-DEFINED UNIVERSAL EXPECTATIONS FOR ALL CLASSROOMS • KEEPS EVERYONE “ON THE SAME PAGE”. • ALLOWS FOR COACHING CONSISTENCY • CLEAR EXPECTATIONS FOR ALL STAFF
23
Slide 45 JP1
Jeniffer Potter, 5/16/2014
4/8/2016
24
4/8/2016
SO WHAT’S THE MESSAGE? THE HIGHER FIDELITY WE HAVE TO UNIVERSAL LEVEL PRACTICES, THE LESS THE NUMBER OF CHILDREN NEEDING TARGETED AND TERTIARY LEVELS OF SUPPORT IN THE PYRAMID
25
4/8/2016
LANCASTER HEAD START 2015-16 RTI STATISTICS (AS OF 2ND QUARTER)
TERTIARY LEVEL
