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What it Takes! Implementing and
Sustaining a Program-Wide Model to Promote Young
Children’s Social Development and Address
Challenging Behavior
What it Takes! Implementing and
Sustaining a Program-Wide Model to Promote Young
Children’s Social Development and Address
Challenging Behavior
Conference CallConference Call
Introduction to program-wide adoption of the pyramid
Conceptual model
Critical elements
SEK-CAP discussion – Linda Broyles
Resources for adoption, implementation, and scale-up
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
IndividualizedSystems for Students with
High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
POSITIVE BEHAVIORSUPPORT
Center for Positive Behavior Interventions and Supports (2002)
Evidence Re: SW-PBSEvidence Re: SW-PBS
Decreases in Office Discipline Referrals6000 schools nation-wide
First year decrease averages 33-66%
Improvements in school culture
School-wide academic improvementswww.pbis.org
• Range of service delivery systems• Training and expertise of teachers• Program philosophy, curriculum practices• Age and developmental level of children• Many early childhood programs do not have expertise in behavior support or resources to access this expertise
• Lack of policies and procedures in place related to behavior support and guidance
• Lack of systematic measure of effects
Issues to Consider when Implementing Program Wide in ECE Settings
5
The Teaching Pyramid: Promoting Social and Emotional
Competence and Addressing Challenging Behavior
The Teaching Pyramid: Promoting Social and Emotional
Competence and Addressing Challenging Behavior
High Quality Supportive Environments
Nurturing and Responsive Caregiving Nurturing and Responsive Caregiving RelationshipsRelationships
Targeted Social Emotional Supports
Intensive Intensive InterventionsInterventions
Universal Promotion
Prevention
Treatment/Focused Intervention
The Teaching Pyramid: Program-Wide PBS
The Teaching Pyramid: Program-Wide PBS
Program-Wide Commitment
Teacher Training and Technical
Assistance
Data-Based Decision Making
Well-Defined Procedures
Administrative Support
Partnerships with Families
High Quality Supportive Environments
Nurturing and Responsive Caregiving Nurturing and Responsive Caregiving RelationshipsRelationships
Targeted Social Emotional Supports
Intensive Intensive InterventionsInterventions
Program Wide ModelsProgram Wide Models
Kansas; SEK-CAP Head Start Florida; Child Care, Head Start, ECSE Iowa; Head Start, ECSE, Child Care Colorado; ECSE, Child Care, Head Start Illinois; Child Care, ECSE & Public School Pre-K West Virginia; ECSE, Child Care Tennessee; ECSE
Critical Elements: Leadership TeamCritical Elements: Leadership Team
Establish a TeamBroad representation
Administrative support
Regular meetings
Implementation plan (use critical elements)
Review and revise plan at-least annually
Critical Elements: Staff Buy-In
Critical Elements: Staff Buy-In
Staff Buy-InStaff poll establishes buy-in
Leadership team maintains buy-in by inviting input and feedback
Critical Elements: Expectations
Critical Elements: Expectations
Teaching and Acknowledging the Expectations
Strategies developed for embedded instruction
Variety of teaching strategies
Strategies for acknowledging use of expectations
Critical Elements: Family InvolvementCritical Elements:
Family Involvement
Family InvolvementInput at the beginning
Multiple mechanisms for sharing the initiative
Multiple mechanisms for home implementation
Family partnerships in developing and implementing individualized support
Critical Elements: Teaching PyramidCritical Elements: Teaching Pyramid
Classrooms are implementing the Teaching Pyramid
Positive relationships
Supportive environments
Teaching social emotional skills
Initiate the development of individualized supports for children with persistent challenging behavior
Critical Elements:Professional Development and Staff
Support
Critical Elements:Professional Development and Staff
Support
Staff Support PlanOngoing technical assistance
Behavior support facilitators are trained
Needs assessment for pyramid implementation
Individualized professional development plans
Group and individualized training strategies
Incentives and acknowledgment
Critical Elements:Responding to Challenging Behavior
Critical Elements:Responding to Challenging Behavior
Responding to problem behaviorDevelopmentally appropriate, classroom
strategies
Crisis responses
Problem solving and support
Team assessment-based process for tertiary level
Partnerships with families
Critical Elements: Monitoring Implementation & Outcomes
Critical Elements: Monitoring Implementation & Outcomes
Monitoring implementation and outcomesMeasurement of Implementation
Measure outcomes
Data collected and summarized
Data shared with staff and families
Data used for ongoing monitoring and problem solving
Plan is updated, revised based on data
What it Takes!What it Takes! Implementing Implementing and Sustaining a Program-Wide and Sustaining a Program-Wide
Model to Promote Young Model to Promote Young Children’s Social Development Children’s Social Development
and Address Challenging and Address Challenging BehaviorBehavior
Linda Broyles, Deputy Linda Broyles, Deputy DirectorDirector
Southeast Kansas Community Action Program (SEK-CAP) Southeast Kansas Community Action Program (SEK-CAP) Head StartHead Start
The SEK-CAP storyThe SEK-CAP story Desire to adopt the modelDesire to adopt the model
ProcessProcess
OutcomesOutcomes
Administrative actions to sustainAdministrative actions to sustain
Desire to adopt the modelDesire to adopt the model
Even with training in behavior management Even with training in behavior management techniques, Head Start staff reported:techniques, Head Start staff reported:
Leaving work in tearsLeaving work in tears Unable to deal with all childrenUnable to deal with all children High levels of stress, burnout, fatigue and High levels of stress, burnout, fatigue and
turnoverturnover Unable to teach because they were always Unable to teach because they were always
dealing with challenging behaviorsdealing with challenging behaviors Looking to outside “experts” to solve the Looking to outside “experts” to solve the
problems in the classroomproblems in the classroom Lack of joy for the jobLack of joy for the job
Desire to adopt the modelDesire to adopt the model
Our experience indicates that:Our experience indicates that: Workshops don’t work Workshops don’t work Reactive strategies don’t workReactive strategies don’t work A system is really necessary to have a A system is really necessary to have a
consistent response to challenging consistent response to challenging behaviorbehavior
The teaching pyramid model offers an The teaching pyramid model offers an approach to promote social competence approach to promote social competence and address challenging behaviorand address challenging behavior
ProcessProcessThis systems level approach requiresThis systems level approach requires
Administrative commitment and Administrative commitment and leadershipleadership
Resource deployment and budgetingResource deployment and budgeting Staff development and staff support Staff development and staff support
plansplans Shared decision making and Shared decision making and
collaboration with staff, families & collaboration with staff, families & community partnerscommunity partners
AccountabilityAccountability
Administrative Commitment Administrative Commitment and Leadershipand Leadership
Develop a staff support model for Develop a staff support model for addressing challenging behavioraddressing challenging behavior
Develop a core team – The original SEK-Develop a core team – The original SEK-CAP core team was comprised of CAP core team was comprised of administrative and management staffadministrative and management staff
Build internal expertise as a safeguard Build internal expertise as a safeguard and additional support prior to the and additional support prior to the implementation of the program-wide implementation of the program-wide approachapproach
Resource deployment and Resource deployment and budgetingbudgeting
Know what you don’t know!Know what you don’t know! Obtain the services of an expert who Obtain the services of an expert who
does knowdoes know Plan for costs associated with the Plan for costs associated with the
development of the modeldevelopment of the model Learn how people react and adapt to Learn how people react and adapt to
change and have strategies in place change and have strategies in place to help them make a successful to help them make a successful transition to a new culturetransition to a new culture
Staff development and support Staff development and support planplan
Ongoing technical assistance from behavior Ongoing technical assistance from behavior consultantconsultant
Core team trained in basics of the Teaching Core team trained in basics of the Teaching Pyramid model before school year beginsPyramid model before school year begins
Entire early childhood team receive training Entire early childhood team receive training in the modelin the model
Self assessment results in site specific Self assessment results in site specific implementation plans developed by the implementation plans developed by the direct service team & their direct supervisordirect service team & their direct supervisor
Staff development and support plan Staff development and support plan continuedcontinued
Monthly meetings of core team & Monthly meetings of core team & consultant used for sharing consultant used for sharing information, data analysis, planning information, data analysis, planning and further development of the modeland further development of the model
Quarterly brainstorming sessions with Quarterly brainstorming sessions with field staff, the core team and the field staff, the core team and the behavior consultant to discuss lessons behavior consultant to discuss lessons learned, share successes, review learned, share successes, review strategies & set goals strategies & set goals
Staff development and support Staff development and support plan continuedplan continued
Individualized professional Individualized professional development plans for each member of development plans for each member of the teamthe team
Group and individualized training Group and individualized training opportunities based on identified needopportunities based on identified need
Incentives and acknowledgementIncentives and acknowledgement
Shared decision making & collaboration with Shared decision making & collaboration with staff, families and community partnersstaff, families and community partners
Build staff buy-in and commitment to Build staff buy-in and commitment to changechange
Articulate expectations of the model Articulate expectations of the model so that everyone clearly hears and so that everyone clearly hears and understands the goals understands the goals
Openly discuss and provide Openly discuss and provide opportunities for input into the opportunities for input into the development of the modeldevelopment of the model
Identify potential barriers to successIdentify potential barriers to success
Shared decision making & collaboration with Shared decision making & collaboration with staff, families and community partnersstaff, families and community partners
Involve families as partners as you are Involve families as partners as you are developing the relationshipdeveloping the relationship
Give community partners a voiceGive community partners a voice
Provide feedbackProvide feedback
How did we do this? How did we do this? Accountability!Accountability!
Self assessment and ongoing Self assessment and ongoing observation used to make immediate observation used to make immediate correctionscorrections
Data collection needs established in Data collection needs established in the beginningthe beginning
Baseline data accumulated, compiled & Baseline data accumulated, compiled & analyzed by consultantanalyzed by consultant
Accountability continuedAccountability continued
Data collection tools established to Data collection tools established to provide feedback from a variety of provide feedback from a variety of sources (many CSEFEL tools used)sources (many CSEFEL tools used)
Data is reported, analyzed and used for Data is reported, analyzed and used for planning and continuous quality planning and continuous quality improvementimprovement
Ongoing monitoring and evaluationOngoing monitoring and evaluation
OutcomesOutcomes
Staff view themselves as having the skills Staff view themselves as having the skills to better support children in the to better support children in the classroom. They feel confident and classroom. They feel confident and competent.competent.
Staff report having time to actually teach!Staff report having time to actually teach! Staff look to each other as sources of Staff look to each other as sources of
additional information and supportadditional information and support Staff can demonstrate the fundamental Staff can demonstrate the fundamental
elements of the Teaching Pyramid model in elements of the Teaching Pyramid model in their classroomstheir classrooms
Teamwork has been strengthenedTeamwork has been strengthened
Outcomes continued:Outcomes continued:
Staff now understand that there is not a Staff now understand that there is not a “bad child”…there is only inappropriate “bad child”…there is only inappropriate behaviorbehavior
A culture of friendship and support is A culture of friendship and support is created throughout the programcreated throughout the program
We have become intentional and We have become intentional and purposeful in our interactions with children purposeful in our interactions with children in order to build on their strengthsin order to build on their strengths
We look at ways children are alike instead We look at ways children are alike instead of how they are differentof how they are different
Children are able to self- regulateChildren are able to self- regulate
Outcomes continued:Outcomes continued:
The Teaching Pyramid model The Teaching Pyramid model works for all childrenworks for all children
Internal expertise has increased. Internal expertise has increased. Staff have asked for fewer Staff have asked for fewer suggestions from outside experts suggestions from outside experts on dealing with challenging on dealing with challenging behaviorbehavior
Time out has been eliminatedTime out has been eliminated
Outcomes continued:Outcomes continued:
The number of children receiving The number of children receiving individual counseling from individual counseling from psychologists has decreasedpsychologists has decreased
The number of children identified The number of children identified as having challenging behavior as having challenging behavior and referral for mental health and referral for mental health services has decreasedservices has decreased
Outcomes continuedOutcomes continued::
Resources have been reallocated to Resources have been reallocated to prevention instead of interventionprevention instead of intervention
In management and direct service staff In management and direct service staff debriefings at the end of the last two debriefings at the end of the last two years, challenging behavior was not years, challenging behavior was not mentioned one time as a barrier to mentioned one time as a barrier to teaching. They now have the skills and teaching. They now have the skills and support they need to figure it out! Staff support they need to figure it out! Staff satisfaction has increasedsatisfaction has increased
Staff turnover has decreasedStaff turnover has decreased We have hope!We have hope!
Administrative Actions to Administrative Actions to Sustain the Effort Over TimeSustain the Effort Over Time Provide leadership and visionProvide leadership and vision
You do not have power until you give it You do not have power until you give it awayaway
Promote cooperative visioning and goal Promote cooperative visioning and goal settingsetting
Appeal to shared aspirationsAppeal to shared aspirations Comply with requirementsComply with requirements Ensure child well- being and progressEnsure child well- being and progress
Administrative Actions to Sustain Administrative Actions to Sustain the Effort Over Time Continued:the Effort Over Time Continued:
Provide effective policies and resources. Provide effective policies and resources. Embed the model throughout every aspect Embed the model throughout every aspect of programmingof programming
Ensure staff competenceEnsure staff competence Support professional developmentSupport professional development Support the transfer of learningSupport the transfer of learning Provide opportunities for coaching/mentoringProvide opportunities for coaching/mentoring Evaluate and acknowledge efforts of staff Evaluate and acknowledge efforts of staff Engage in collaborative leadership and Engage in collaborative leadership and
planning planning
Administrative Actions to Sustain Administrative Actions to Sustain the Effort Over Time Continued:the Effort Over Time Continued:
Employ “substitutes” who are trained in Employ “substitutes” who are trained in the model as additional supportthe model as additional support
Support continuing educationSupport continuing education Maintain contact with consultantsMaintain contact with consultants Listen to staff concerns and respondListen to staff concerns and respond Provide feedback on data to improve Provide feedback on data to improve
performance and celebrate growthperformance and celebrate growth Maintain a level of enthusiasm, passion, Maintain a level of enthusiasm, passion,
and excitement for the work that is and excitement for the work that is contagious. Live that passion.contagious. Live that passion.
Impact of PBSImpact of PBS
Our staff say:Our staff say:“…“…it has changed my actual teaching style.”it has changed my actual teaching style.”
““The stress level is reduced. I feel more confident to The stress level is reduced. I feel more confident to try new things.”try new things.”
““By having the program, it’s helping daily. More By having the program, it’s helping daily. More children are more successful.”children are more successful.”
““And it helps keep our turnover down. People stay.”And it helps keep our turnover down. People stay.”
““I think overall the environment has shifted.”I think overall the environment has shifted.”
ResourcesResourcesPyramid Training and Program-
Wide Implementation
National Centers - Resources
National Centers - Resources
Center on the Social and Emotional Center on the Social and Emotional Foundations for Early LearningFoundations for Early Learning
www.vanderbilt.edu/csefel
Technical Assistance Center on Social Technical Assistance Center on Social Emotional Intervention (TACSEI)Emotional Intervention (TACSEI)
www.tacsei.org
CSEFEL ResourcesCSEFEL Resources
CSEFEL - What Works BriefsCSEFEL - What Works Briefs
Training MaterialsTraining Materials
3rd Edition of Training Modules Focused on 2 – 5 year olds
Expanded activities, scripts, handouts
More case examples
New videoclips with guidance for presenters
More diverse examples
- Available in English & Spanish
Pyramid Model Overview DVD Pyramid Model Overview DVD
• “Promoting Social Emotional Competence”
• 22 min. video● Overview of Framework● English and Spanish open captioning
Teaching Social Emotional Skills
Teaching Social Emotional Skills
28 minute video
Illustrates application of practices in 3 classrooms
CSEFEL New Materials – Coming in 2008
CSEFEL New Materials – Coming in 2008
Research SynthesesInfant mental healthScreening and assessmentImplementing and sustaining practices
New What Works BriefsWhat Works Briefs Training KitsExpanded Training Modules (birth – 2)Decision-making GuidelinesTools for Families
Technical Assistance Center on Social Emotional Intervention
Technical Assistance Center on Social Emotional Intervention
Provide a unified message and approach to the field
Work in collaboration with existing organizations and technical assistance providers
Develop and evaluate models of effective practice
Support states to sustain scaled-up implementation of evidence-based models and evidence-based practices
TACSEI/CEBP ResourcesTACSEI/CEBP Resources
TACSEI Recommended Practices
TACSEI Recommended Practices
TACSEI Family MaterialsTACSEI Family Materials
www.challengingbehavior.org
www.challengingbehavior.org
Powerpoints to download
Policy Summit presentations
Individualized Positive Behavior Support – applications for young children
Teaching Tools materials
Providing Evidence-Based Models
Providing Evidence-Based Models
Years One and Two (2008 – 2009)Guide the implementation and evaluation of the Pyramid Model
within a variety of programs that serve children (0-5) with or at risk for delays or disabilities
Conduct an analysis of the factors that facilitate fidelity of implementation and sustainability
Develop model implementation guidance that includes professional development activities, methods for assessing implementation fidelity, evaluation activities, and elements needed to promote sustainability. Years Three to Five (2010 – 2012)
Support states in the implementation, sustainability, and scale-up of models with a focus on the development of an infrastructure for ongoing professional development and support
Products – Coming in 2008Products – Coming in 2008
Description of Pyramid model and its application for children served by IDEA in multiple formats
Pyramid model within a RTI framework
Syntheses of knowledge related to:Evidence-based and developmentally appropriate intervention methods and
curricula for promoting social development and addressing challenging behavior;
Delivery of interventions in inclusive settings and natural environments; Delivery of family-centered services to promote the social-emotional
development of children in the Part C system; Assessment instruments and methods for monitoring growth and progress;
andTA strategies that lead to utilization, sustainability of change, and outcomes.
www.addressingchallengingbehavior.org
April 2-5, 2008Sheraton Sand Key Resort, Clearwater Beach, Florida
HURRY! Space is Limited
This is not your typical conference! Come to Florida for intensive workshops where you can expect practical strategies for supporting a positive approach to social emotional development. Get real solutions to behavior challenges in early childhood settings!
Sponsored by:Center for Evidence Based Practice: Young Children with Challenging Behavior (CEBP) and Center for Social Emotional Foundations in Early Learning (CSEFEL)
In partnership with: DEC, NHSA, NAEYC, NACCRRA, NABE and NASMHPD
This presentation first appeared as part of a conference call series coordinated by The National Early Childhood TA Center (NECTAC) in
collaboration with: OSEP Preschool LRE Community of Practice, Mountain Plains Regional Resource Center, The National
Professional Development Center on Inclusion, and The Technical Assistance Center on Social Emotional Intervention for Young
Children. For more information, visit: http://www.nectac.org/~calls/2008/sec619/sec619.asp
