What it Takes! Implementing and Sustaining a Program-Wide Model to Promote Young Children’s Social...
1 / 57

Conference Call - PowerPoint PPT Presentation

  • Uploaded on

What it Takes! Implementing and Sustaining a Program-Wide Model to Promote Young Children’s Social Development and Address Challenging Behavior. Conference Call. Introduction to program-wide adoption of the pyramid Conceptual model Critical elements SEK-CAP discussion – Linda Broyles

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'Conference Call' - ivo

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Conference call

What it Takes! Implementing and Sustaining a Program-Wide Model to Promote Young Children’s Social Development and Address Challenging Behavior

Conference call
Conference Call Model to Promote Young Children’s Social Development and Address Challenging Behavior

  • Introduction to program-wide adoption of the pyramid

    • Conceptual model

    • Critical elements

  • SEK-CAP discussion – Linda Broyles

  • Resources for adoption, implementation, and scale-up

Evidence re sw pbs
Evidence Re: SW-PBS (2002)

  • Decreases in Office Discipline Referrals

    • 6000 schools nation-wide

    • First year decrease averages 33-66%

  • Improvements in school culture

  • School-wide academic improvements

    • www.pbis.org

Conference call

Issues to Consider when Implementing Program Wide in ECE Settings

  • 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


The teaching pyramid promoting social and emotional competence and addressing challenging behavior

Treatment/Focused Intervention Settings

Intensive Interventions

The Teaching Pyramid: Promoting Social and Emotional Competence and Addressing Challenging Behavior

Targeted Social Emotional Supports


High Quality Supportive Environments

Universal Promotion

Nurturing and Responsive Caregiving Relationships

The teaching pyramid program wide pbs

Program-Wide Commitment Settings

Teacher Training and Technical Assistance

Intensive Interventions

Data-Based Decision Making

Well-Defined Procedures

The Teaching Pyramid: Program-Wide PBS

Targeted Social Emotional Supports

High Quality Supportive Environments

Partnerships with Families

Administrative Support

Nurturing and Responsive Caregiving Relationships

Program wide models
Program Wide Models Settings

  • 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 team
Critical Elements: Leadership Team Settings

  • Establish a Team

    • Broad representation

    • Administrative support

    • Regular meetings

    • Implementation plan (use critical elements)

    • Review and revise plan at-least annually

Critical elements staff buy in
Critical Elements: SettingsStaff Buy-In

  • Staff Buy-In

    • Staff poll establishes buy-in

    • Leadership team maintains buy-in by inviting input and feedback

Critical elements expectations
Critical Elements: Expectations Settings

  • Teaching and Acknowledging the Expectations

    • Strategies developed for embedded instruction

    • Variety of teaching strategies

    • Strategies for acknowledging use of expectations

Critical elements family involvement
Critical Elements: SettingsFamily Involvement

  • Family Involvement

    • Input 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 pyramid
Critical Elements: SettingsTeaching 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: SettingsProfessional Development and Staff Support

  • Staff Support Plan

    • Ongoing 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: SettingsResponding to Challenging Behavior

  • Responding to problem behavior

    • Developmentally 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 SettingsImplementation & Outcomes

  • Monitoring implementation and outcomes

    • Measurement 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

Linda broyles deputy director southeast kansas community action program sek cap head start

What it Takes! SettingsImplementing and Sustaining a Program-Wide Model to Promote Young Children’s Social Development and Address Challenging Behavior

Linda Broyles, Deputy Director

Southeast Kansas Community Action Program (SEK-CAP) Head Start

The sek cap story
The SEK-CAP story Settings

  • Desire to adopt the model

  • Process

  • Outcomes

  • Administrative actions to sustain

Desire to adopt the model
Desire to adopt the model Settings

Even with training in behavior management techniques, Head Start staff reported:

  • Leaving work in tears

  • Unable to deal with all children

  • High levels of stress, burnout, fatigue and turnover

  • Unable to teach because they were always dealing with challenging behaviors

  • Looking to outside “experts” to solve the problems in the classroom

  • Lack of joy for the job

Desire to adopt the model1
Desire to adopt the model Settings

Our experience indicates that:

  • Workshops don’t work

  • Reactive strategies don’t work

  • A system is really necessary to have a consistent response to challenging behavior

  • The teaching pyramid model offers an approach to promote social competence and address challenging behavior

Process this systems level approach requires
Process SettingsThis systems level approach requires

  • Administrative commitment and leadership

  • Resource deployment and budgeting

  • Staff development and staff support plans

  • Shared decision making and collaboration with staff, families & community partners

  • Accountability

Administrative commitment and leadership
Administrative Commitment and Leadership Settings

  • Develop a staff support model for addressing challenging behavior

  • Develop a core team – The original SEK-CAP core team was comprised of administrative and management staff

  • Build internal expertise as a safeguard and additional support prior to the implementation of the program-wide approach

Resource deployment and budgeting
Resource deployment and budgeting Settings

  • Know what you don’t know!

  • Obtain the services of an expert who does know

  • Plan for costs associated with the development of the model

  • Learn how people react and adapt to change and have strategies in place to help them make a successful transition to a new culture

Staff development and support plan
Staff development and support plan Settings

  • Ongoing technical assistance from behavior consultant

  • Core team trained in basics of the Teaching Pyramid model before school year begins

  • Entire early childhood team receive training in the model

  • Self assessment results in site specific implementation plans developed by the direct service team & their direct supervisor

Staff development and support plan continued
Staff development and support plan continued Settings

  • Monthly meetings of core team & consultant used for sharing information, data analysis, planning and further development of the model

  • Quarterly brainstorming sessions with field staff, the core team and the behavior consultant to discuss lessons learned, share successes, review strategies & set goals

Staff development and support plan continued1
Staff development and support plan continued Settings

  • Individualized professional development plans for each member of the team

  • Group and individualized training opportunities based on identified need

  • Incentives and acknowledgement

Shared decision making collaboration with staff families and community partners
Shared decision making & collaboration with staff, families and community partners

  • Build staff buy-in and commitment to change

  • Articulate expectations of the model so that everyone clearly hears and understands the goals

  • Openly discuss and provide opportunities for input into the development of the model

  • Identify potential barriers to success

Shared decision making collaboration with staff families and community partners1
Shared decision making & collaboration with staff, families and community partners

  • Involve families as partners as you are developing the relationship

  • Give community partners a voice

  • Provide feedback

How did we do this accountability
How did we do this? Accountability! and community partners

  • Self assessment and ongoing observation used to make immediate corrections

  • Data collection needs established in the beginning

  • Baseline data accumulated, compiled & analyzed by consultant

Accountability continued
Accountability continued and community partners

  • Data collection tools established to provide feedback from a variety of sources (many CSEFEL tools used)

  • Data is reported, analyzed and used for planning and continuous quality improvement

  • Ongoing monitoring and evaluation

Outcomes and community partners

  • Staff view themselves as having the skills to better support children in the classroom. They feel confident and competent.

  • Staff report having time to actually teach!

  • Staff look to each other as sources of additional information and support

  • Staff can demonstrate the fundamental elements of the Teaching Pyramid model in their classrooms

  • Teamwork has been strengthened

Outcomes continued
Outcomes continued: and community partners

  • Staff now understand that there is not a “bad child”…there is only inappropriate behavior

  • A culture of friendship and support is created throughout the program

  • We have become intentional and purposeful in our interactions with children in order to build on their strengths

  • We look at ways children are alike instead of how they are different

  • Children are able to self- regulate

Outcomes continued1
Outcomes continued: and community partners

  • The Teaching Pyramid model works for all children

  • Internal expertise has increased. Staff have asked for fewer suggestions from outside experts on dealing with challenging behavior

  • Time out has been eliminated

Outcomes continued2
Outcomes continued: and community partners

  • The number of children receiving individual counseling from psychologists has decreased

  • The number of children identified as having challenging behavior and referral for mental health services has decreased

Outcomes continued3
Outcomes continued and community partners:

  • Resources have been reallocated to prevention instead of intervention

  • In management and direct service staff debriefings at the end of the last two years, challenging behavior was not mentioned one time as a barrier to teaching. They now have the skills and support they need to figure it out! Staff satisfaction has increased

  • Staff turnover has decreased

  • We have hope!

Administrative actions to sustain the effort over time
Administrative Actions to Sustain the Effort Over Time and community partners

  • Provide leadership and vision

    • You do not have power until you give it away

    • Promote cooperative visioning and goal setting

    • Appeal to shared aspirations

  • Comply with requirements

  • Ensure child well- being and progress

Administrative actions to sustain the effort over time continued
Administrative Actions to Sustain the Effort Over Time Continued:

  • Provide effective policies and resources. Embed the model throughout every aspect of programming

  • Ensure staff competence

    • Support professional development

    • Support the transfer of learning

    • Provide opportunities for coaching/mentoring

    • Evaluate and acknowledge efforts of staff

    • Engage in collaborative leadership and planning

Administrative actions to sustain the effort over time continued1
Administrative Actions to Sustain the Effort Over Time Continued:

  • Employ “substitutes” who are trained in the model as additional support

  • Support continuing education

  • Maintain contact with consultants

  • Listen to staff concerns and respond

  • Provide feedback on data to improve performance and celebrate growth

  • Maintain a level of enthusiasm, passion, and excitement for the work that is contagious. Live that passion.

Impact of pbs
Impact of PBS Continued:

Our staff say:

“…it has changed my actual teaching style.”

“The stress level is reduced. I feel more confident to try new things.”

“By having the program, it’s helping daily. More children are more successful.”

“And it helps keep our turnover down. People stay.”

“I think overall the environment has shifted.”


Resources Continued:

Pyramid Training and Program-Wide Implementation

National centers resources
National Centers - Resources Continued:

  • Center on the Social and Emotional Foundations for Early Learning

    • www.vanderbilt.edu/csefel

  • Technical Assistance Center on Social Emotional Intervention (TACSEI)

    • www.tacsei.org

Csefel resources
CSEFEL Resources Continued:

Training materials
Training Materials Continued:

  • 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

Conference call

“Promoting Social Emotional Competence” Continued:

22 min. video

Overview of Framework

English and Spanish

open captioning

Pyramid Model Overview DVD

Teaching social emotional skills
Teaching Social Emotional Skills Continued:

  • 28 minute video

  • Illustrates application of practices in 3 classrooms

Csefel new materials coming in 2008
CSEFEL New Materials – Coming in 2008 Continued:

  • Research Syntheses

    • Infant mental health

    • Screening and assessment

    • Implementing and sustaining practices

  • New What Works Briefs

  • What Works Briefs Training Kits

  • Expanded Training Modules (birth – 2)

  • Decision-making Guidelines

  • Tools for Families

Technical assistance center on social emotional intervention
Technical Assistance Center on Social Emotional Intervention Continued:

  • 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

Www challengingbehavior org
www.challengingbehavior.org Continued:

  • 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 Continued:

  • 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 2008
Products – Coming in 2008 Continued:

  • 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; and

    • TA strategies that lead to utilization, sustainability of change, and outcomes.

Conference call

This is not your typical conference! Continued:

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!

April 2-5, 2008

Sheraton Sand Key Resort, Clearwater Beach, Florida



Space is Limited

Center for Evidence Based Practice: Young Children with Challenging Behavior (CEBP) and Center for Social Emotional Foundations in Early Learning (CSEFEL)

Sponsored by:

In partnership with:


Contact the center
Contact the Center Continued:

  • Lise Fox – fox@fmhi.usf.edu

  • www.challengingbehavior.org

Conference call

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