Inclusive Placement Opportunities for Preschoolers: A Systems Approach to Preschool Inclusive Practices

1. Inclusive Placement Opportunities for Preschoolers: A Systems Approach to Preschool Inclusive Practices

2. A project of the Virginia Department of Education and the Training and Technical Assistance Centers of Virginia

3. Fostering self-control in young children by using positive behavior supports

4. What kinds of behaviors would we see in classrooms where: • No expectations are posted • Children don’t know how to clean up materials • There are large open spaces

5. Some research findings Children in poverty heard 250,000 words per year 2x as many prohibitive as affirmative statements heard 80 to 90% heard is negative Children in “professional homes” heard 4 million words per year 6 to 9 affirmatives to every prohibitive heard 80 to 90% heard is positive (Hart & Risley, 1995)

6. More findings • If children do not develop appropriate social skills by 3rd grade, they are at much greater risk of dropping out of school, committing crimes and eventually being incarcerated

7. ActivityWhat strategies could change these statistics? • In groups, share strategies that you have used with your students to address challenging behaviors

8. What we know works! • Direct instruction of appropriate behaviors and social skills • Use of behaviorally appropriate role models • Use of concrete visual examples of positive interactions and play • Consistent, frequent reinforcement of pro-social behaviors • Incidental teaching and reinforcement of appropriate behavior • Redirection of anti-social skills (Kayes, 1995)

9. Mind map Positive discipline

10. Gallery walk New idea New idea Positive discipline New idea New idea

11. Children are positively disciplined when: • They are shown positive alternatives rather than just told “no” • They are encouraged to think of alternatives to the misbehavior • Their display of appropriate behavior is recognized and rewarded

12. Children are positively disciplined when • They see how their actions affect others • They are respected • The expectations are fair, simple and consistently enforced

13. Children are inconsistently disciplined when: • Different limits are set on different days by the same person • Different adults set different limits • No limits are set • Limits are able to be changed • Adult expectations are too high or low

14. Positive discipline is used when: • Adults use a plan to: • Respond quickly and calmly, using few words • Reduce the misbehavior • Replace the misbehavior by teaching an alternative, appropriate skill that serves the same purpose as the misbehavior

15. Steps in using positive disciplineStep 1 • Identify what the child does well and likes to do • Complete a reinforcement inventory

16. Step 2 • Identify the behavior(s) of concern • List all behaviors of concern • Identify whether each behavior is inappropriate or challenging

17. Activity • Turn to your neighbor and discuss what you consider inappropriate behaviors and what you consider challenging behaviors that preschool children may display

18. Inappropriate and challenging behaviors • Inappropriate: • Is abusive to materials • Interferes with acceptance by or positive interaction with others • Is not improving or is getting worse • Is mildly harmful to the child or others • Prevents learning from occurring • Challenging: • Involves extreme property damage • Is extremely harmful to the child or others A disability is not the cause of a challenging behavior — there is always a reason

19. Activity • Identify child • Complete steps 1 and 2

20. Step 3 • Identify the possible functions for the behavior(s) • What could be contributing to behaviors? • Gather information about: • Medications • Medical conditions (e.g., asthma or allergies) • Sleeping patterns • Eating patterns • Learning style

21. Gallery walk New idea New idea Positive discipline New idea New idea

22. Children are positively disciplined when: • They are shown positive alternatives rather than just told “no” • They are encouraged to think of alternatives to the misbehavior • Their display of appropriate behavior is recognized and rewarded

23. Children are positively disciplined when • They see how their actions affect others • They are respected • The expectations are fair, simple and consistently enforced

24. Children are inconsistently disciplined when: • Different limits are set on different days by the same person • Different adults set different limits • No limits are set • Limits are able to be changed • Adult expectations are too high or low

25. Positive discipline is used when: • Adults use a plan to: • Respond quickly and calmly, using few words • Reduce the misbehavior • Replace the misbehavior by teaching an alternative, appropriate skill that serves the same purpose as the misbehavior

26. Steps in using positive disciplineStep 1 • Identify what the child does well and likes to do • Complete a reinforcement inventory

27. Step 2 • Identify the behavior(s) of concern • List all behaviors of concern • Identify whether each behavior is inappropriate or challenging

28. Activity • Turn to your neighbor and discuss what you consider inappropriate behaviors and what you consider challenging behaviors that preschool children may display

29. Inappropriate and challenging behaviors • Inappropriate: • Is abusive to materials • Interferes with acceptance by or positive interaction with others • Is not improving or is getting worse • Is mildly harmful to the child or others • Prevents learning from occurring • Challenging: • Involves extreme property damage • Is extremely harmful to the child or others A disability is not the cause of a challenging behavior — there is always a reason

30. Activity • Identify child • Complete steps 1 and 2

31. Step 3 • Identify the possible functions for the behavior(s) • What could be contributing to behaviors? • Gather information about: • Medications • Medical conditions (e.g., asthma or allergies) • Sleeping patterns • Eating patterns • Learning style

32. Activity • Turn to a different partner and discuss what you see as “reasons” young children display the inappropriate or challenging behaviors you listed in a previous activity

33. Pick a student • Use your fostering self-control plan to discuss and identify Step 1 and Step 2

34. Functions of behaviors • To obtain a person, place or thing • To escape a person, place or thing

35. The pay-off:Determine what the child gets out of misbehaving • What one thing could adults do to most likely make the behavior(s) occur? • What kind of response does the child get when he or she misbehaves?

36. Step 4 • Select a preventative/non-directive approach to solve the problem

37. Be preventative • Change the environment to prevent: • Climbing • Running • Overcrowding • Lengthy clean-up times • Accessing “hands-off” materials • Power struggles • Rules from being broken

38. Be preventative • Cue the child using verbal, model, physical, props or other prompts • Ignore the inappropriate behavior • Redirect or distract from potential problems • State the rule before it is broken • Give two appropriate alternative choices before the inappropriate behavior occurs • Comment on good behavior

39. Be non-directive • Identify the problem • Identify the consequences • Ask a “What can you do?” question • Remind children of rules after they are broken • Give two appropriate choices • Provide a quiet space

40. Step 5 • Develop a theory about why the child misbehaves. Ask: • How does the child communicate? • What’s been done in the past in response to the challenging behavior and what was its effect on the behavior?

41. Observe the child and record • When does the problem occur? • Where does the problem occur? • Who is present when the problem occurs? • What happens right before the problem occurs? • What happens after the problem occurs?

43. ActivityVideo clip • Watch video clip of “Dumbo” • Use the ABC chart to determine what is happening

44. Back to your student • Identify the function of each behavior • Select a preventative and a non-directive strategy to use with each behavior

45. Teaching a new behavior • What can the child do or be taught to do that could serve the same function as the challenging behavior? • Alternative behavior must be as efficient and effective as the challenging behavior

46. Taking a closer look… • Changes in children come about only when adults change their own behavior

47. Teaching alternative skills • Is the new skill you are teaching developmentally and individually appropriate? • Reinforce at a high rate when first teaching the new behavior • Natural, social, material and edible

48. Activity Alternative skills • In your groups, determine what you think an alternative skill is for the behavior of concern you identified.

49. Alternative (replacement) skills • Replace inappropriate or challenging behavior • Taught directly to child • Challenging or inappropriate behavior cannot be displayed when alterative skill is being performed • Efficient and effective as inappropriate or challenging behavior

50. Alternative skills for Linda • Teach the use of visual schedules • Teach the use of a break card • Teach the use of props and transitional items • Teach “first” sand table, “then” circle • Teach how to regulate sensory needs