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Pre-K Developmental Support (PDS) And RECAP

Pre-K Developmental Support (PDS) And RECAP.

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Pre-K Developmental Support (PDS) And RECAP

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  1. Pre-K Developmental Support (PDS) And RECAP

  2. What is PDS?A set of lessons, materials and a multidisciplinary support team (PDST) that offers evidence based, developmentally appropriate techniques to our teachers and staff in order to support healthy social and emotional development in preschoolers.PDS emphasizes RECAP which is the social skills curriculum developed by Vanderbilt University that is used in all CMS Pre-K Classrooms.

  3. Why PDS? • Children who are identified as hard to manage at ages 3 and 4 have a high probability of continuing to have difficulties into adolescence. • When aggressive and antisocial behavior has persisted to age 9, further intervention has a poor chance of success. • Effective Collaboration with Families of Young Children with Challenging Behavior (Timm & Strain, April, 2008)

  4. The PDS Mission To promote a healthy learning environment by teaching students to engage in the learning process through appropriate social interactions.

  5. Behavior Pyramid Model Assessment based intervention that results in individualized behavior support plans www.vanderbilt.edu/csefel

  6. Behavior Pyramid Model Assessment based intervention that results in individualized behavior support plans www.vanderbilt.edu/csefel

  7. Effective Workforce • Social worker or psychologist will provide ongoing support, professional development, modeling, etc. • The following materials are provided: • PDS Notebook: Beginning of year lesson plans, visual cues, rules and expectations, and the positive reinforcement system information and materials (Suns) • RECAP Curriculum: Lesson plans, lesson books, and supplemental lessons

  8. Behavior Pyramid Model Assessment based intervention that results in individualized behavior support plans www.vanderbilt.edu/csefel

  9. Nurturing Relationships… • with families (Home Visits and Family Connection Calendar) • with students • between the teacher and assistant • with administration • with your support staff

  10. Building Supportive Environments • Create an environment where EVERY child feels good about coming to school • Design an environment that promotes child engagement • Have a structure to your classroom (post and follow the schedule, plan and prepare lessons/materials ahead of time, notify children of changes in schedule, etc.) • Have clear expectations • Focus on teaching children what To Do! • Intentionally teach children expectations and routines • Have visual reminders of expectations around the classroom • Focus on and reward positive behaviors • Respectfully model discipline situations • Post Classroom Rules & Expectations at Child’s eye level

  11. Behavior Rule Cards • . I will listen and follow directions. • . I will keep my hands and feet to myself. • . I will take care of classroom materials. • . I will use kind words and a quiet voice.

  12. Behavior Pyramid Model Assessment based intervention that results in individualized behavior support plans www.vanderbilt.edu/csefel

  13. “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? …punish? Why can’t we finish the last sentence as automatically as we do the others?” Tom Herner (NASDE President ) Counterpoint 1998, p.2)

  14. Targeted Social and Emotional Supports • Focus on the Positive! • Create clear, reasonable, and developmentally appropriate expectations • Be consistent and follow through • Administer consequences in an unemotional, matter-of-fact manner; and focus on the behavior

  15. Targeted Social and Emotional Supports(con’t.) • Our feelings affect our behavior • Behavior is a choice • Bothchildren and adults are responsible for their own behavior

  16. RECAP

  17. PURPOSE of RECAP • Teach children appropriate social skills • Teach children how to behave appropriately at school. • Give teachers a tool for teaching social skills and behavior management.

  18. LessonsOther Components Friendly Skills Self-Esteem Feelings Communication Relaxation Positive Attention Problem-solving Logical Consequences The RECAP Curriculum

  19. RECAP Lessons • Regularly scheduled lessons, alternating with Let’s Find Out About It and Let’s Talk About It in the OWL Curriculum. • Prefer lessons to be conducted in the morning so skills can be reinforced throughout the day. • The Beginning of the Year Lessons in the PDS Notebook are focused on proactively teaching routines and procedures in the classroom. During these first weeks of school RECAP is taught daily until the OWL Curriculum begins.

  20. FRIENDLY SKILLS VS. UNFRIENDLY SKILLS

  21. Feelings

  22. Relaxation

  23. Relaxation Creates a More Productive Classroom • Suppresses out of control behavior • Decreases hyperactivity and anxiety • Enhances awareness of feelings • Improves concentration and ability to think clearly • Increases attention span • Improves listening

  24. Stop, Think, and Go • Stop and calm down. • Think about what the problem is and what FRIENDLY SKILL you can use to solve it. • Go and try your solution.

  25. Behavior Management

  26. Why Do Children Behave Inappropriately ? • Attention • Low self-esteem • Lack of skill • Unable to express feelings appropriately • Learned negative coping skill • Physical, emotional or environmental problems (tired, hungry, anxious, abuse, domestic violence, divorce, homelessness, etc.) • Developmental Delay • Avoidance

  27. Tips for Focusing on the Positive • Use specific behavior praise to recognize and reinforce appropriate behavior. (intangible reinforcement) • Use a tangible reinforcer to recognize and reinforce appropriate behavior. • Remain consistent • Give positive attention as soon as a positive behavior is observed • Give positive attention as often as possible when the behavior occurs

  28. Specific Praise Happy Talk, Keep Talking Happy Talk! • [Student name,] thank you for raising your hand. • You’re doing such a great job of listening to [student name]. You’re making eye contact and smiling. • Look at you helping [student name] clean up—what a friend! • Nice job of saying “Thank You.” • Wow, what a caring attitude! • [Student name,] everyone appreciates the way you’re keeping your hands and feet to yourself! • Bravo for walking in a straight line. • Nice work holding that door open for [student or adult name]. • [Student name] is doing an outstanding job of working quietly. • [Student name] you’re doing such a great job of staying in your seat while we are eating, thank you! • [Student name,] thank you for remembering to walk.

  29. SUNS • Suns are used to acknowledge and reinforce Friendly Skills (pro-social behaviors) in the classroom. • Copy suns on yellow construction paper and laminate. • Both the Teacher and Assistant should be handing out Suns and providing verbal praise to children every day. • Familiarize yourselves with the procedures for the giving and receiving of suns in your classroom. • Communicate with parents and students the procedures for receiving suns.

  30. Sitting quietly in the classroom Walking quietly in line Raising a hand instead of speaking out Exhibiting appropriate bathroom behavior Using FRIENDLY SKILLS while in centers Participating in classroom activities Maintaining a positive attitude Helping a peer or teacher without being asked Suns Can Be Given for Appropriate Classroom Tasks Such As: • Putting away materials correctly • Staying on task • Sharing with another student • Using friendly words like “please” and “thank you” • Helping a friend who is hurt • Identifying a feeling and responding appropriately • Not responding to aggressive behavior by another student • Following directions

  31. Sun Reinforcement System • PDST SUN AGREEMENTS • 1. Suns are used every day. • 2. Every child should receive at least ONE sun a day. • Suns are used with verbal praise to immediately • reinforce specific positive behavior. • Suns are expected to be a visible part of the • classroom. • Suns may be used to ‘over recognize’ positive • behaviors in order to extinguish inappropriate • behaviors. • Suns are never taken away or threatened to be • taken away. • Negative systems/punishments (clouds, sad faces, • etc.) are not a part of the SUN system and should • never be used.

  32. ONCE A SUN IS GIVEN, IT IS NOT TAKEN AWAY!!!! You should have a structure for negative consequences in place, separate from the suns. Once you take a sun away it becomes a negative symbol and starts to lose some of its effectiveness. IF A CHILD ASKS FOR A SUN, PRAISE THE POSITIVIE BEHAVIOR BUT DO NOT GIVE THEM A SUN. A behavior is more likely to become generalized if the child performs it in the natural environment, not simply for a reinforcer.

  33. Pre-K Positive Reinforcement System (Suns) • Procedures for Implementation • Cycle I: Bringing “Sunshine” into our Class” • Introductory lesson: Staggered Entry Lesson 1 • August 31-January 13 • Teacher gives specific verbal praise and hands student the ‘sun’ • “Suns” are awarded to students as pro-social behaviors are exhibited • “Suns” are accumulated and displayed • Each child receives at least one ‘sun’ a day • Once 5 suns are accumulated, students are reinforced immediately with a trip to the ‘treasure chest’

  34. Procedures for ImplementationCycle II: • Cycle II: • RECAP Lesson: Introducing Sun Cycle II • January 13 through the end of the year • “Suns” are awarded to students as pro-social behaviors are exhibited • “Suns” are accumulated and displayed • Once 5 suns are accumulated, students are reinforced immediately with “You Really Shine” certificate and the student adds 5 objects (lemon heads, marbles, glass beads, etc.) to the class ‘Sunshine’ container. • Class reinforcer is awarded when the jar is full

  35. Procedures for Implementation:Cycle III: • Cycle III: • RECAP Lesson: Introducing Sun Cycle III • April 13 through the end of the year • Continue with Cycle II procedures as well • Students give ‘suns’ to their peers to take home to show their families

  36. Consequence/Discipline Ideas • Redirection (verbal, physical, attention getting) • Reminders (verbal, physical) • Warnings • Think Time • Set Limits – give child a choice to change behavior or to choose an alternate activity • Logical Consequences

  37. Logical Consequences: Target the Behavior, Not the Child !!! • The behavior is what needs to change, not the child. • It is easier to change behaviors than to change a person. • Focusing on specific behaviors decreases the likelihood that the child will take it personally. • Focusing on solutions instead of punishment.

  38. Model RECAP Principles • Use RECAP language RECAP uses the term Friendly Skills • Interact with students in a positive way Use positive & affirmative language • Focus on and reward positive behaviors Use the power of praise (ex/ suns) • Respectfully model discipline situations Monitor tone of voice, language, and body language • Be fair and consistent Use discipline plan across the board • Apply RECAP to classroom problem situations Use skills & tools consistently

  39. Behavior Pyramid Model Assessment based intervention that results in individualized behavior support plans www.vanderbilt.edu/csefel

  40. Questions ??

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