1 / 39

Response to Intervention and Positive Supports in Preschools

Learn about effective interventions, assessments, and resources for promoting language, cognitive, and social growth in preschool children. Explore strategies for parent involvement and teacher support.

lwall
Download Presentation

Response to Intervention and Positive Supports in Preschools

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. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Carrying Out Response to Intervention and Positive Supports in Head Start and Other PreschoolsInterventions, Assessments, Resources Dave Barnett, Ph D Molly Halpin, Ed.S Julia Degreg, M Ed. Stacy Ling, M Ed Elizabeth Rausch, M Ed University of Cincinnati

  2. Before Preschool Hart & Risley cumulative language experience Molly

  3. Hart & RisleyMeaningful Differences in Language Cognitive skills Social growth Vocabulary use Oral Language and Problem Solving • Parent elaborates on child initiatives • Parent responses prompt child responses • Example: • “Do you want to play with your toys or your chalk?” • Parent feedback is corrective/critical • Parent does not prompt child speech • Examples: • “Shut up” • “You are going to hafta play by yourself. I am trying to make lunch.” Versus Molly

  4. RtI& Decisions Intensive Intervention Decision rules Strategic/Targeted Intervention Decision rules Prevention & Universal Intensity of Intervention Julia

  5. It’s About… • Evidence-based Practice • Teaming • Collaboration • Problem Solving • Child Supports • Teacher Supports • Parent Involvement • Finding What Works Julia

  6. Overview: Language & literacy, social & emotional ‘interventions’ are about learning opportunities and practice • RTI/PBS Model • Putting Procedures Together • Prevention • Remediate deficient environments • Instructional approaches inappropriate behavior • Tier 1 • Tier 1+2 • Tier 1+2+3 ACADEMIC SYSTEM BEHAVIOR SYSTEM Julia

  7. Why Positive Behavior Supports? • At least 50% of children who display problem behavior in preschool maintain such behavior patterns into elementary school. • Children who have problem behavior in kindergarten and first grade face multiple challenges in school • Peer rejection • Negative interactions with teachers • Lack of support for developing appropriate behavior patterns. (Stormont, Smith, & Lewis, 2007) Stacy

  8. Universal PBS Class-Wide From Benedict et al., 2007 • Positively stated rules poster • Posted classroom schedule • Expectations for each routine • Transition signal • Warning prior to transitions • Pre-correction • Acknowledgement (other than praise) • Positive to negative ratio (4:1) of communications • Specific verbal praise Stacy

  9. PBS Demo • Pre- Correction • Positive Scanning • Moving • Slowly, Steadily, Unpredictable pattern • Stopping to look at work, answer questions • Scanning: Sweeping and spot checks • Looking • Glancing while stopped • Positive attention (TM+/TM-) • Following up • Language practice opportunities • “Watching Good Behavior Grow” Julia

  10. Keystone Behavior Dave

  11. WHAT TO BUILD ON Dave/Molly/Julia

  12. Tier 1 Assessment • Evidence-based Curriculum, materials, activities, & routines • Classroom Assessment Scoring System (CLASS) & Instructional and Caring Contacts (ICC) • Peer, agency, national norms • Engagement, rates of disruption, discipline incidents Julia

  13. ICC (Instructional & Caring Contacts)(A. Nichols) • Instructional: direct and incidental learning • Caring: Managerial practices & positive attention (TM+ & TM-) • Child Engagement (stand-in for productive/positive practice) Dave

  14. ICC & demo Molly

  15. Graph thanks to Jacqueline GajusEd.S

  16. Graph thanks to Jacqueline GajusEd.S

  17. Tier 1 Intervention • Activity & curriculum development & adherence or verification • PBS: Prevention & instruction • Instructional support for teachers • Home: family literacy & parenting • ‘Low intensity’ individualized (differentiated, more productive practice) Bethany

  18. Examples of Tier 1Classroom Supports Activity schedule Circle time & direct instructional support Response cards Milieu language techniques/Incidental Teaching • PBS-class wide supports • ICC + specific code; Curriculum Based Measures • Interactive reading with “how to” scripts Bethany/Stacy

  19. Tier 1 Interventions Where & When? Throughout the Day • Increasing learning and practice opportunities • Circle time & CBM • Choral responding • Response cards • Transitions • High interest activities (rotated) • Family Literacy Night • Class-wide systems Stacy

  20. Classroom Jobs Stacy

  21. Watch Good Behavior Grow Stacy

  22. Intervention Scripts Natural language & context Date & check-off Planned activity step-by-step guide Intervention adherence Self-regulated Date: _________ Watching Good Behavior GROW Circle Time: Game Review __ 1. Remind the children they can earn cotton balls by displaying appropriate social skills (refer to specific skill lessons covered). For example, “remember that you can earn a cotton ball for using nice talk with your friends.” __ 2. Remind the children what they will earn when the picture is filled with cotton balls. For example, “remember that when you fill the snow man up with cotton balls you will earn 5 minutes of extra recess!” Throughout the day: Individual Recognition __ 3. At least 3 times during the day, give cotton balls to children who display appropriate social skills with their peers __ 4. As you give them the cotton ball to place on the picture, tell the child specifically how they earned it. For example, “I like how Bobby used nice words to ask his friend to share the toy. Bobby earns a cotton ball because he used his nice words.” % Steps completed: ____ Julia

  23. Tier 2 Assessment • Keep peer & other norms • Sample small group performance • Activities & routines for embedded interventions? • Data-based program: skill? practice? contingencies? • Measure intervention adherence (small group or embedded) Dave

  24. Tier 2 Intervention Embedded interventions: increasing learning opportunities through discrete trial learning and incidental teaching Small group interventions: increasing learning opportunities through small group practice (e.g., choral responding for rule learning; added fluency practice) Add 15-25 minutes or by practice opportunities Julia

  25. Examples Tier 2 Interventions • Opportunities to practice • Fishing Activity • Story Dice • And many others… • Rotating activities Molly/Julia

  26. Tier 3 Assessment (Intensive & Individualized) • More Individualized Practice • Functional & Intervention-based Assessment • Functional record review • Problem solving interviews • Teacher’s observations & curriculum-based measures • Direct-observation by outside consultant • Parent Observation & Daily Reports • Brief intervention trials • Function-based interventions Molly

  27. Tier 3 Supports & Interventions (Intensified & Individualized) • ‘Can’t do? Won’t do?’ • Adding instruction (Add 15-30 min) • Adding positives • PBS Crisis plan • Setting events Dave

  28. Tier 3 Intervention Examples • Adding instruction • Social stories/scripts • Activity Schedule • Choice making • Peer and buddy systems (Play, Stay, Talk) • Functional communication training • Non-contingent reinforcement (fixed time schedules) • Contingent and differential reinforcement (i.e., DRO) • High probability (Hi-p) request sequences • Entry routines Bethany

  29. Tier 3: Daily Report Card Breakfast Calendar Centers Bethany Lunch

  30. Tier 3 Activity Schedule Pictures that engage child in sequence of activities Independence Social interaction Choice Specific practice Rewards (Tiers 1, 2,& 3) Bethany

  31. Tier 3 Social Story/Script My name is ______.There are lots of fun things to do at preschool. Sometimes I want to ride a bike,or to be first in line. Sometimes I want the first turn,and sometimes my friends do too.So sometimes I’ll have to wait. Waiting my turn shows friends I care and that I know how to share. Sometimes I feel mad inside. It’s okay to feel that way but… It’s not okay to hurt my teachers and friends. It will make them sad Instead I can make good choices.I can use my words to tell teachers what is wrong.I can go sit in a quiet spot to give my body time to be calm.I can take big breaths to help me relax.I can count to 10 and start to have a happy day all over again. So next time I feel mad, I know what to do.Every day can be a happy day for me and for you. Story thanks to Maria Hollingsworth M.Ed Bethany

  32. Preschool Case Study Graph thanks to Jacqueline GajusEd.S Bethany

  33. Example of a Consequence Hierarchy (Ladder) • Across tiers • Entry routines • Activity building & Activity schedules • Adding positives • Positive scanning • Choices • High p requests • Timed positives • Incidental teaching (“ask for toy”) • Mild consequence • ‘Sit & watch’ Dave

  34. Getting Started • RtI: find something that works • PBS comprehensive, instruction for all children & added supports as needed • Tiers 1, 2 & 3 • See web sites, handout for books, journal articles Julia

  35. Resources (see articles & books School Psychology Institute web) RtiNetwork.org PBIS.org Challengingbehavior.org Interventioncentral.org ies.ed.gov(What Works Clearinghouse) Center for response to intervention in early childhood www.crtiec.org/aboutcrtiec/preschoolrti.shtml GGG.umn.edu Incredibleyears.com Familyeducation.com Enchantedlearning.com www.florida-rti.org/

  36. Any Questions?

  37. Thank You • David.Barnett@uc.edu • Halpinmk@gmail.com • Degregja@mail.uc.edu • Lingsm@mail.uc.edu • Rauschea@mail.uc.edu

More Related