Identifying Form and Function Professional Development Module for PBIS Early Learning

1. Identifying Form and Function Professional Development Module for PBIS Early Learning Social Emotional Classroom Practices Georgia RESAs Designed for Pre-K through Grade 3 Educators

2. Start with the HeartGet Georgia Reading Campaign In May 2014, The David, Helen, and Marian Woodward Fund-Atlanta awarded $1.6 million in funding over three years to partners in the Get Georgia Reading Campaign. Metro RESA in partnership with Atlanta Public Schools, DeKalb County School District, and Fulton County Schools utilized the funding to support the development of a prototype for improved learning climates for children, from birth through third grade, as a part of a larger effort to increase reading proficiency by the end of third grade. The Georgia Department of Early Care and Learning (DECAL), the Georgia Department of Education (GaDOE), the Metro Regional Educational Service Agency (Metro RESA), and Georgia Family Connection Partnership, collaborated with clusters of high-need elementary schools and childcare centers as they strengthened the local infrastructure supporting improved learning climates in metro Atlanta. The aligned approach to improving school climate from preschool through elementary school is a critical component of a statewide effort to ensure all of Georgia’s children achieve third grade reading proficiency.

3. Start with the HeartGet Georgia Reading Campaign

4. Knowledge Check-In • Rate Your Knowledge of Today’s Topic • 1 2 3 4 5 • Do you know how to identify the Form and Function of a behavior? • Why do you think children show challenging behaviors?

5. Introduction Activity Taken from Creative Thinking - http://creativethinking.net/door/#sthash.BNsPfYu8.dpbs

6. Introduction Activity “Aoccdrnig to rscheearch at CmabridgeUinvervtisy, it deosn’tmttaer in wahtoredr the litteers in a wrod are, the olnyiprmoetnttihng is taht the frist and lsatltteer be at the rghitpclae. The rset can be a ttoalmses and you can sitllraed it wouthit a porbelm. Tihs is besauaeocne we laren how to raed we bgien to aargnre the lteerts in our mnid to see waht we epxcet to see. The huamnmniddeos not raederveylteter by istlef, but preecsievs the wrod as a wlohe. We do tihsucnsoniuscolywuithottuhoght.“ Taken from Creative Thinking - http://creativethinking.net/are-you-seeing/#sthash.8ZpOjSa2.dpbs

7. Introduction Activity *Taken from Brain Box - http://www.en.brainboxgames.net/illusion.php

8. Introduction Activity There are a dozen eggs in a carton. Twelve people each take a single egg, but there is one egg left in the carton. How? Taken from Udemy Blog - https://blog.udemy.com/lateral-thinking-questions/

9. Exploring Interventions What are they? • An approach for CHANGING behavior • Is based on HUMANISTIC VALUES andRESEARCH • Relies on UNDERSTANDING WHYthe behavior occurs andTEACHINGnew skills to replace behavior Taken from Train Coach Train, Session Ten, Identifying Form and Function of Behavior, Iowa State University and The Center on the Social and Emotional Foundations for Early Learning

10. Exploring Interventions Old Way versus New Way REACTIVE PROACTIVE • GENERAL intervention for ALLbehavior challenges • Focus on behavior REDUCTION • QUICKfix • Intervention matched to PURPOSEof the behavior • Focus on TEACHINGnew skills • LONG-TERM interventions Taken from Train Coach Train, Session Ten, Identifying Form and Function of Behavior, Iowa State University and The Center on the Social and Emotional Foundations for Early Learning

11. Intensive Interventions Who Needs Them? Children who have very PERSISTENTandSEVEREchallenging behavior. These children DO NOT RESPOND to: 1) Typical preventive practices, 2) Child guidance procedures, or 3) Social emotional teaching strategies that normally work with MOSTchildren. Taken from Train Coach Train, Session Ten, Identifying Form and Function of Behavior, Iowa State University and The Center on the Social and Emotional Foundations for Early Learning

12. Challenging Behaviors What do challenging behaviors look like? How do they make you feel? When challenging behavior occurs how do you react?

13. Defining Challenging Behavior What are they? • AnyREPEATED PATTERN of behavior that interferes with learning or activities • Behaviors that are NOT RESPONSIVE to the use of developmentally appropriate guidance procedures Taken from Train Coach Train, Session Ten, Identifying Form and Function of Behavior, Iowa State University and The Center on the Social and Emotional Foundations for Early Learning

14. “ • When children don’t have • language, their behavior • becomes their language.” • JUDGE PEGGY H. WALKER • DOUGLAS COUNTY JUVENILE COURT

15. Understand A Child’s Behavior May Be a Reflection of Something Deeper • and reframe your perception of their actions

16. Common Reasons for • Student Challenging Behavior 1. Student(s)DON’T KNOW expectations 2. Student(s) DON’T KNOW how to exhibit expected behavior 3. Student is UNAWAREhe/she is engaged in misbehavior 4. Misbehavior is PROVIDING STUDENT WITH A DESIRED OUTCOME • Problem behavior becomes a way to have his/her needs met • Problem behavior serves a purpose Taken from Teaching Function of Behavior to All Stagg: A School-wide Intervention, Dr. Chris Borgmeier, Portland State University

17. Form and Function What is the Difference?

18. Form The ACTION communicating the behavior • DISRUPTION=loud talking, yelling, screaming, noise with materials, • horseplay • TANTRUMS= screaming, crying, whining, cussing, loud vocalizations • PHYSICAL AGGRESSION=hitting, punching, hair pulling, scratching, horseplay, roughhousing, throwing objects

19. Function Also Known As Possible Motivation • ESCAPE/AVOID • ATTENTION • TANGIBLE • SENSORY

20. So What Does This Mean? REOCCURING CHALLENGING BEHAVIOR occurs for a reason, and take this into account when determining how to respond to misbehavior AND We can understand how to intervene most effectively with a student by identifying the form (action)and function (purpose) of their behavior Taken from Teaching Function of Behavior to All Stagg: A School-wide Intervention, Dr. Chris Borgmeier, Portland State University

21. Track Behavior to Guide Decision-Making • look for patterns and ways to adjust adult behavior accordingly By tracking behavior, teachers and parents can better identify, prepare, and adapt to situations or environments thattrigger challenging behavior. Sometimes, behaviors are influenced by a “setting event” that occurs beforethe trigger (antecedent). Use minor and major forms totrack data and observe patterns:

22. Engagement Activity

23. Engagement Activity

24. Engagement Activity Let’s Meet Michael Tuesday during small group time, students are working on a counting activity with beads, string and paper. During the activity, the teacher notices Michael beginning to whine so she utilizes proximity control and also redirects him back to the activity. His whining stops briefly but not too long after, he begins to tantrum (kicks the table leg, stomps his feet, screams and cries) and throws his materials on the floor. When Michael does this, the teacher removes him from the activity. Adapted from Conroy, Maureen (2004). Addressing Challenging Behavior in Early Childhood: Strategies for Teachers and Trainers, University of Florida, Center for Evidence-based Practice: Young Children with Challenging Behaviors.

25. Engagement Activity Let’s Meet Michael Adapted from Conroy, Maureen (2004). Addressing Challenging Behavior in Early Childhood: Strategies for Teachers and Trainers, University of Florida, Center for Evidence-based Practice: Young Children with Challenging Behaviors.

26. Engagement Activity Let’s Meet Tiffany Tuesday at 9:40am the teachers instructs all students in the class to move to their reading groups. Tiffany sighs and puts her head on her desk. After a few minutes, the teacher asks Tiffany once again to move to her reading group. Tiffany joins her group and slams her book on the table, while crouching down in her seat. The teacher engages in planned ignoring and compliments a student nearby for actively participating. Tiffany is asked to read. She throws her book on the floor and says no. Teacher removes her from the group. Adapted from Freeman, R. L., Britten, J., McCart, A., Smith, C., Poston, D., Anderson, D., Edmonson, H., Baker, D., Sailor, W., Guess, D., & Reichle, J. (1999). (Module 2) Functional Assessment [Online]. Lawrence, KS: Kansas University Affiliated Program, Center for Research on Learning. Available: uappbs.lsi.ku.edu

27. Engagement Activity Let’s Meet Tiffany Adapted from Freeman, R. L., Britten, J., McCart, A., Smith, C., Poston, D., Anderson, D., Edmonson, H., Baker, D., Sailor, W., Guess, D., & Reichle, J. (1999). (Module 2) Functional Assessment [Online]. Lawrence, KS: Kansas University Affiliated Program, Center for Research on Learning. Available: uappbs.lsi.ku.edu

28. Engagement Activity • Pretend (Michael or Tiffany) is your student. • Use your school’s minor referral form to document the incident you captured on your ABC Chart. • Share and discuss with the group similarities and differences in the forms.

29. Reflection/Application During the Next Month, Use the ABC Chart to Determine Possible Form and Function of Students Exhibiting Challenging Behavior in Class and Be Prepared to Share about its Use at our Next Session Picture Taken from Train Coach Train, Session One, Behavior Expectations and Classroom Rules, Iowa State University

30. Identifying Form and Function Professional Development Module for PBIS Early Learning Social Emotional Pyramid Practices Thank You! Georgia RESAs