YOU Can’t Play! PREVENTING BULLYING IN THE PRESCHOOL SETTING

1. YOU Can’t Play!PREVENTING BULLYING IN THE PRESCHOOL SETTING By Gerry Lopez

2. What is bullying Turn to an elbow partner and come up with a quick definition of what bullying is

3. Arousal Theory of Motivation • The arousal theory of motivation suggests that people take certain actions to either decrease or increase levels of arousal. When arousal levels get too low, for example, a person might watch and exciting movie or go for a jog. When arousal levels get too high, on the other hand, a person would probably look for ways to relax such as meditating or reading a book. According to this theory, we are motivated to maintain an optimal level of arousal, although this level can vary based on the individual or the situation.

4. ZOF or ZOP or ZOA • Zone of Optimum Functioning • Zone of Optimum Performance • Zone of Optimum Arousal

5. Research has determined… • There is a growing concern over the number of young childrenwho exhibit challenging behaviors in early childhoodsettings

6. Barriers to development… • Behaviors such ashitting, biting, tantrums, yelling, noncompliance, or withdrawalare major barriers to young children’s developmentof social competence and effective social networks

7. What is normal… • Challenging behaviors are expected to decreaseduring the preschool years, when language, socialand emotional regulation, and cognitive problem-solvingskills increase

8. The norm… • The percentage of young children who continue toexhibit challenging behaviors into their preschool yearsis estimated at approximately 10%. • This estimate is higher forchildren with risk factors such as living in a low-income family.

9. The consequences… • Long-term negative outcomes of challenging behaviormay include, but are not limited to, academicfailure, social rejection, drug abuse, and commission ofcrimes in adulthood.

10. Where does it start… • Research has indicated that this developmentalpathway toward serious conduct disorders or antisocialbehavior is established in the preschool period

11. But we knew about this… • Since their conceptionin 1986 under P.L. 99-457, federally funded earlyintervention and early childhood special education serviceshave focused on providing comprehensive programsto young children who are at risk for or havedisabilities.

12. But application has been spotty… • However, these services have not alwaysbeen provided to all children who exhibit social and/oremotional/behavioral problems due to idiosyncrasies witheligibility criteria and/or a lack of systematic screeningand assessment methods

13. Individual is addressed… • Interventions are developed in response to one child’sdisruptive behavior without systematically reducing theof risk other children in the classroom developing similar patterns of challenging behavior.

14. We need a systemic application… • This concentration onindividualized interventions for a particular child is importantto remedy severe problem behavior, but it failsto address the needs of all children in the classroom.

15. Three times the rate… • One indicator that early educators do not have the supportthey need to provide proactive behavior interventionsis the recent report that expulsion rates are 3.2times higher for preschool-age children than for schoolagechildren

16. A proven systemic approach… • Positive BehaviorSupportPBSis a system wide model for reducing challenging behaviors.The model includes three levels of prevention andintervention to meet the needs of all children within aschool or program setting

17. The 3 tiered model

18. Primary Prevention • At the primary level of prevention, all children areprovided with: • a safe and predictable environment with afocus on building positive relationships • (e.g., well-defined learningcenters) • organization (e.g., schedule that is regularlyfollowed) • and verbal interactions with children, families and other teachers • Children are exposed to clearly defined behavioral expectations • Use quiet voices inside • use listening ears • Use safe hands) that are explicitly taught during large groupinstruction (e.g., circle time) • “Classroom rules” appear on a poster • Three tofive simple expectations • Use of pictures on rules • Explicit teaching of the expectations with examples and non-examples of rule following • Behaviors, occurs frequently (e.g., every day). • Children also receive feedbackabout their use of socially appropriate behaviors throughoutthe day

19. Secondary Prevention • The secondary level of support involves small-group,targeted interventions for children who exhibit some deficitsin social skills and/or challenging behaviors • In early childhood classrooms, these programs may involve small-group activities using commerciallyavailable curricula, peer or “buddy” programs,or teacher-implemented strategies that are used throughoutthe day (e.g., supporting several children’s use of self-regulationstrategies during transitions

20. Tertiary Prevention • Only at the tertiarylevel of prevention are individualized interventionsprovided for children who do not respond to other preventiveefforts and who continue to exhibit chronicand/or severe challenging behavior. • These interventionsshould be practical, socially and culturally appropriate,and based on functional behavior assessments

21. team, assess, team, assess • Additional key features of PBS include the formationand use of a leadership team to help implement PBSwithin the school or program and data-based proceduresto monitor progress

22. We still need more research… • Although PBS has a strong research base to supportits use within educational and social service environmentsserving children and adolescents who exhibit challengingbehavior, its use in early childhood settings has receivedlimited attention

23. Teachers’ implementation of universal PBS practices. 1. a rules poster with three to five positivelystated classroom rules 2. a posted classroom schedule 3. a classroom matrix of behavioral expectationsfor each classroom routine 4. use of a transition signal 5. use of a warning prior to transitions 6. use of pre-correction 7. use of an acknowledgment system 8. a ratio of four positive statements to onenegative statement 9. use of specific verbal praise

24. 1. Rules poster with three to five positively stated rules Posters may be of any size, as long as they are affixed to a wall no higherstated rules than 4 feet tall and not blocked partially or in full by furniture or othermaterials. Must include at least 3 and no more than 5 positively stated rulesin both picture and written forms.

25. 2. Posted classroom schedule Classroom schedule includes sequenced pictures of classroom routines and isposted at eye level for children. Schedule includes words and/or pictures andis affixed to a wall no higher than 4 feet tall and not blocked partially or infull by furniture or other materials.

26. 3. Classroom matrix of behavioral expectations Classroom matrix includes behavioral expectations for each classroom routine time (e.g., free play, circle time, snack). Matrix can be of any size and locatedon either a wall or in a teacher’s materials (e.g., binder, folder), as long as it iseasily accessed by the lead teacher or other support staff. Each classroomroutine must be depicted on the matrix, as well as each classroom rule. Someexpectations (less than 80%) may repeat across routines (e.g., keep hands to self in circle and free choice).

27. 4. Transition signal Teachers use a system other than or in addition to a verbal direction to signala transition from one activity to another. Signal may be auditory (e.g., ringinga bell, singing a song), physical (e.g., putting hand on head), visual (e.g.,turning off light momentarily), or gestural (e.g., pointing to a picture). Signalmust accompany or be no later than 10 seconds after a verbal direction.

28. 5. Warning prior to transitions Teachers provide a warning before a transition from choice, free play, or outsideplay to another activity. Teachers provide a specific warning indicatingthat the activity will end soon (e.g., “5 more minutes,” “It’s cleanup timesoon”) prior to any child’s transition to the next activity.

29. 6. Pre-correction At least one teacher makes at least one statement about expected behavior toone or more children in the absence of misbehavior. For example, a teacherstates, “Remember to use your walking feet” before the hall, where running is common but has yet to occur.

30. 7. Acknowledgment system At least one teacher makes at least one acknowledgment of a child’s appropriatebehavior, using a systematic procedure other than praise. May includeactivities such as giving children lotion for coming inside from the playgroundright away or providing children with a raffle ticket after they help afriend. Acknowledgment in the form of praise is included if the praise is systematicand consistent across teachers for the particular activity, such as recognizingchildren who are sitting appropriately at each circle.

31. 8. Ratio of 4 positive statements to 1 negative Teachers use ratio of 4 positive statements to 1 negative statement. Includestatement all teacher statements in tally. Positive statements are defined as teacherstatements made to one or more children that include praise or indicateapproval. Examples include “I like how Billy is sitting criss-cross applesauce,”“Thank you for putting your picture in your cubby,” and “You’resuch a fast runner.” Nonspecific positive statements, such as “Thank you,”“That was nice,” or “Good job,” are also included. Negative statements aredefined as teacher statements to children that include a reprimand, correction, or indicate disapproval. Examples include “Stop that,” “Use a quiet voiceinside,” and “You’ve made Nico sad. Please say you’re sorry.”

32. 9. Specific verbal praise At least one teacher makes at least one positive and specific verbal commentto a child immediately following his or her appropriate behavior. Examplesinclude “You were a nice friend to share with Eva,” “Good job finding yourname,” and “I liked how you used your words to tell me you were upset.”Nonspecific verbal praise—such as “Nice job” or “Great!”—are not included.

33. A Survey of Preschool Staff Concerning Problem Behavior and Its Prevention in Head Start Classrooms – Snell et.al. (2011)

34. Comments or Questions