2016 Kansas MTSS Symposium
Presentation Enhancements needed within tiered systems of supports: Strengthening tiers and building integrated supports for early childhood settings Melissa Stormont Professor of Special Education
OUTLINE Nature of problem Foundational Knowledge or theoretical framework—use
research emerging in field-brief overview Overview-PBIS in early childhood Data collection = key to integrity, monitoring, and feedback Sound universals Simple strategies for teaching and supporting Individualize! Tiers 2 and 3
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2016 Kansas MTSS Symposium
Importance Poor kindergarten outcomes Research on readiness skills What children need is clear What adults need is becoming clearer‐more research is
needed in preschool
Importance Preschool is the time to have well‐equipped systems and
adults for all children they have to support them and TEACH them Some children still get “kicked out” of preschool!
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Children At Risk (Stormont, 2007) Four premises about risk: There are certain characteristics that create vulnerability for failure. It is important to understand how risk characteristics interact. Risk for failure does not mean failure is inevitable. We should focus on providing supports to lessen risk.
Children “At Risk” The context used to describe risk can also be used to promote resilience through prevention efforts.
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Children “At Risk” Within Child Characteristics: ADHD Challenging Behavior Low Achievement/Limited Skills Limited English Proficiency
Children “At Risk” Environmental Characteristics‐‐Family Family Adversity Poverty
Homelessness
Negative Interactions
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Children “At Risk” Environmental Characteristics‐‐School Inappropriate Expectations Inappropriate Behavior Management Poor Instruction Lack of Cultural Responsiveness
School Readiness? Importance of social skills for school success! Transition to kindergarten review of the literature
(Stormont, Beckner, Mitchell, & Richter, 2005)
Social skills perceived to be most important to teachers.
If children are excluded from preschool--how can
they “get ready?”
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School Readiness? Preschool teachers need to be able to
support resilience in children to increase their success in current and future school settings.
Prevention Through Simple Strategies Used Systematically Challenges include lack of system wide efforts in early
childhood or elementary to screen and support “yellow zone” children (Tier 2) Once identified, little coordinated effort in most schools to use resources wisely
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Research Research in Missouri Real Challenges: Knowledge, skills, attitudes Of general educators:
They didn’t know who had been trained to support children with behavioral needs They felt they lacked the knowledge and skills Perceived roles related to supporting mental health as falling more in the role of school psychologists
Addressing These Challenges Implement tighter system of supports Enhance professional development by surveying
needs and addressing resources available Tighten Universals! Determine who needs more (Teachers and Children)
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Addressing These Challenges Survey resources Data based decisions Universal checks Clear plans for additional supportWho needs enhanced universals (Tier 2-light) Who needs something more (determine intensity-simple supports) Who needs something different?
Build Capacity-First 3-5 years Highlight common problems Make successes public Develop tool kits Focus on tightening Tier 1 Then develop wide range of Tier 2 along the little,
something more, something different continuum Work with experts for Tier 3 alignment
How can we support Tier 3 strategies within continuum of Tiers 1 and 3
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PBIS PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior OSEP Center on PBIS
PBIS is not A specific curriculum New A trendy fad, which will come and go For only a few Positive
Behavioral Support strategies are designed to meet the needs of all children and all staff
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2016 Kansas MTSS Symposium
School versus Program-Wide PBIS Stormont, Lewis, Beckner, Johnson (2008). Developmentally appropriate targets, data rules Fewer expectations and rules Adults in environments vary widely in training
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT
~5% ~15%
Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior
Primary Prevention: School-/ClassroomWide Systems for All Students, Staff, & Settings
~80% of Students
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First-Rules/Expectations Everyone agrees on expectations for whole
program Everyone teaches Everyone provides feedback to children
PBIS universals FOR ALL Develop matrix (table) with Expectiations for settings and
then include teachable behaviors (observable) match to broader expectations In the Classroom Be Safe Walk Put away materials on floor Be Kind
Say please and thank you Hands off friends
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Matrix Development Pair up Decide on up to 3 behavior expectations (e.g., Be Respectful) Decide on 2-3 behaviors (rules) that represent the expectations
Classroom
Outside
Be Safe Be Kind
Choose a rule to teach Which rule under an expectation do you want to create a
lesson for?
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Essential Features: Lesson Components
Present the rule Show them the rule Practice the rule PSP
Present Secure attention Present skill (when, where, how) Make concrete and meaningful (natural context) Use range of examples Do a complete task analysis (if too much—how can you
divide it across days?)
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Show Show them how to do it! Have friends show Give them a practice run with only you doing it wrong! Show at least a few times
Show Role play activities Brief Friends face each other and practice (with coaching by teacher as needed)
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Practice Review Every day With new similar skills Practice for new people, different settings, etc. Practice at parent pick up
Practice Write a brief lesson for your chosen rule
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Some children may need more support Begin with more simple supports‐individualize 1. Prompts 2. Specific praise 3. Visuals 4. Proximity Combination of the 4 is powerful! Stormont & Reinke
Interventions for Tier 2 When universals (strategies all children receive) are not
sufficient for children When concerns arise regarding child’s behavior Ask previous questions
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Interventions for Tier 2 Data based decisions Universal checks Clear plans for additional supportWho needs enhanced universals (Tier 2-light) Who needs something more (determine intensity-simple supports) Who needs something different?
Interventions for Tier 2 Individualizing for young children Support
developmental challenges Include strategies for specific behavior when needed Examples connected to externalizing and internalizing
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Foundations Data based decision making When we add something different it is intrusive and need to
make sure it is effective (Taylor K example) Science is systematic empiricism with planned observation
Foundations
Determine
Select
Baseline
Monitor
Strategies
Progress
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Data examples Track aggression Track crying when frustrated (or aggression) Trouble joining groups Avoidance Track persistence Use these current pictures (baseline) to develop goals
Externalizing Behavior-Guiding Principles Interventions Children have function driven problem behavior Most common functions=attention and escape Interventions should attend to links between behavior and
other problems
Social behavior deficits language deficits Poor social cognitive processing
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Ways to Provide Attention Praise-specific Extra time as reward Ongoing check-ins and check-outs Prizes from prize chest
Internalizing-Foundations
Internalizing symptoms - three intertwined components of a child’s experience: feelings/physiology, thoughts, and behaviors. How do children develop maladaptive cognitions and corresponding negative behavior? Development informs needs for support.
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Internalizing-Effective Practices
The most common and understandable behavior for a child who fears an external (social) or internal stimuli is to avoid it.
Internalizing-Practices Anxiety For all evidence-based anxiety interventions the single most common component is exposure to the anxiety-provoking stimulus (Chorpita & Daleiden, 2009).
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Internalizing-Practices Children need new experiences not just explanations
Practice skills in natural environments Teach children so they can be socially and academically successful Provide predictable environments Provide a lot of positive reinforcement Support and reward risk taking—new experiences Teach how to identify and monitor emotions
Internalizing-Coaching Strategies Support perseverance (Webster-Stratton)
“You’re sticking with it!” “You’re trying really hard!” “You’re giving it your all!”
Emotion coaching Identify the emotion (frustration) Identify or acknowledge solution and positive coping
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Monitoring Often the same data used to identify children with
externalizing and internalizing can be used to monitor progress Teams should have scheduled, frequent times for data review Need to determine who needs more support and move to Tier 3 Tier 3 needs linkages between classroom supports and person with more expertise
Wrapping up Questions?
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