PTRYC Part2 10 13 14 - University of...
Transcript of PTRYC Part2 10 13 14 - University of...
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Prevent-‐Teach-‐Reinforce for Young Children
(PTR-‐YC) Part II
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Phoebe Rinkel, M.S. TASN -‐ KITS TA Coordinator, Part B/619 Preschool TA Provider [email protected]
Chelie Nelson, Ph.D. TASN – KITS Part B/619 Preschool TA provider [email protected]
Misty Goosen KITS Project Coordinator Part C Infant Toddler Service TA Provider [email protected]
If you experience technical problems during the webinar contact: Kim Page TASN – KITS ECRC Coordinator [email protected] (620) 421-‐6550 extension 1638
Part I: Prevent-‐Teach-‐Reinforce for
Young Children (PTR-‐YC)
Essen>al Preven>on Prac>ces for Reducing Challenging Behaviors in Early Care and
Educa>on SeBngs h#p://www.kskits.org/webinars/
webinarsTrainingModulesEarlyYears/webinars.shtml
Learner Objec>ves for PTR-‐YC Part I
• Define “serious” challenging behavior • Iden]fy and describe five classroom prac]ces essen]al to
preven]ng the development or escala]on of serious challenging behavior
• Learn about specific strategies for implemen]ng and monitoring the five essen]al classroom prac]ces
• Learn about a step-‐by-‐step process to guide teams in developing individualized interven]on plans when serious challenging behavior persists in spite of implementa]on of essen]al preven]on prac]ces
Learner Objec>ves for PTR-‐YC Part II
• Report on challenges and successes of implemen]ng essen]al preschool classroom prac]ces iden]fied in PTR-‐YC Part I.
• Iden]fy steps used to guide teams in developing individualized interven]on plans when serious challenging behavior persists in spite of implementa]on of essen]al preven]on.
• Apply step-‐by-‐step process to scenario of preschool child with persistent challenging behavior.
• Iden]fy resources to support implementa]on of PTR-‐YC in preschool early care and educa]on seangs.
Young Children with Serious Challenging Behavior
“…young children whose behaviors are serious enough
that they interfere with the child’s ability to engage in
posi]ve rela]onships, form friendships, play with
others, and learn expected skills. “
Dunlap, Wilson, Strain, & Lee (2013)
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Essential Practices for Preschool Classrooms"
1. Providing 5:1 ra]o of posi]ve vs. correc]ve feedback
2. Using schedules in a way that is likely to prevent challenging behavior
3. Suppor]ng rou]nes within rou]nes across the day 4. Teaching the specific behaviors we want
to see for each classroom rou]ne 5. Providing explicit peer-‐related social skills
Dunlap, et al., 2013"
5:1 Ra>o
Schedules
Rou>nes Within Rou>nes
Behavior Expecta>ons
Peer-‐related Social Skills
0 10 20 30 40 50 60 70 80
PTR-‐YC Part I Essen>al Prac>ce Targets
Poll: Since PTR-‐YC Part I, have you implemented one of the 5
essen>al classroom prac>ces with a child or children in
your program? If so, how’s it working?
Features of PTR-‐YC
• Research-‐based prac]ces • Specific applica]on of posi]ve behavior interven]ons and support (PBIS)
• Designed for use by typical prac]]oners in typical preschool and child care seangs
• A collabora]ve model of team-‐driven decision-‐making
• Emphasis on implemen]ng with fidelity • Detailed steps for designing and implemen]ng posi]ve interven]ons
Guiding Beliefs
• Healthy social development: essen]al founda]on for learning
• Inclusion: social behaviors are learned in social contexts
• Preven]on: universal and secondary ]ers of support in place
• Comprehensiveness: all aspects of child and family func]oning are considered
• Family centeredness: sensi]vity to and respect for individuality of family perspec]ves
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Guiding Principles
1. Challenging behaviors are communica]ve.
2. Challenging behaviors are maintained by their consequences.
3. Challenging behaviors occur in context.
PTR-‐YC Interven>on Steps
1) Teaming and goal seang 2) Establishing prac]cal data collec]on 3) Func]onal behavioral assessment 4) Developing and implemen]ng the
behavior interven]on plan 5) Follow up: Data-‐based decision making
and next steps
Get Ready
• Families engaged as partners, to extent they choose and are able to par]cipate, e.g., – Consultants – Informants – Teachers – Collaborators
• Team iden]fied • Five essen]al classroom prac]ces in place
Step 1: Teaming and Goal SeBng
• Iden]fy relevant team members, including family • Assemble team for mee]ng #1 – Decide on roles (facilitator, recorder, ]me keeper) – Consider need for outside services – Develop unified long term vision for child – Develop short term goals – Define target behaviors
• Complete PTR-‐YC Goal Sheet
Meet Joel, Age 4
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More About Joel Joel loves to be ac]ve, running and playing outside, building anything and then watching it crash, playing with cars and trucks, or par]cipa]ng in ac]vi]es in the classroom that do not involve teacher direc]on. He especially loves snack ]me, food treats and cooking ac]vi]es. Joel uses 2-‐3 word sentences to make wants and needs known but frequently can get what he wants independently or by taking from peers. Gary and teachers are aware that Joel’s language is delayed but feel like it is because he is the youngest child in the family. There have been conversa]ons and notes back and forth about Joel’s challenging behavior in the past year. Gary thinks teachers should be more firm with Joel since that works for him at home. Since he turned four, teachers have become increasingly concerned about Joel’s language development, loud and rough play, frequent hiang and taking toys from peers.
Joel’s Team
• Teacher • Teaching Assistant • Educa]on Specialist • Dad (via wrimen input or phone par]cipa]on)
Team’s long term vision for Joel:
Ready for kindergarten in the fall
Joel’s Goal Sheet Behavior(s) to decrease: • Hitting teachers • Leaving activities • Not responding to directions • Telling teachers “no” • Being loud in classroom • Playing too rough with toys • Taking toys from peers • Hitting peers
Joel’s Goal Sheet
• Target behavior to decrease: hitting others
• Opera]onal defini]on: Joel will hit teachers and peers, usually with an open hand.
Joel’s Goal Sheet Behaviors to increase: • Participate in non-preferred classroom
activities • Follow directions • Use inside voice • Play with toys appropriately • Request wants or needs • Share with peers • Take turns • Ask for or request toys from peers
Joel’s Goal Sheet
Target behavior to increase: Participate in classroom activities in which he may not be interested Opera]onal defini]on: When presented with a non-preferred activity, Joel will actively participate in the activity for a minimum of 2 minutes.
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Self-‐Evalua>on Checklist: Teaming and Goal SeBng
q Team assembled? q Family included? q Outside services considered? q Unified long-‐ term vision for child? q Short-‐term goals described for challenging and desirable behavior?
q Specific target behaviors opera]onally defined for both challenging and desirable behaviors?
Step 2: Prac>cal Data Collec>on PTR-‐YC Big Ideas of Data Collec]on • Simple
-‐Behavior Ra]ng Scale provided on CD-‐ROM will work for 80-‐90% of PTR-‐YC cases -‐frequency count will usually work for rest
• Valuable -‐reliability: 2 or more people using same defini]on and procedure at same ]me would get same result -‐face validity: data being collected is representa]ve of the behavior iden]fied by team as highest priority
Developing the Behavior Ra>ng Scale
• Step 1: Define the desirable behavior in terms that are observable and fit the goal established by the team.
• Step 2: Determine the most important dimension of the behavior to be measured, e.g., frequency, dura]on, intensity, percent of ]me, percent of opportuni]es.
• Step 3: Determine when the behavior will be observed. • Step 4. Develop anchors for the 1-‐5 ra]ng scale. • Step 5: Repeat steps 1-‐4 for the challenging behavior. • Step 6: Determine who will be responsible for recording behaviors at end
of observa]on period each day • Step 7: Determine where records will be maintained and establish system
for graphing data
Developing Anchors
• Numbers 1-‐5 are considered flexible anchors for measuring selected dimension of target behaviors based on observer percep]ons.
• For desirable behavior, 5 represents highest possible level of posi]ve demonstra]on of target goal (best day).
• For challenging behavior, 5 represents the highest magnitude of the problem behavior observed (worst day).
Joel’s Desirable Behavior: Par$cipates in ac$vi$es
5= Independently par]cipates in ac]vity for 2 minutes 4= par]cipates with visual prompts for 2 minutes 3= par]cipates with par]al assistance for 2 minutes 2= par]cipates with full assistance for 2 minutes 1= hits adults or peers or leaves ac]vity
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Joel’s Challenging Behavior: Hi/ng others
5= hits 10 or more ]mes 4= hits 7-‐9 ]mes 3= hits 4-‐6 ]mes 2= hits 1-‐3 ]mes 1= hits 0 ]mes
Step 2: Self-‐Evalua>on Checklist q Defined target behaviors in observable terms? q Determined the dimension that will be used to measure
behaviors? q Decided whether to use frequency count or Behavior Ra]ng
Scale to collect data? q Defined anchors for Behavior Ra]ng Scale, or procedure for
keeping frequency count? q Iden]fied observa]on period and primary data collector(s)? q Determined loca]on of permanent data logs and graphs and
responsibility for maintaining logs and graphs?
Step 3: Func>onal Behavioral Assessment (FBA)
The goal is to gather as much relevant informa]on as possible using indirect measures in a checklist format to iden]fy • antecedents and environmental influences (“to prevent”)
• func]on of challenging behavior (“to teach”) • effec]ve reinforcers for desirable behaviors (“to reinforce”)
Working Hypothesis
When Joel is asked to participate in the arrival activities, then he will begin hitting peers and/or adults. As a result, he gets attention through reprimands, redirects, talking about what happened, or restating rules.
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Chapter 6: PTR-‐YC Interven>on Review essen]al classroom prac]ces for all children to iden]fy specific prac]ces that should be individualized for Joel, based on FBA summary and baseline data: q Providing 5:1 ra]o of posi]ve vs. correc]ve feedback q Using schedules in a way that is likely to prevent challenging
behavior q Suppor]ng rou]nes within rou]nes across the day q Teaching the specific behaviors we want to see for each
classroom rou]ne q Providing explicit peer-‐related social skills
Menu of Interven>on Strategies: To Prevent
q Provide choices q Intersperse difficult or nonpreferred tasks with easy or preferred tasks
q Use visual supports and schedules q Embed preferences into ac]vi]es q Enhance predictability with schedules q Alter physical arrangement of the classroom q Remove triggers for challenging behaviors
Menu of Interven>on Strategies: To Teach
q Teach communica]on skills q Embed mul]ple instruc]onal opportuni]es q Teach peer-‐related social skills q Teach self-‐monitoring q Teach tolera]on for delay of reinforcement q Teach independence with visual schedules
Menu of Interven>on Strategies: To Reinforce
q Reinforce desirable behavior q Reinforce physically compa]ble behavior q Remove reinforcement for challenging behavior
q Conduct reinforcer assessment q Develop emergency interven]on plan
Step 4: Iden>fy Strategies
• At least one strategy needs to be selected from each interven]on component: q prevent q teach q reinforce
• Each strategy should be linked to the FBA and hypothesis statement.
• Team needs to agree that all members are capable of implemen]ng the strategy as intended.
Developing the Behavior Interven>on Plan (BIP) Summary Form
• Cover page for rest of BIP • Posted in strategic places in classroom • Shared with all team members and any outside personnel who may be involved in the plan’s implementa]on
• Includes review of essen]al classroom prac]ces important for target child
• Provides brief descrip]on of at least one strategy from each PTR component that fits with FBA and baseline data, along with considera]ons for implementa]on
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Developing the Behavior Interven>on Plan (BIP)
The plan itself provides details necessary for implementa]on with fidelity (as intended), including q Materials to be used q Ac]vi]es and rou]nes in which the strategies will be implemented
q Personnel responsible for implementa]on q Steps to follow to correctly implement each strategy (task analysis)
q Data collec]on and progress monitoring
Joel’s BIP Mee>ng
Implementa>on of BIP
• Requires change in how adults interact with child – May be hard for adults – Likely to be hard for child
• May require training, coaching and ongoing support for all teachers to be able to implement plan consistently and with integrity.
Step 4: Self-‐Evalua>on for Interven>on
q Assess status of classroom prac]ces and take steps to improve target prac]ces for child?
q Review descrip]ons of possible interven]on strategies in PTR-‐YC menu?
q Decide on interven]on strategies to include in child’s BIP? q Complete PTR-‐YC BIP Summary form? q Complete addi]onal pages of BIP, including task analyses? q Determine training and ongoing support to be provided for
classroom personnel responsible for implemen]ng BIP?
Step 5: Using Data and Next Steps
• Team Implementa]on Guide – Transfer informa]on from self-‐evalua]on checklists for previous steps
– Determine data collec]on and decision-‐making process • How oven are data reviewed? • Who summarizes data? Who reviews data? • What decisions are made based on data review?
Data-‐Based Decision Making
1. What to do if progress is good? q Keep plan in place for period of ]me equal to history of challenging behavior
q Systema]cally reduce supports as appropriate
q Consider strategies or supports child could learn to self-‐manage
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Data-‐Based Decision Making
2. What to do if progress is unsa]sfactory? q Determine if behavior interven]on plan tac]cs are being implemented with fidelity
q Determine if supposed reinforcers are opera]ng
q Recheck the func]on(s) of challenging behavior
Monitoring Fidelity of Strategy Implementa>on
• Were all steps implemented as intended? • Did child respond as intended? • Was strategy implemented as frequently as intended?
Factors that Promote Success
• Preven]on • Commitment to successful outcomes for all children • Fidelity of implementa]on • Capacity of the team • Family involvement
Limita>ons
May not work for serious behaviors that are • Difficult to observe • Infrequent
PTR-‐YC Implementa>on Resources
Dunlap, G., Wilson, K., Strain, P., & Lee, J. (2013). Prevent-‐Teach-‐Reinforce for Young Children: The Early Childhood Model of Individualized PosiGve Behavior Support. Bal]more, MD: Brookes Publishing Co. Technical Assistance Center on Social Emo]onal Interven]ons-‐TACSEI Prevent-‐Teach-‐Reinforce for Young Children: Webinar Recording and Materials (2012, December) hmp://challengingbehavior.fmhi.usf.edu/explore/webinars/12.14.2012_webinar.htm Complete Guide to PosiGve Behavior Support hmp://www.challengingbehavior.org/explore/pbs_docs/pbs_complete.doc Six Steps of PBS learning module hmp://www.challengingbehavior.org/explore/pbs/process.htm
Complete the Electronic Sign-‐In and Webinar Evalua>on and Request PTR-‐YC Manual
Cer>ficates Send and email message to Karen Lawson – [email protected] including the following informa]on for each par]cipant:
– Name – Posi]on – Email address – USD Number I would like a copy of the PTR-‐YC manual! My mailing address is: _______________________________________________________
Electronic Evalua>ons – Your feedback is important to us! • Session One: Wednesday, October 15, 2014, 4:00 – 5:00 PM
hmp://ddesurvey.com/tarequest/WorkshopSurvey.aspx?ID=2419 • Session Two: Friday, October 17, 2014, 11:30 AM – 12:30 PM
hmp://ddesurvey.com/tarequest/WorkshopSurvey.aspx?ID=2420
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Ques>ons?
KSDE TASN hmp://www.ksdetasn.org Phoebe Rinkel [email protected]
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