A Child Who Can’t Behave in Preschool Should Be … Taught !

1. A Child Who Can’t Behave in Preschool Should Be…Taught! KDEC Annual Conference March 1, 2013 Wichita, KS Phoebe Rinkel, M.S. Misty Goosen, Ed.S. TASN-KITS

2. Session Objectives For Children in Inclusive Preschool Classrooms: • Understand the relationship between the development of academics and social emotional skills • Understand what is meant by “intentional” teaching of skills supporting social-emotional competence • Identify research-based supports and instruction in social-emotional skills necessary and appropriate for all, some and few

3. “A child who can’t behave. . .” • “If a child doesn’t know how to read, we teach.” • “If a child doesn’t know how to swim, we teach.” • “If a child doesn’t know how to multiply, we teach.” • “If a child doesn’t know how to drive, we teach.” • “If a child doesn’t know how to behave, we teach? Or punish?” Herner (1998)

4. Should Teachers Be Expected to Teach Children How to Behave?

5. Behavior Expectations in Preschool

6. What Do We Mean by “Teaching Behavior” in EC? The development of social-emotional competence in the first five years of life relies on the developing capacity of the child to • form close and secure adult and peer relationships; • experience, regulate, and express emotions in socially and culturally appropriate ways; and • explore the environment and learn CSEFEL (2008)

7. Which Matters Most: Academics or Behavior?

8. The Link Between Children’s Social Emotional Competence and School Success Instilling self-confidence in young children is arguably the single most important task of early childhood teachers. Epstein (2007)

9. The Link Between Children’s Social Emotional Competence and School Success Developing feelings of competence in young children is important because how children feel about themselves when they enter school has a great influence on their motivations and willingness to undertake challenging tasks. Epstein (2007)

10. The Link Between Children’s Social Emotional Competence and School Success Children who have difficulty paying attention, following teacher directions, getting along with others, and controlling negative emotions, do less well in school. Ladd, Kochenderfer, & Coleman (1997)

11. The Link Between Children’s Social Emotional Competence and School Success Children who exhibit challenging behavior in the classroom are more likely to be rejected by classmates and to get less positive feedback from teachers, which, in turn, contributes to off task behavior and less instructional time. Shores & Wehby(1999)

12. The Link Between Children’s Social Emotional Competence and School Success Research has indicated that children’s emotional, social, and behavioral adjustment is as important for school success as cognitive and academic preparedness. Raver & Zigler(1997)

13. The Link Between Children’s Social Emotional Competence and School Success The National Academy of Sciences reported that 60% of children enter school with the cognitive skills needed to be successful, but only 40% have the social-emotional skills needed to succeed in kindergarten. Raver (2002)

14. The Link Between Children’s Social Emotional Competence and School Success A substantial body of of research indicates that children with behavior problems show social, cognitive, and behavioral deficits. Coie & Dodge (1998)

15. Kansas Multi-Tier System of Supports Behavior

16. Behavior MTSS Structuring Components

18. The Importance of Being Intentional. . . • What to teach • How to teach • How to meet the needs of individual children • How to monitor children’s growth • How to use data on child progress to guide decisions on assessment, curriculum, instruction, and intervention

19. Teaching Social Skills with Intentionality • A systematic, intentional approach to teaching social emotional skills involves: • Teaching the skill or concept • Talking about examples and non-examples of the target skill • Supporting use of the target skill in naturally occurring contexts • Reviewing children’s use of skill. Webster-Stratton (1999)

20. “Intentional” An intentional instruction • has clearly defined learning goals for children, • thoughtfully chooses teaching strategies that will enable children to achieve these goals, and • continually assesses children’s progress and adjusts strategies to reach those goals. • Having their goals and plans in mind, intentional teachers are well prepared to tell others—parents, administrators, colleagues—about what they are doing. Not only do they know what to do, they also know why they are doing it and can describe that rationale. Copple & Bredekamp (2006)

21. Intentional instruction is planful, purposeful, and thoughtful about… • Creating a learning environment rich in materials, experiences and interactions • Encouraging children to explore materials, experiences, relationships and ideas • Conversing respectfully, reciprocally, and frequently with all children • Consciously promoting all areas of learning and development Epstein (2007)

22. Intentional instruction is planful, purposeful, and thoughtful about… • Content (concepts, vocabulary, facts, skills) that make up each area of learning • General teaching strategies that are effective with young children • Specific teaching strategies that are effective in different content areas Epstein (2007)

23. Intentional teachers are planful, purposeful, and thoughtful about… • Matching content with children’s developmental and emerging abilities • Taking advantage of spontaneous, unexpected teaching and learning opportunities • Neither overestimating or underestimating what children can do and learn • Challenging children to question their own thinking and conclusions Epstein (2007)

24. Knowing What to Teach: Resources • Curriculum Based Assessments • Social-Emotional Measures, Rating Scales, Checklists • Early Childhood Outcomes/Child Outcomes Summary Information • Early Learning Standards • Observations • Family Concerns, Priorities, and Interests

25. Knowing What to Teach: Priorities Being able to select appropriate learning goals for children from appropriate assessments involves sorting and prioritizing those skills and behaviors that • Can be addressed through development, play, maturation, and exposure/experience (All) • Are emerging: with practice and repetition they will improve in independence or fluency (Some) • Are unlikely to emerge without intensive instruction or individualized intervention and supports (Few) Grisham-Brown (2012)

26. Knowing What to Teach:Priorities

27. TPOT The Teaching Pyramid Observation Tool for Preschool Classrooms (TPOT) is soon to be published by Brookes Publishing Co. Based on the Teaching Pyramid Model, it was developed and refined through years of research by faculty from 2 national centers: • Center for the Social and Emotional Foundations of Early Learning (CSEFEL) http://csefel.vanderbilt.edu/ • Technical Assistance Center for Social and Emotional Interventions (TACSEI) http://www.challengingbehavior.org/

28. TPOT Universal Practices • Nurturing and Responsive Relationships • Supporting children’s play • Responding to child conversations • Supporting communication of children with special needs • Providing positive feedback and encouragement of appropriate behavior • Building relationships with children Hemmeter, Fox, & Snyder (2008, Revised 2009)

29. TPOT Universal Practices, continued • High Quality Supportive Environments • Adequate Materials • Defined play centers • Balanced schedule (large and small group) • Structured transitions • Individualized instructions for children who need support • Small number of rules taught and promoted • Activities designed to engage children • Clear directions

30. TPOT Targeted Practices • Targeted Social Emotional Supports • Teach children to identify and express emotions • Teach and support self-regulation • Teach and support strategies for handling anger and disappointment • Teach and support social problem solving • Teach and support cooperative responding • Teach and support friendship skills • Teach and support collaboration with peers

31. TPOT Intervention Practices • Individualized Intensive Interventions • Convene team to develop interventions • Collect data to determine nature of problem behavior • Develop individualized behavior support strategies • Implement behavior support plan with consistency • Conduct ongoing monitoring of child progress • Revise plan as needed • Partner with families and colleagues in plan implementation

32. Based on What You’ve Heard Today • How competent do you feel inknowing: • What social-emotional skills to teach? • How to teach them? • How to meet the social-emotional needs of individual children (all, some, and few)?

33. TASN-KITS Webinar Series • Focused on intentional teaching in early childhood classrooms • Building on framework for DAP presented by Gaye Gronlundin workshops on Rigorous Academics in Preschool? Yes! Through Playful Learning Throughout the Day • A Child Who Can’t Behave Should Be…Taught! March 28, 2013 • 11:30 – 12:30 • 4:00 – 5:00 • Contact Karen Lawson for information on registration: klawson@ku.edu

34. Questions? KSDE TASN http://www.ksdetasn.org Phoebe Rinkel prinkel@ku.edu Misty Goosen mgoosen@ku.edu

35. A Child Who Can’t Behave Should Be…Taught! • What will you take away from this presentation? • What made you think? • What confirmed your current practices? • What made you think about changing your current practices? • Who will you tell about the webinar?

36. Primary References • Archer, A., & Hughes, C. (2011). Explicit instruction: Effective and efficient teaching. New York, NY: Guilford Press. • Epstein (2007). The intentional teacher: Choosing the best strategies for young children’s learning. Washington, DC: NAEYC. • Grisham-Brown, J. (2012) Using assessments for the purpose of program planning. Wichita, KS: KITS Summer Institute • Hemmeter, M.L., Ostrosky, M.M., and Corso, R.M. (2012). Preventing and addressing challenging behavior: Common questions and practical strategies. Young Exceptional Children, 15:2, pp. 32-46. • Herner, T. (1998). NASDE Counterpoint, p. 2. • KSDE (August, 2012). Structuring Module 2 Behavior Kansas MTSS, pp. 1-6. • Raver, C. (2002). Emotions matter: Making the case for the role of young children’s emotional development for early school readiness. Social Policy Report of the Society for Research in Child Development, 16 (3), 1-20. • TACSEI-CELL (2012). Implementing Effective Practices to Support Young Children’s Social Emotional, Language, and Early Literacy: A Collaboration between TACSEI and CELL. University of South Florida: Technical Assistance Center on Social Emotional Intervention for Young Children, and Orlena Hawks Puckett Institute: Center for Early Literacy Learning. Retrieved from http://earlyliteracylearning.org/TACSEI_CELL/START_HERE.html • Webster-Stratton, & Reid (2004). Infants and Young Children, 17:2, pp. 96-113.

37. Additional Resources • CSEFEL Inventory of Practices for Promoting Children’s Social Emotional Competence http://www.challengingbehavior.org/communities/coaches_docs/inventory_of_practices.pdf • Resources Related to PBIS: Selected Titles from TASN-KITS (handout) • CSEFEL/TACSEI Routine Based Support Guideshttp://www.challengingbehavior.org/communities/teachers.htm • TACSEI Recommended Practice Handouts http://www.challengingbehavior.org/do/resources/tacsei_resources_all.htm • TACSEI Roadmaps to Effective Intervention Practices (2009) • Evidence Based Social Emotional Curricula and Intervention Packages for Children 0-5 Years and Their Families. • Promoting Social Behavior of Young Children in Group Settings: A Summary of Research • Screening for Social Emotional Concerns: Considerations in the Selection of Instruments Retrieved from http://www.challengingbehavior.org/do/resources/roadmap.html

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