Inclusive Placement
Opportunities
for Preschoolers:
A Systems Approach to
Preschool Inclusive Practices
A project of the
Virginia Department of Education
and the
Training and Technical Assistance Centers of Virginia
Fostering Self-control
in Young Children
by Using
Positive Behavioral Supports
VDOE TTAC Revised 2015
What kinds of behaviors would
we see in classrooms where:
•
No expectations are posted
•
Children do not know how to clean up
materials
•
There are large open spaces
VDOE TTAC Revised 2015
Some research findings
Children in poverty
heard 250,000
words per year
• Twice as many
prohibitive as
affirmative
statements heard
• 80 to 90% heard is
negative
•
Children in
“professional homes”
heard 4 million
words per year
• 6 to 9 affirmatives
to every prohibitive
heard
• 80 to 90% heard is
positive
•
Hart and Risley, 1995
VDOE TTAC Revised 2015
More findings
Social skills are critical!
VDOE TTAC Revised 2015
What strategies could
change these statistics?
In groups, share
strategies that you
have used with your
students to address
challenging behaviors
VDOE TTAC Revised 2015
What we know works!
•
Direct instruction of appropriate
behaviors and social skills
•
Use of behaviorally appropriate role
models
•
Use of concrete visual examples of
positive interactions and play
VDOE TTAC Revised 2015
What we know works!
•
Consistent, frequent reinforcement
of pro-social behaviors
•
Incidental teaching and
reinforcement of appropriate
behavior
•
Redirection of anti-social skills
VDOE TTAC Revised 2015
Mind map
Positive
discipline
VDOE TTAC Revised 2015
Gallery Walk
New
idea
New
idea
Positive
discipline
New
idea
VDOE TTAC Revised 2015
New
idea
Children are positively
influenced when:
•
•
•
They are shown positive alternatives
rather than just told “no”
They are encouraged to think of
alternatives to the misbehavior
Their display of appropriate behavior is
recognized and rewarded
VDOE TTAC Revised 2015
Children are positively
influenced when:
They see how their actions affect
others
• They are respected
• The expectations are fair, simple,
and consistently enforced
•
VDOE TTAC Revised 2015
Children receive inconsistent
responses when:
•
Different limits are set on
different days by the same person
•
Different adults set different
limits
VDOE TTAC Revised 2015
Inconsistent discipline responses
•
No limits are set
•
Limits are able to be changed
•
Adult expectations are too high or
low
VDOE TTAC Revised 2015
Positive supports are used when:
Adults use a plan to:
o
Respond
o
Reduce
o
Replace
VDOE TTAC Revised 2015
Steps in using positive supports
Step 1
•
Identify what the child does well
and likes to do
•
Complete a reinforcement
inventory
VDOE TTAC Revised 2015
Step 2
Identify the behavior(s) of concern
o
List all behaviors of concern
o
Identify whether each behavior is
inappropriate or challenging
VDOE TTAC Revised 2015
Turn to your neighbor
and discuss what you
consider inappropriate
behaviors and what you
consider challenging
behaviors that
preschool children may
display.
VDOE TTAC Revised 2015
Inappropriate behavior
o
o
o
o
o
Is abusive to materials
Interferes with acceptance by or
positive interaction with others
Is not improving or is getting worse
Is mildly harmful to the child or
others
Prevents learning from occurring
VDOE TTAC Revised 2015
Challenging behavior
o
o
Involves extreme property damage
Is extremely harmful to the child
or others
A disability is not the cause of a
challenging behavior — there is
always a reason
VDOE TTAC Revised 2015
•
Identify child
•
Complete steps
1 and 2
VDOE TTAC Revised 2015
Step 3
Identify the possible functions for the
behavior(s)
o
o
What could be contributing to behaviors?
Gather information about:






Medications
Family circumstances
Medical conditions (e.g., asthma/allergies)
Sleeping patterns
Eating patterns
Learning style
VDOE TTAC Revised 2015
Turn to a different neighbor and
discuss what you see as “reasons”
young children display the
inappropriate or challenging behaviors
you listed in a previous activity.
VDOE TTAC Revised 2015
Pick a student
Use your fostering self-control
plan to discuss and identify Step 1
and Step 2
VDOE TTAC Revised 2015
Functions of behaviors
•
To obtain a person, place, or object
•
To escape a person, place, or object
VDOE TTAC Revised 2015
“Not Alternative Forms of
Communication”
VDOE TTAC Revised 2015
The pay-off:
Determine what the child gets
from exhibiting challenging behaviors
•
•
What one thing could adults do to most
likely illicit these behaviors?
What kind of response does the child
get when he or she misbehaves?
VDOE TTAC Revised 2015
Step 4
Select a preventative/non-directive
approach to solve the problem
VDOE TTAC Revised 2015
Be preventative
Change the environment to prevent:
o
o
o
o
o
o
Climbing
Running
Overcrowding
Lengthy & confusing clean-up times
Accessing “hands-off” materials
Power struggles
VDOE TTAC Revised 2015
Be preventative
•
Cue the child using verbal, model,
physical, props, or other prompts
•
Ignore the inappropriate behavior
•
Redirect or distract from potential
problems
VDOE TTAC Revised 2015
Be preventative
•
State the rule before it is broken
•
Give two appropriate alternative
choices before the inappropriate
behavior occurs
•
Comment on and be specific about
behavior
VDOE TTAC Revised 2015
http://csefel.vanderbilt.edu
VDOE TTAC Revised 2015
Be non-directive
•
Identify the problem
•
Identify the consequences
•
Ask a “What can you do?” question
•
Remind children of rules after they are
broken
•
Give two appropriate choices
•
Provide a quiet space
VDOE TTAC Revised 2015
Step 5
Develop a theory about why the child
misbehaves.
o
How does the child communicate?
o
What’s been done in the past in
response to the challenging behavior
and what was its effect on the
behavior?
VDOE TTAC Revised 2015
Observation Process
Pick out the behaviors that you think
the child is trying to communicate
VDOE TTAC Revised 2015
Observe the child and record
•
•
•
•
•
When does the problem occur?
Where does the problem occur?
Who is present when the problem
occurs?
What happens right before the problem
occurs?
What happens after the problem
occurs?
VDOE TTAC Revised 2015
Antecedent
Teacher says, “Time
for circle.”
Behavior
Response
Linda runs from
circle area.
Teacher says,
“Find your seat in
circle,” and
points to the
chair.
Linda runs over
to sand table.
Teacher goes to
help Linda
transition to the
circle.
Linda yells, “No,
no!” and falls to
the floor.
Teacher takes
Linda to time-out
area.
•
Watch video clip
•
Use the ABC chart to
determine what is
happening
VDOE TTAC Revised 2015
Back to your student
•
Identify the function of each
behavior
•
Select a preventative and a nondirective strategy to use with each
behavior
VDOE TTAC Revised 2015
Teaching a new behavior
•
What can the child do or be taught
to do that could serve the same
function as the challenging
behavior?
•
Alternative behavior must be as
efficient and effective as the
challenging behavior
VDOE TTAC Revised 2015
Taking a closer look…
•
Changes in children come about
only when adults change their own
behavior
•
How does our body language,
tone, attitude, and actions have
an effect on our students’
behaviors?
VDOE TTAC Revised 2015
Teaching alternative skills
•
Is the new skill you are teaching
developmentally and individually
appropriate?
•
Reinforce at a high rate when first
teaching the new behavior
o
Natural, social, material, and edible
VDOE TTAC Revised 2015
In your groups,
determine what
you think an
alternative skill
is for the
behavior of
concern you
identified.
VDOE TTAC Revised 2015
Alternative (replacement) skills
•
•
•
•
Replace inappropriate or challenging
behavior
Taught directly to child
Challenging or inappropriate behavior
cannot be displayed when an alternative
skill is being performed
Efficient and effective as inappropriate
or challenging behavior
VDOE TTAC Revised 2015
Alternative skills for Linda
•
•
•
•
•
Teach the use of visual schedules
Teach the use of a break card
Teach the use of props and
transitional items
Teach “first” sand table, “then”
circle
Teach how to regulate sensory
needs
VDOE TTAC Revised 2015
Step 6
Develop a systematic plan with the three Rs
to:
o
o
o
Respond – make everyone’s responses
consistent
Reduce – prevent or stop the challenging
behavior
Replace – teach alternative skills for the child
to use instead of the challenging behavior
VDOE TTAC Revised 2015
Window Pane
Respond
Reduce
VDOE TTAC Revised 2015
Replace
Final step
Reconsider the plan
o
At least four weeks after beginning
the plan, have the team meet to
discuss:

Has behavior decreased?

Is the child using new behaviors?

If yes, begin revising the plan.
VDOE TTAC Revised 2015