3. Promoting Children’s Success Review of Modules 1 & 2 Building Relationships, Creating Supportive Environments, and Social-Emotional Teaching Strategies WestEd Center for Child & Family Studies

4. The Teaching Pyramid Promotes Social Emotional Competence Teacher Training and Implementation Administrative Supports Program Philosophy Well defined procedures Designing Supportive Environments Building Positive Relationships Social Emotional Teaching Strategies Individualized Intensive Interventions Module 1 Module 2 Module 3a, 3b

10. Module 1: Relationships Supportive Environments Module 1 Building Positive Relationships with Children, Families, and Other Professionals Module 1 Social-Emotional Teaching Strategies Module 2 Individualized Intensive Interventions Module 3a/b Few children Children at-risk All Children Module 4: Leadership Strategies

13. Module 1: Environments Supportive Environments Module 1 Building Positive Relationships with Children, Families, and Other Professionals Module 1 Social-Emotional Teaching Strategies Module 2 Individualized Intensive Interventions Module 3a/b Few children Children at-risk All Children Module 4: Leadership Strategies

18. Module 2: Social Emotional Strategies Supportive Environments Module 1 Building Positive Relationships with Children, Families, and Other Professionals Module 1 Social-Emotional Teaching Strategies Module 2 Individualized Intensive Interventions Module 3a/b Few children Children at-risk All Children Module 4: Leadership Strategies

19. We Need to Teach! “ 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? ……punish? Why can’t we finish the last sentence as automatically as we do the others?” Tom Herner (NASDE President ) Counterpoint 1998, p.2)

21. When To Teach Identifying Teachable Moments

27. Tim – Before Intervention

28. Tim – Before Intervention

29. Tim – Before Intervention

32. Individualized Intensive Interventions: Determining the Meaning of Challenging Behavior (Module 3a) WestEd San Marcos

33. The Teaching Pyramid Designing Supportive Environments Building Positive Relationships Social Emotional Teaching Strategies Few children Children at-risk All Children Individualized Intensive Interventions Module 3a, 3b

38. Video 3a.2: Brendan – Before PBS

39. Video 3a.3: Brendan’s Family – Before PBS

40. Video 3a.4: Brendan’s Family –Before PBS (Cont.) .

41. Video 3a.5: Brendan – With PBS

42. Video 3a.5: Brendan – With PBS

43. Video 3a.6: Brendan’s Family – With PBS

53. 2 3 1 4 7 5 8 * 0 6 9 #

54. ABC DEF GHI JKL MNO PQRS TUV WXYZ TONE OPER 2 3 1 4 7 5 8 * 0 6 9 #

55. Behavior Equation Ian is playing with a toy train. Thuy reaches for the train and says “Please.” Ian turns away and says “No.” Thuy hits Ian and grabs the train. Ian begins crying and walks away. Thuy begins playing with the train. What Happened Just Before? (Trigger) What Behavior(s) Occurred? What Happened Just After? (Maintaining Consequence)

56. Finding the Function Ian is playing with a toy train. Thuy reaches for the train and says “Please.” Ian turns away and says “No.” Thuy hits Ian and grabs the train. Ian begins crying and walks away. Thuy begins playing with the train. Possible Function: Get Toy

57. Behavior Equation + Function Ian is playing with a toy train. Thuy reaches for the train and says “Please.” Ian turns away and says “No.” Thuy hits Ian and grabs the train. Ian begins crying and walks away. Thuy begins playing with the train. Possible Function: Get Toy What Happened Just Before? (Trigger) What Behavior(s) Occurred? What Happened Just After? (Maintaining Consequence)

58. Behavior Equation Joey is asked to come to circle. Teacher provides physical prompt to move him to group. Joey resists, cries, and hits teacher. Teacher moves away from Joey and allows Joey to select a different activity. What Happened Just Before? (Trigger) What Behavior(s) Occurred? What Happened Just After? (Maintaining Consequence)

61. Evan Playing with Duplos, can’t connect blocks. Possible Function: Get help Looks up at adult, fusses, holds up blocks, looks at block/adult. Adult helps put blocks together. What Happened Just Before? (Trigger) What Behavior(s) Occurred? What Happened Just After? (Maintaining Consequence)

63. Shana Mom says, “It’s not cool enough, just a minute,” then gives oatmeal. Sitting in high chair with nothing on tray, mom stirring oatmeal. Cries, bangs head. Possible Function: Get Oatmeal Get Attention What Happened Just Before? (Trigger) What Behavior(s) Occurred? What Happened Just After? (Maintaining Consequence)

65. Gabriella Possible Function: Escapes-prolong transition Playing in room, time to get in car for school. Mom pulls on arm to get to stand. Mom gives her 5 more minutes of play time. Yells, screams, kicks at toys. What Happened Just Before? (Trigger) What Behavior(s) Occurred? What Happened Just After? (Maintaining Consequence)

67. Luis A child moves to the sandbox where Luis has just built something. Tackles and hits child. Adult intervenes and scolds Luis, comforts other child. Luis continues road-way. Possible Function: Get Toy What Happened Just Before? (Trigger) What Behavior(s) Occurred? What Happened Just After? (Maintaining Consequence)

69. Madison Another child moves to area and gets a toy (purse). Shouts “no,” bites child. Sent to “thinking chair,” other child consoled, 4 minutes later, Madison leaves chair and returns to play with purse. Possible Function: Avoid Sharing Purse What Happened Just Before? (Trigger) What Behavior(s) Occurred? What Happened Just After? (Maintaining Consequence)

71. Observation Card Example Possible Function: Escape Art Child’s Name: Kara Observer: Teacher Ana Date: 1/22 Time: 10 am Activity: Choice Time/ Art Location: Art Area What Happened Just Before? (Trigger) What Behavior(s) Occurred? What Happened Just After? (Maintaining Consequence) Playing alone in house. Teacher comes over to Kara and asks her to come to the art table for art. When she doesn’t respond, the teacher tries to assist her by taking her arm to nudge her to stand. Kara pulls away and begins to protest by saying, “No! I not go to art!” as she pulls away from the teacher. The teacher walks away and says, “I will be back in a few minutes to see if you are ready.”

72. Video 3a.7: Tim – Before PBS

73. Observation Card Tim Sample Possible Function: Obtain (Get) Toy Child’s Name: Tim Observer: Teacher Joel Date: 1/22 Time: 10 am Activity: Small Group Time Location: Small Block Area What Happened Just Before? (Trigger) What Behavior(s) Occurred? What Happened Just After? (Maintaining Consequence) Playing alongside three other children with small one-inch blocks, some small dolls, and wheeled toys. Maya takes some of the one-inch blocks that were close to Tim while his back was turned. Joey warns Maya that those are Tim’s. Tim hears, turns around and moves toward Maya Tim reaches for the block. When Maya pulls her arm away and protests, Tim straddles her and begins pulling her hair with both hands. Maya looks to adult for help.

75. Video 3a.10: Observation Vignette #1

76. Observation Card Tim #1 Possible Function: Initiate social interaction/join play Child’s Name: Tim Observer: Teacher Joel Date: 1/22 Time: 10 am Activity: Choice Time Location: Block Area What Happened Just Before? (Trigger) What Behavior(s) Occurred? What Happened Just After? (Maintaining Consequence) Playing alone in block play. Goes over to a group of children playing. Tim sticks out his tongue and makes raspberry sound, hits boy, scratches his shoulder. Boy yells at him, friend brings him a lizard, boy yells to teacher.

77. Video 3a.11: Observation Vignette #2

78. Observation Card Tim #2 Possible Function: Obtain the toy (same truck) Child’s Name: Tim Observer: Teacher Ana Date: 1/22 Time: 10 am Activity: Free Play Location: Outside in sand box What Happened Just Before? (Trigger) What Behavior(s) Occurred? What Happened Just After? (Maintaining Consequence) Playing near two other children. Girl goes to basket and gets truck just like the other child’s truck. He tries to take her truck, shoves, pushes, and continues tugging for toy. Gets toy for a second, continues to fight girl for toy, teacher reprimands and carries him away.

79. Video 3a.12: Observation Vignette #3

80. Observation Card Brendan #1 Possible Function: Obtain computer/ adult attention Child’s Name: Brendan Observer: Dad Date: 1/22 Time: 10 am Activity: Computer Time Location: Home Office What Happened Just Before? (Trigger) What Behavior(s) Occurred? What Happened Just After? (Maintaining Consequence) Brother Josh is having a turn at the computer. Brother sits. Mom says “1. Josh, 2. Brendan.” Brendan says, “It’s Brendan’s turn.” Brendan yells, falls to ground, pulls chair, kicks, cries. Josh protests, Mother says, “Do you want me to carry you?” Brendan says,“Carry me.” She carries him away.

81. Video 3a.13: Observation Vignette #4

82. Observation Card Brendan #2 Possible Function: Escape/avoid going into the library (prolonged) (and adult attention) Child’s Name: Brendan Observer: Teacher Ana Date: 1/22 Time: 10 am Activity: Entering Library Location: Entrance to Library What Happened Just Before? (Trigger) What Behavior(s) Occurred? What Happened Just After? (Maintaining Consequence) Mother says, “Let’s go inside.” Then she counts down. Brendan. drops to floor, resists moving, screams, kicks, tries to run, drops, resists, screams, becomes “wet noodle.” Mother pulls him through doors then picks him up as he resists.

83. Video 3a.14: Observation Vignette #5

84. Observation Card Ryan #1 Possible Function: Adult attention Child’s Name: Ryan Observer: Teacher Ana Date: 1/22 Time: 10 am Activity: End of Circle Time Location: Rug area What Happened Just Before? (Trigger) What Behavior(s) Occurred? What Happened Just After? (Maintaining Consequence) Teacher kisses children’s cheeks with puppet. Says, “Say good-bye to MiMi.” Teacher gets up to put away puppet. Ryan begins hitting himself on head with fist, pull at shirt. Adult says “Ready to dance? Want to dance Ryan?” Goes and sits in her lap and is smiling.

85. Video 3a.15: Observation Vignette #6

86. Observation Card Ryan #2 Possible Function: Adult attention Child’s Name: Ryan Observer: Teacher Ana Date: 1/22 Time: 10 am Activity: Center Time Location: Quiet corner What Happened Just Before? (Trigger) What Behavior(s) Occurred? What Happened Just After? (Maintaining Consequence) Teacher helps Ryan to sit then walks away to find him a toy while saying, “Let Ms. Genie get you some balls.” Ryan pulls arm out of shirt, hits self on head with fist, thrusts backwards, pulls at shirt, kicks. Teacher returns, talks to Ryan, helps him get shirt back on, and hugs him.

88. Summarizing Observations Function: Why? What Happened Before? (Trigger) What Behavior(s) Occurred? What Happened Just After? (Maintaining Consequence) What is the common element or situation across observations? How do you generally describe the primary behavior(s)? What is the usual response? What typically happens?

93. Behavior Equation Quan approaches computer and sees child working on program. Quan moves his picture to indicate that he is next. Quan observes and waits for his turn. Child leaves computer and Quan sits down and begins working. Function: Get computer Setting Event Trigger Behavior Maintaining Consequence

94. Behavior Equation Quan approaches computer and sees child working on program. Quan moves his picture to indicate that he is next. Quan observes and waits for his turn. Child leaves computer and Quan sits down and begins working. Function: Get computer Setting Event Trigger Behavior Maintaining Consequence Quan was up most the night with an asthma attack. He arrives at school looking sleepy and with dark circles under his eyes.

102. Video 3a.8: Tim – With PBS

103. Video 3a.9: Importance of PBS