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

Session ObjectivesFor 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

“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)

Should Teachers Be Expected to Teach Children How to Behave?

Behavior Expectations in Preschool

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)

Which Matters Most: Academics or Behavior?

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)

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)

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)

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)

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)

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)

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)

Kansas Multi-Tier System of Supports Behavior

Behavior MTSS Structuring ComponentsBuilding-wide

Behavioral Expectations

Define major/minor offenses (Assessment)

ODR/BIR reflect expectations and minors/majors

Data system for disaggregation of ODR data by

Big 5

Universal Screener

Building-wide rules to

define expectations (Curriculum)

Recognition System

Continuum of Consequences

Teach Expected Behavior

(Instruction)

Procedures and Routines

Lesson Plans

Schedule for Instruction

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

Teaching Social Skills with Intentionality

• A systematic, intentional approach to teaching social emotional skills involves:o Teaching the skill or concepto Talking about examples and non-examples of the target

skillo Supporting use of the target skill in naturally occurring

contextso Reviewing children’s use of skill.

Webster-Stratton (1999)

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.

“Intentional”

Copple & Bredekamp (2006)

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)

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)

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)

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

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 that1) Can be addressed through development, play,

maturation, and exposure/experience (All)2) Are emerging: with practice and repetition they will

improve in independence or fluency (Some)3) Are unlikely to emerge without intensive instruction

or individualized intervention and supports (Few)

Grisham-Brown (2012)

Knowing What to Teach:Priorities

TPOTThe 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/

TPOT Universal Practices• Nurturing and Responsive Relationships

o Supporting children’s playo Responding to child conversationso Supporting communication of children with

special needso Providing positive feedback and encouragement of

appropriate behavioro Building relationships with children

Hemmeter, Fox, & Snyder (2008, Revised 2009)

TPOT Universal Practices, continued• High Quality Supportive Environments

o Adequate Materialso Defined play centerso Balanced schedule (large and small group)o Structured transitionso Individualized instructions for children who need

supporto Small number of rules taught and promotedo Activities designed to engage childreno Clear directions

TPOT Targeted Practices• Targeted Social Emotional Supports

o Teach children to identify and express emotionso Teach and support self-regulationo Teach and support strategies for handling anger

and disappointmento Teach and support social problem solvingo Teach and support cooperative respondingo Teach and support friendship skillso Teach and support collaboration with peers

TPOT Intervention Practices• Individualized Intensive Interventions

o Convene team to develop interventionso Collect data to determine nature of problem

behavioro Develop individualized behavior support strategieso Implement behavior support plan with consistencyo Conduct ongoing monitoring of child progresso Revise plan as neededo Partner with families and colleagues in plan

implementation

Based on What You’ve Heard Today

• How competent do you feel in knowing:What social-emotional skills to

teach?How to teach them?How to meet the social-emotional

needs of individual children (all, some, and few)?

TASN-KITS Webinar Series

• Focused on intentional teaching in early childhood classrooms• Building on framework for DAP presented by Gaye Gronlund

in workshops on Rigorous Academics in Preschool? Yes! Through Playful Learning Throughout the Day

• A Child Who Can’t Behave Should Be…Taught! March 28, 2013o 11:30 – 12:30o 4:00 – 5:00

• Contact Karen Lawson for information on registration: klawson@ku.edu

Questions?

KSDE TASN http://www.ksdetasn.org

Phoebe Rinkelprinkel@ku.eduMisty Goosenmgoosen@ku.edu

A Child Who Can’t Behave Should Be…

Taught!• What will you take away from this presentation?

o What made you think?o What confirmed your current practices?o What made you think about changing your

current practices?o Who will you tell about the webinar?

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.

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)

o Evidence Based Social Emotional Curricula and Intervention Packages for Children 0-5 Years and Their Families.

o Promoting Social Behavior of Young Children in Group Settings: A Summary of Researcho Screening for Social Emotional Concerns: Considerations in the Selection of

InstrumentsRetrieved from http://www.challengingbehavior.org/do/resources/roadmap.html

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