PBS Kansas Resources and Tools for Early Childhood
June 3, 2009 Distance Learning Event: Addresssing the Social-Emotional Needs of Young Children in Community Settings
Visit the Event Archive to access the PowerPoints and resources shared at the event.
Positive Behavior Interventions and Supports from Preschool to High School: A Conversation about Implementation
Listen to a lively discussion about PBIS and implementation in early childhood programs and K-12 schools. Glen Dunlap, Lise Fox, and George Sugai discuss the key elements of PBIS and the implementation features within different settings and systems. (August, 2012)
Autism Research and Training Center at the University of California, Santa Barbara
The Gevirtz Graduate School of Education has developed several practical training manuals on a wide range of behavior strategies, available for a small fee. See, for example, Frea, Koegel & Koegel, Problem Behavior Manual: Understanding Why Problem Behaviors Occur: A Guide for Assisting Parents in Assessing Causes of Behavior and Designing Treatment Plans ($7 includes shipping and handling).
Beach Center on Families and Disabilities
The Beach Center on Disability is an affiliate of the Life Span Institute and the Department of Special Education at the University of Kansas. The site includes resources for families, information on disability policy, opportunities for education, training and graduate studies, as well as other areas of interest.
CECMHC Observation Toolkit for Mental Health Consultants
This toolkit provides mental health consultants with tools that they can use to help teachers and program managers to realize the full potential of the Teaching Pyramid framework. Mental health consultants who are working in Head Start and child care programs that have not been trained in the Teaching Pyramid model can also benefit from these tools as these work with teachers in infant/toddler and preschool classrooms. Brief forms of the Teaching Pyramid Infant Toddler Observation Scale (TPITOS) and the Teaching Pyramid Observation Tool can help consultants structure observations and provide specific feedback to teachers on improving the social emotional climate in their classrooms.
CECMHC Facilitating Individualized Interventions to Address Challenging Behavior: Toolkit
When children have persistent challenging behavior that is not responsive to the efforts of the early educator and family to address the child’s needs or support the child in developing social skills; there must be an effort to develop an individualized plan for ensuring that the child, early educator, and family is successful. This guide is designed to assist the mental health consultant in guiding teachers, teams, and families in developing and implementing an individualized plan of support that results in a reduction of challenging behavior and the promotion of communication and social skills.
The Center for Effective Collaboration and Practice “Mini web” on Functional Behavior Assessment
This “mini web” is designed to provide resources needed to understand the usefulness of functional behavior assessments and behavioral intervention plans in addressing problem behavior, as well as what the law requires of school districts. Part I is An IEP Team’s Introduction to FBA and BIPs. Part II is Conducting an FBA. Part III is Creating Positive Behavioral Intervention Plans and Supports. Coming soon is Part IV: A Trainer of Trainers Guide. Supporting videos are available for loan or purchase.
Center for Early Childhood Mental Health Consultation (CECMHC) at the Georgetown University Center for Child and Human Development
The CECMHC products translate research-based knowledge into practical strategies that can be implemented in Head Start programs across the country. These products include: self-assessment tools and web-based, best-practice tutorials that build the skills and capacity of mental health consultants and program administrators; implementation toolkits for each level of the Pyramid Model; and relaxation techniques to promote staff wellness.
Center on the Social and Emotional Foundations for Early Learning
This site contains summaries of effective practices for supporting children’s social-emotional development and preventing challenging behaviors. “What Works Briefs” describe practical strategies, provide references to more information about the practice, and include a one-page handout that highlights major points.
Early Childhood Resource Center – Kansas Inservice Training System
The Early Childhood Resource Center is designed to provide access to a continuously updated collection of materials on topics related to children birth to eight who are identified with special needs.
Early Childhood and Program-Wide Positive Behavior Support
Part of the MTSS for Behavior website, these pages contain information specific to positive behavior support in early childhood settings. Content includes resources on cultural sensitivity, families, the three tiers of PBS, and community involvement.
Educating Children with Autism: Chapter 10 Problem Behaviors
This chapter from Educating Children with Autism, provides a good introduction to defining problem behaviors and examining the different perspectives: child, parent, teacher, care-giver, case manager, etc. The chapter is available for online reading as a courtesy of the National Academies Press, the National Academy of Sciences and the Commission on Behavioral and Social Sciences and Education.
Environmental Support for Positive Behavior Management – Kansas Inservice Training System
This packet has been developed as a resource to enable you to understand the issues related to Environmental Support for Positive Behavior Management. Its contents were chosen based on your requests and needs assessment information completed previously.
Functional Behavioral Assessment – Kansas Inservice Training System
The purpose of this packet is to provide information about conducting a problem-solving process for challenging behavior. This process, called Functional Behavioral Assessment (FBA), is meant to examine problem behavior in the environments in which the behavior occurs, and determine the meaning (or function) that the problem behavior serves for the child.
Interactive Collaborative Autism Network (ICAN) Instructional training module on Functional Behavior Assessment
A Functional Behavioral Assessment (FBA) is typically only used in instances where behavior interferes significantly with the student’s learning or that of his/her peers despite the consistent implementation of behavioral interventions developed from less formal behavioral assessments. In this lesson, we will be looking at the various elements of designing a good FBA, how to develop an effective support plan, and how to collect the data that will tell you whether or not the plan was successful.
Kansas Children's Cabinet and Trust Fund
The Kansas Children's Cabinet has been directed by the statute to undertake these four overarching responsibilities: 1. Advising the Governor and the legislature regarding the uses of the moneys credited to the Children's Initiatives Fund; 2. Evaluating programs which utilize Children's Initiatives Fund moneys; 3. Assisting the Governor in developing and implementing a coordinated, comprehensive delivery system to serve children and families of Kansas; 4. Supporting the prevention of child abuse and neglect through the Children's Trust Fund.
Kansas Early Autism Services Website
The purpose of this website is to provide Kansans with information about the Kansas Department of Social and Rehabilitation Services Home and Community Based Services (HCBS) Autism Waiver. Currently, Autism can be diagnosed as early as eighteen months of age. Services provided to children during early childhood have the additional benefit of preparing children for entering the school system. Studies show that with intensive early interventions around fifty percent of children with Autism can succeed in the regular education classroom by first grade. Others will make gains significant enough that they will only require partial or less intensive special education services. The waiver will provide opportunities for children with Autism to receive intensive early intervention treatment and their primary caregivers to receive needed support through respite services. The program will greatly benefit children with Autism and their families, in the future it may potentially provide dramatic cost savings to the state, as these children are less likely to depend on public services over the course of their lifetime. According to the Autism Society of America, the cost of lifelong care can be reduced by two-thirds with early diagnosis and intervention.
Kansas Inservice Training System
The KITS project is designed to provide a training and resource system for early intervention networks and early childhood special education program staff through collaborative training and technical assistance activities on a comprehensive statewide basis. Additionally, parents and staff of agencies collaborating with these early intervention networks and preschool programs are afforded the opportunity to be involved in all activities associated with the project. The comprehensive system is realized through four identified system components of collaboration / linkages, information services, training, and technical assistance.
New Evidence-Based Social-Emotional Curricula for Children 0-5 Years and Their Families
Source: Technical Assistance Center on Social Emotional Intervention for Young Children - July 2, 2009
The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) recently published Evidence-Based Social-Emotional Curricula and Intervention Packages for Children 0-5 Years and Their Families (June 2009), which provides guidance to families and early childhood special education providers seeking interventions to promote healthy social emotional development in young children with and without disabilities. The information can also help individuals intervene early with young children who may already be displaying problematic social emotional behaviors.
Positive Beginnings Training Modules
These training modules have been designed to provide sequenced instructional materials that will build the capacity of early educators, interventionists, and therapists in meeting the needs of young children with challenging behavior. The training materials were developed by a team of faculty who has distinctive expertise in early intervention, behavior support, communication disorders, and developmentally appropriate practice.
Positive Behavioral Supports – Kansas Inservice Training System
This link provides multiple information packets in PDF format related to Positive Behavior Support in Early Childhood Settings.
Related Early Childhood Links
This link on the Technical Assistance Center on Social Emotional Intervention (TACSEI) site provides a wealth of information for parents including social emotional development, challenging behaviors, finance, children’s health and mental health, family supports, and national resources.
Teaching Tools for Young Children
The Teaching Tools are intended to assist teachers in problem-solving a plan to support young children who are having challenging behavior. The User's Manual will explain how to use the tools and all of the technical information you will need to access the hyperlinked visual supports and materials. Also included within the Teaching Tools is the Routine Based Support Guide. The Guide is a document that accompanies all of the tools and is organized in routines and activities that typically occur in early childhood programs. It will assist teachers in support plan development.
Technical Assistance Center on Social Emotional Intervention for Young Children
Effective January 1, 2008, the Center for Evidence-Based Practice: Young Children with Challenging Behavior (CEBP) became the Technical Assistance Center on Social Emotional Intervention for Young Children, or TACSEI. TACSEI is a continuation and expansion of the work of CEBP. A major change is that TACSEI will now take the enormous amount of research CEBP conducted and synthesized on effective practices and move it into actual, everyday practice by: providing technical assistance (TA) with specific emphasis on behavior and social/emotional development; providing information, products, training and e-learning opportunities on evidence-based practices and the Pyramid Model of promotion, prevention and intervention; synthesizing and disseminating research findings on evidence-based practices for children and families served by IDEA; documenting factors in model programs that lead to the adoption, fidelity, implementation and sustainability of the Pyramid Model practices; and coordinating a cadre of experts that provide consultation to the field.