Questions from the EC ITV Event
If a program wants to start using PBS strategies, what is the first step?
You have taken the first step by participating in the ITV event on PBS in early childhood settings! We suggest your next step is to explore the recommended resources you received. For example, the link below takes you to 2 excellent resources: 1) a complete guide to the PBS process as it applies to developing an intervention plan for an individual child, and 2) tools for prevention and management of challenging behaviors in an early childhood group setting. http://www.challengingbehavior.org/do/resources/tools.htm
When you are ready to begin building the team that will support implementation of PBS program-wide, including your family members, the second link takes you to the core training modules for preschoolers or infants/toddlers (in English and Spanish).
http://www.vanderbilt.edu/csefel/modules.html
If you or your program needs technical assistance in implementing PBS, please consult the handout you received on Training and Technical Assistance Resources in Kansas.
How does Conscious Discipline, the brain based behavior management approach of Dr. Becky Bailey, fit with PBS?
Like PBS, Conscious Discipline is a comprehensive classroom intervention approach that targets adult behavior and promotes the development of a classroom environment that teaches children to deal with their emotions in socially acceptable ways. While we are not aware of any peer-reviewed research supporting the CD model, we agree with the author that the approach is consistent with brain research and child development theory.
Strategies and tools used in Conscious Discipline are compatible with universal strategies used in the first two levels of the Teaching Pyramid model.
Where can I get more information on using PBS for the birth to 3 year old population (home-based interventions, collecting data in the home, etc.)?
PBS w/ infants and toddlers – can you use techniques with them?
Many of the resources found at the TACSEI and CSEFEL websites are relevant to infants and toddlers. Even some of the resources developed for center-based programs can be generalized to the home since they revolve around natural routines, such as meals, naptime, transitions, outdoor play. You might want to start with the links below:
Positive Beginnings
Positive Behavior Support for Toddlers with Challenging Behavior in Typical Routines
PBS vs. CLASS – what are the differences and similarities? Can they work together?
The office of HS will now use CLASS at annual site visits. They have not required programs to use CLASS – but encourage progress to use some type of assessment to look at teacher-child and child to child relationships.
How can a program use both PBS & CLASS – is it possible? If so, how?
SEK-CAP Head Start is currently using the Teaching Pyramid Observation Tool (TPOT). This tool is being piloted in some programs around the country. We believe that the two tools can be successfully used together without duplicating effort.
What assessments do you use to gauge classroom/teacher performance?
SEK-CAP is currently using the TPOT to measure teacher performance in implementing the pyramid model to fidelity.
How does the DECA (Devereux) program work with PBS? Have you used the tools?
SEK-CAP is not currently using the DECA, but we know of at least one community preschool PBS initiative that is using it as their tertiary intervention.
The DECA kit is available for loan from the KITS online resource center. Contact Kim Page at kpage@ku.edu or phone 1-800-362-0390 Ext. 1651.
New Resource since the ITV Event!
New Evidence-Based Social-Emotional Curricula for Children 0-5 Years and Their Families
http://www.challengingbehavior.org/do/resources/documents/roadmap_2.pdf
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.
