ECPBIS OVERVIEW KIDSTRONG CONFERENCE 2016 AMY CARLSON ED

ECPBIS OVERVIEW KIDSTRONG CONFERENCE 2016 AMY CARLSON, ED. D. CCC-SLP ECPBIS COORDINATOR WV AUTISM TRAINING CENTER AT MARSHALL UNIVERSITY

SESSION OUTLINE & GOALS • ECPBIS Introduction and the Pyramid Model • Discuss the 3 tiers of the Pyramid Model • WV’s statewide initiative and our plan • Questions and Answers

WHAT IS ECPBIS? Early Childhood Positive Behavioral Interventions and Supports -define -origins -goals

THE PYRAMID MODEL (CENTER ON THE SOCIAL AND EMOTIONAL FOUNDATIONS FOR EARLY LEARNING & TECHNICAL ASSISTANCE CENTER ON SOCIAL EMOTIONAL INTERVENTIONS FOR YOUNG CHILDREN) Effective Workforce

EFFECTIVE WORKFORCE “THE FOUNDATION” The systems and policies needed to adopt and sustain the implementation of the Pyramid Model with a particular focus on supporting the social development and relationships of ALL young children. • Systems • Policies • Focused on all children: including those with or at risk for delays or disabilities

TIER 1 UNIVERSAL OR PRIMARY PREVENTION 1. ) Nurturing and Responsive Relationships 2. ) High Quality Supportive Environments Universal

NURTURING AND RESPONSIVE RELATIONSHIPS • Building block of the pyramid • Essential to healthy social development • Includes relationships with children, families, and team members -actively supporting engagement -embedding instruction within children’s routines and play -responding to children’s conversations -promoting communication -providing encouragement to promote learning

HIGH QUALITY ENVIRONMENTS “PROMOTE SOCIAL AND EMOTIONAL DEVELOPMENT” CLASSROOM ENVIRONMENT • Predictable • Supportive • Fosters all areas of child development • Safe • Promote active learning • Promote appropriate behavior • Provide positive guidance for expectations or rules • Maximize engagement and learning

HIGH QUALITY SUPPORTIVE ENVIRONMENTS HOME ENVIRONMENT • Supporting families and other caregivers to promote development within natural routines • Providing families and other caregivers with information and support • Minimizing the likelihood of challenging behavior

TIER 2 SECONDARY PREVENTION Targeted Social Emotional Supports • Explicit instruction and support • Self-regulation, expressing and understanding emotions, developing social relationships Secondary Prevention

TIER 3 TERTIARY INTERVENTION Individualized Intensive Interventions • Family-centered, comprehensive interventions • Assessment based • Individualized Behavior Support Plan • Skill building Tertiary

ECPBIS THE PYRAMID MODEL TAKEAWAYS: • Framework for support and interventions • ALL CHILDREN – those at no risk, those at risk of developing social emotional delays, and those with persistent behavioral challenges

TAKEAWAYS… • All behavior is a form of communication • There is always a reason for problem behavior • There can be many reasons behind one specific behavior • Children’s challenging behavior can be reduced with support not punishment • ECPBIS builds social and emotional competence to prevent challenging behaviors in young children

SO WHAT HAPPENS NOW? W. V. ’S INITIATIVE • First ECPBIS Academy this fall • 3 Day Academy • Preschool classrooms • Teams and Coaches

QUESTIONS? ? ? Amy Carlson, Ed. D. CCC-SLP ECPBIS Coordinator knell 1@marshall. edu 304 -696 -3862

References TACSEI website http: //challengingbehavior. fmhi. usf. edu Carter, R. C. , Van Norman, R. K. , & Tredwell, C. (2010). Program-wide positive behavior support in preschool: Lessons for getting started. Journal of Early Childhood Education, 38: 349 -355. Fox, L. , Dunlap, G. , Hemmeter, M. L. , Joseph, G. E. , & Strain, P. S. (2003). The teaching pyramid: A model for supporting social competence and preventing challenging behavior in young children. Young Children, July 2003, 48 -52. Walker, H. M. , Kavanagh, K. , Stiller, B. , Golly, A. , Severson, H. H. , & Feil, E. G. (1998). First Step to Success: An Early Intervention Approach for Preventing School Anti-social Behavior. Journal of Emotional and Behavioral Disorders, 6(2), 66 -80.