Positive Behavioral Supports in Early Childhood Classrooms Utilization

Positive Behavioral Supports in Early Childhood Classrooms: Utilization of the TPOT as a Fidelity Checklist

Welcome • Our purpose is to examine evidence-based practices in Social Emotional Learning and apply them across settings. • Our task today is to consider the need for specialized SEL supports in early childhood settings and examine a useful tool (TPOT). • Our stance is invitational.

What is the Pyramid Model and how is it similar to PBIS with older students? The pyramid model is similar to the tiered system of interventions used in Response to Intervention (RTI). It is a conceptual model used to describe a proactive stance we can take toward supporting mental health and prosocial development in young children. Each “layer” of the pyramid describes strategies we can employ toward this goal. https: //www. youtube. com/watch? v=A_by. Pf. NPk. KM (8 minutes)

Wa. KIDS Fall 2017

Key Research Findings Young Children depend heavily on adults to help them experience, regulate, and express emotions. Early childhood teachers share responsibility for promoting and safeguarding the early social emotional development of early learners.

What are the challenges that families face? Do we really understand our “current reality”? Please consider the following questions as you watch: 1. ____ of four children are born into poverty in the United States. 2. How do Americans compare with other similar countries in terms of hours worked; the same, greater, or less than others? 3. ____% of children in the United States have two working parents. https: //www. youtube. com/watch? v=IDu. C 9 Krx. Jx 4 (11 minutes)

What are adverse childhood experiences (ACES)?

How many ACEs do children in an average classroom in our state experience? (Northwest Children’s Trust, 2012)

What changes might I see when working toward implementation of this model? Linda Broyles, Program Administrator, SEK-CAP https: //youtu. be/b. PVg. Ez. MYQho Keri Giordano, director of a Children's Learning Center https: //www. youtube. com/watch? v=CIf. RLRh. TUF 8

Stuck on Escalator Video https: //www. youtube. com/watch? v=Vr. SUe_m 19 FY

Why have so many efforts toward school wide PBIS models failed? “Central to the effective use of multi-tiered system of supports by schools is not only achieving high levels of program fidelity, but also maintaining it over time. Schools implementing multi-tiered systems of support tend to focus on systems level factors (e. g. capacity-building) or pre-implementation factors (e. g. action-planning) to enhance the adoption of practices” (Hagermoser, Sanetti, & Kratochwill, 2009).

Consider: What initiatives have you tried/seen fail? • Think • Write • Turn • Talk

“Although these factors are important, lessons drawn from medicine indicate that more central to the issue of maintenance of program fidelity are factors related to the implementer because maintaining program fidelity is ultimately based upon these individuals…. program fidelity declines or is low within _______days after teachers begin implementation” (Hagermoser, Sanetti, & Kratochwill, 2009).

“Researchers have developed and tested the use of self-monitoring checklists to maintain fidelity at the individual level with striking results - ___ reduction in patient deaths and 36% reduction in inpatient complications” (Haynes et al. , 2009, Zamir, Beresova-Creese, & Miln, 2012).

TPOT Teaching Pyramid Observation Tool (TPOT) for PRESCHOOL CLASSROOMS MANUAL Research Edition Lise Fox, Mary Louise Hemmeter, and Patricia Snyder

Overview of TPOT • Observation- and interview-informed, judgement-based rating scale • Developed to assess teachers’ implementation of universal and targeted Pyramid model practices and teachers’ capacity to implement tertiary practices

Components of TPOT • Scoring booklet - Classroom information Schedule Items Space for notes • Manual - Definitions - Items with scoring guidance, rules and clarifications http: //www. brookespublishing. com/resource-center/screening-and-assessment/tpot/

Total Number of Items and Indicators • 32 items on TPOT -15 items with multiple indicators • Each indicator is rated yes, no, or N/O when permitted • Number of indicators associated with each item ranges from 5 to 10 • 121 total indicators under the 15 items -17 red flag items • Each red flag is rated yes or no

Using the TPOT • Observations • Conducted for a minimum of 2 hours • Must observe centers or free play, at least one teacher-directed activity and the transitions between activities • Focus of observation is primarily lead teacher’s behavior, but consider all adults • Interviews • For those practices that cannot be observed during a 2 -hour observation

TPOT Categories: Reflection

Pyramid Model Practices TPOT Designed to Measure Observation items 1. Schedules, routines, and activities (SR) 2. Transitions between activities (TR) 3. Supportive conversations (SC) 4. Promoting engagement (ENG) 5. Providing directions (PD) 6. Collaborative teaming (CT) 7. Teaching behavior expectations (TBE) 8. Teaching social skills and emotional competencies (TSC) Observations and interview item 9. Teaching friendship skills (FR) 10. Teaching children to express emotions (TEE) 11. Teaching problem-solving (TPS) Interview items 12. Interventions for children with persistent challenging behavior (PCB) 13. Connecting with families (COM) 14. Supporting Families in using Pyramid Model practices (INF) Observation of Challenging Behavior 32. Strategies for responding to challenging behavior (SCB)

Operational Definitions Each of the 32 items in the TPOT checklist are operationally defined in the manual CT 1: All adults are engaged with children during classroom activities or routines To score Yes, adults should be observed to be engaged with children instead of doing paperwork, sitting away from children, or engaging in activities unrelated to what children are doing (e. g. cleaning). If adults are preparing for an activity, talking with parents, observing children and taking notes, or collecting data or assessment information, these activities and routes are considered as being engaged with children.

Structure for Multiple Indicator Items

Red Flags: Part II of the TPOT Items • Represent practices that are contraindicated in relation to Pyramid model implementation

Structure of Red Flags

Red Flags Turn to page 25 of your TPOT scoring sheet and observe for examples of Red Flag behaviors. https: //www. youtube. com/watch? v=8 e. Cfnr. Gu 5 xo (Through 1: 18)

“Formal” Administration • TPOT Reliability Training • Obtain copy of teacher’s daily schedule • Plan for 2 hours to complete your observation • Plan to observe one teacher-directed, one child-directed activity, and at least one transition • Email teacher and advise of time you will arrive and activities you need to observe • Arrange a time when you can interview the teacher in private (about 15 -20 minutes) • Data gathered is not to be used for evaluative purposes.

Informal Utilization • Fidelity Checklist • • • Teacher observes teacher on an area of focus, followed by discussion Teacher observes para staff on an area of focus, followed b discussion Teacher/para staff use the checklist to self-monitor Classroom practices are posted in the classroom and rotated Classroom practices are utilized to orientate new staff to the program PLC or team time is structured around study of the tool and application of the practices

State Updates National Center for Pyramid Innovation (NCPI) • Washington Application for Intensive Technical Assistance for Statewide Implementation of the Pyramid Model within Preschool Programs • Department of Children, Youth and Families ESIT is receiving TA from the NCPI • Joint State Leadership Team

Reflection/Exit Slip 1. Name/Role/District 2. What tools to you currently use? 3. Reflection, how systematically have you used the above items? 4. Might you be interested in a formal TPOT training? k n a Th ! you • Exchange your exit slip for a WARM FUZZY!