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					Transitioning into the Primary Classroom:
               Hand in Hand




              Teacher Education Division
         of the Council for Exceptional Children
                 - Annual Conference -
                  The Grand Casino
                   Biloxi, Mississippi.
                November 11 - 16, 2003
  BY




           Colleen Finegan
Early Childhood / Early Childhood Special Education




              www.ed.wright.edu
Transitioning into the Primary Classroom:
               Hand in Hand
                         Abstract
    Description of a university partnership initiative
       which provides comprehensive training
             in positive behavioral support
       for teams of pre-service and in-service
               early childhood educators,
           intervention specialists, parents,
         service providers, and administration
       in order to provide supportive services
        for children with behavioral difficulties
              in transition from preschool
                 to the primary grades.
Transitioning into the Primary Classroom:
               Hand in Hand
                         Abstract
    Description of a university partnership initiative
       which provides comprehensive training
             in positive behavioral support
       for teams of pre-service and in-service
               early childhood educators,
           intervention specialists, parents,
         service providers, and administration
       in order to provide supportive services
        for children with behavioral difficulties
              in transition from preschool
                 to the primary grades.
  Transitioning into the Primary Classroom:
                 Hand in Hand
                       Definition
             “Positive behavior support
                  is a collaborative,
              assessment-based process
                to develop effective,
              individualized interventions
     for individuals with challenging behavior.
The support plans focus on proactive and educative
                      approaches”.
              http://rrtcpbs.fmhi.usf.edu/pbsinfo.htm
Transitioning into the Primary Classroom:
               Hand in Hand

                           Goal
      “…Positive behavioral support
      is aimed at supporting
      individuals with challenging behavior
to "get a life",
      and once they "get a life" to
"keep a life" over their entire life
span”.
         Positive Behavioral Support by Susan Fake.
http://www.oz.net/~sfake/
 Transitioning into the Primary Classroom:
                Hand in Hand


      “Thus, positive behavioral support
        is an approach compatible with the
inclusion of individuals with disabilities
      in typical home, school and work
settings”.

         Positive Behavioral Support by Susan Fake.
http://www.oz.net/~sfake/
Transitioning into the Primary Classroom:
               Hand in Hand

                 Primary Features

        1. Creating a vision for inclusion.
      2. Completing a functional assessment of
      the challenging behavior(s).
      3. Organizing the environment to prevent
      challenging behaviors.
      4. Teaching skills now that make
      challenging behaviors unnecessary.
Transitioning into the Primary Classroom:
               Hand in Hand

                Primary Features
     5. Rewarding positive behaviors and
        removing the rewards for challenging
        behavior.
     6. Anticipating the most disruptive and
        dangerous situations.
     7. Ensuring a "cultural" fit.
     8. Monitoring for improvement.
          Positive Behavioral Support
          by Susan Fake.
                  http://www.oz.net/~sfake/
Transitioning into the Primary Classroom:
               Hand in Hand
                  Key Features

          Positive behavior support (PBS)
            has three primary features:


   1) functional (behavioral) assessment
   2) comprehensive intervention
   3) lifestyle enhancement



            Horner & Carr, 1997; Koegel,
              Koegel, & Dunlap, 1996
  Transitioning into the Primary Classroom:
                 Hand in Hand

 1) functional (behavioral) assessment

”process for identifying the events that trigger and
maintain problem behavior”.




        http://rrtcpbs.fmhi.usf.edu/pbsinfo.html
 Transitioning into the Primary Classroom:
                Hand in Hand

1) functional (behavioral) assessment
 information gathering through:                    -
 -record reviews
 --interviews
 --observations

      And the development of summary statements
      that describe the patterns of the behavior
      identified.



        http://rrtcpbs.fmhi.usf.edu/pbsinfo.html
 Transitioning into the Primary Classroom:
                Hand in Hand

1) functional (behavioral) assessment

*  A clear description of the problem
       behaviors
* Events, times, and situations that
       predict when behaviors will and will        not
occur (i.e., setting events)




        http://rrtcpbs.fmhi.usf.edu/pbsinfo.html
 Transitioning into the Primary Classroom:
                Hand in Hand
1) functional (behavioral) assessment

*   Consequences that maintain the problem
       behaviors (i.e., functions)
*   Summary statements or hypotheses
*   Direct observation data to support the
       hypotheses




        http://rrtcpbs.fmhi.usf.edu/pbsinfo.html
 Transitioning into the Primary Classroom:
                Hand in Hand

 2) comprehensive intervention

* proactive strategies for changing the
      environment so triggering events are
   removed
* teaching new skills that replace problem
    behaviors




       http://rrtcpbs.fmhi.usf.edu/pbsinfo.html
Transitioning into the Primary Classroom:
               Hand in Hand

2) comprehensive intervention
* eliminating or minimizing natural
    rewards for problem behavior
* maximizing clear rewards for appropriate
   behavior.




        http://rrtcpbs.fmhi.usf.edu/pbsinfo.html
  Transitioning into the Primary Classroom:
                 Hand in Hand

3) lifestyle enhancement

* participation in community life.                      *
gaining and maintaining satisfying relationships. *
expressing personal preferences.                    *
making choices.
* developing personal competencies.




        http://rrtcpbs.fmhi.usf.edu/pbsinfo.html
  Transitioning into the Primary Classroom:
                 Hand in Hand

3) lifestyle enhancement

“Such improvements in quality of life are facilitated by
establishing a positive long-range vision with the
individual and his/her family (e.g., through person-
centered planning) and mobilizing natural supports
through effective teamwork”.




        http://rrtcpbs.fmhi.usf.edu/pbsinfo.html
   Transitioning into the Primary Classroom:
                  Hand in Hand

           State Improvement Grant - Ohio
                      The goal is to ensure
                a successful, positive transition
from the 3-5 yr. old program                             to
      a welcoming, supportive school-age environment
         for young children with behavior difficulties
   especially those with Autism Spectrum Disorders (ASD)
                in the Dayton Metropolitan area.
  Transitioning into the Primary Classroom:
                 Hand in Hand
                     Procedures


--Sent out feelers to contact interested
       parties in surrounding school systems
--Talked about grant at various local education
meetings.
       Preschool Task Force
       Autism study group
       Intervention Specialist (ECE and K-12) at WSU.
  Transitioning into the Primary Classroom:
                 Hand in Hand
                     Procedures


--Coordinated with WSU and local SERRC a
team training workshop to focus on                   successful
transitioning of preschool kids with special needs (especially
Autism Spectrum Disorders-ASDs) from pre-school to
Kindergarten, or one placement to another placement within
one facility or from one to another facility.
    Transitioning into the Primary Classroom:
                   Hand in Hand
                        Procedures

--Received registration from 6 teams including "sending"
teacher, "receiving teacher",         parent(s)/ guardians of
"focus child", and a       variety of support personnel
including (OT, PT, SLP, Phys. Ed.), teacher assistants,
administration, and counselors of either placement.
     Transitioning into the Primary Classroom:
                    Hand in Hand
                        Procedures

5 day workshop:
      Day 1: Two consultants from Cincinnati             (a
      Dr. and a psych) who work with kids          with ASDs
      Overview of all major aspects of kids with ASDs
      (communication, behavior, social interactional,
      academic, etc.), moving to specifics about PBS, PEP,
      and behavioral assessment.
  Transitioning into the Primary Classroom:
                 Hand in Hand
                    Procedures

5 day workshop:
      Day 2 and 3: Two local consultants         conducted
      training sessions on Positive Behavioral Support,
      Positive Educational Planning and Behavioral
      Assessment.
    Transitioning into the Primary Classroom:
                   Hand in Hand
                        Procedures

5 day workshop:
      Day 4: Teams went to the specific sites
      (“sending sites” and “receiving sites”)               of the
      focus child to examine the environment of each location
      to begin to form a transition plan that will provide the
      best possible support for the child in transition from one
      site to the other.
    Transitioning into the Primary Classroom:
                   Hand in Hand
                        Procedures

5 day workshop:
      Day 4: Focusing on the specific needs                  of
      the individual, the teams worked to           plan for
      assessments, the design, implement and evaluate
      support plans, to facilitate improvements in quality of life
      for the focus individual
     Transitioning into the Primary Classroom:
                    Hand in Hand
                        Procedures

5 day workshop:
      Day 5: Teams came back together and              shared
      plans and ideas making suggestion           for
      implementation and evaluation. Teams submitted a
      copy of their final transition plans and completed
      evaluations of the program.
       Transitioning into the Primary Classroom:
                      Hand in Hand
            Monies from the grant supported:
-- Graduate / undergraduate tuition or CEU's .
-- Box lunches on Days 1,2,3 and 5.
--Training Texts and other resources for teams
Benson, P. L. (1998). What kids need to succeed. Free Spirit Pub.
Payne, R. (2001). Framework for Understanding Poverty. Aha! Process Inc.
Roehlkepartain, J. L. (2000). What young children need to succeed. Free Spirit
        Pub.
Roehlkepartain, J. L. (1995). Building Assets Together. Free Spirit Pub.
Sprick, R. (1998). Administrator’s Desk Reference of Behavior Management
        (Vol. 1) Leadership Guide, Sopris West.
    Transitioning into the Primary Classroom:
                   Hand in Hand
            Monies from the grant supported:

--Stipends for travel for parents/guardians.
--Childcare for non-school-aged children.
--Substitute teacher pay.
--Specific materials/resources.
--Resources used to teach pre-service teachers and in-service
teachers about Autism Spectrum Disorders, Positive
Behavioral Support, Positive Educational Planning and
Behavioral Assessment.
Transitioning into the Primary Classroom:
               Hand in Hand


               EXAMPLE
    Transitioning into the Primary Classroom:
                   Hand in Hand

Dr. Finegan,
My school, Lawnview Child and Family Center, has a team
attending the PBS. We are located in Urbana and service
preschoolers with special needs for Champaign County.
Our team consists of 9 members including 4 teachers (one of
which teaches our structured unit for children on the PDD
spectrum), our program director, our preschool director, a
speech therapist, an occupational therapist, and a school
psycologists.
   Transitioning into the Primary Classroom:
                  Hand in Hand

We represent staff that have been at the school for a number
of years and staff that are new to the program in the last year.
Our team has been focusing on looking at the PBS in a
school-wide setting. We have looked at the different
relationships and settings in our building to find the areas
where we need to have more consistent identified policies to
be conveyed to staff, parents, and students.
   Transitioning into the Primary Classroom:
                  Hand in Hand

One area we have especially targeted is having school-wide
rules that we can convey in a meaningful way to the children.
Some of our staff have been trained in using social stories and
we have used their expertise to put our school-wide rules into
a social story for the children.
  Transitioning into the Primary Classroom:
                 Hand in Hand

Since our children are chronologically 3-6 years old with
a wide range of developmental levels we have written
the story in a general way that each classroom can use
as a starting point.

We have focused on the 3 B's with our story titled "What
are the three B's?" They are "Be nice, Be safe, and Be
ready." The story is broken up into 3 sections with each
section defining in specific ways what it is like to "be"
this different things.
   Transitioning into the Primary Classroom:
                  Hand in Hand
For example: for "be nice" the children are given
examples of sharing, helping a friend, and using a
friendly voice and having a friendly face. We plan to
print off a copy for each of the 9 classrooms.
We also plan to post a poster in each classroom with
one symbol and the three "B's" printed on it so the
children (and staff) will be reminded of the three "B's".
We would like to have posters printed off for the halls,
cafeteria, and gym with a large one as people enter the
building.
  Transitioning into the Primary Classroom:
                 Hand in Hand

This is the area in which we could use financial help in.
Our stipend would be used to print copies for the
classroom and have the posters printed. Colored ink
cartridges are expensive and we have discovered go
quickly when we are printing a social story for each
classroom. We would have the posters printed at a
printing shop which would also require some expense.
    Transitioning into the Primary Classroom:
                   Hand in Hand

Our team has presented these ideas at a staff meeting to get
all staff's input. We have discussed our thinking and the ideas
we have been presented with at the PBS, especially the need
to be proactive rather than reactive with our behavior supports
in the building.
We are also identifying other areas in our building, such as the
playground and training for new staff members, that need to
have written policies so we can all be on the same page in
supporting the children.
    Transitioning into the Primary Classroom:
                   Hand in Hand

We have not yet implemented our social story as we are
waiting for funds to get the printing done, although two of our
classrooms have started to use them as we do have two
copies of the story.
One of the classrooms is mine and I have a three year old boy
doing a lot of hitting, kicking, and tackling during transition
times. We have read the story and are working with him in
particular to "Be safe". We have discussed as a team the
importance of being consistent in our language across the
individual classroom and building settings.
    Transitioning into the Primary Classroom:
                   Hand in Hand

We are thankful for the opportunity to participate in this
endeavor and appreciate the effort you have taken to make
this possible.

Brenda Kelley
Transitioning into the Primary Classroom:
               Hand in Hand

				
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