6/11/2018 1 Inappropriate Discipline Practices and Young Children’s Social Emotional Competence Lise Fox, PhD University of South Florida [email protected]Our Discussion • Pyramid Model for promotion, prevention, intervention • Disturbing data about inappropriate discipline practices • Addressing the issue as parent leaders, technical assistance providers, researchers The Pyramid Model: Promoting Social-Emotional Competence and Addressing Challenging Behavior Developed By • Faculty associated with Pyramid Model Faculty • Lise Fox • Glen Dunlap • Barbara Smith • Phil Strain • Judith Carta • Kathleen Baggett • Karen Blase • Erin Barton • Mary Louise Hemmeter • Rob Corso • Micki Ostrosky • Roxane Kaufmann • Amy Santos • Tweety Yates • Amy Hunter • Matt Timm • And many others What We Built
Our Discussion•Pyramid Model for promotion, prevention, intervention
•Disturbing data about inappropriate discipline practices
•Addressing the issue as parent leaders, technical assistance providers, researchers
The Pyramid Model: Promoting Social-Emotional Competence
and Addressing Challenging BehaviorDeveloped By
•Faculty associated with
Pyramid Model Faculty• Lise Fox
• Glen Dunlap
• Barbara Smith
• Phil Strain
• Judith Carta
• Kathleen Baggett
• Karen Blase
• Erin Barton
• Mary Louise Hemmeter
• Rob Corso
• Micki Ostrosky
• Roxane Kaufmann
• Amy Santos
• Tweety Yates
• Amy Hunter
• Matt Timm• And many others
What We Built
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Our Focus….
•Adopting a posture of support:
• Supporting all children
• Supporting all families
• Supporting all teachers and providers
•Promoting confidence and competence
•Supporting inclusion, not exclusion
The Pyramid Model: Promoting Social-Emotional Competence
and Addressing Challenging Behavior
Universal promotion: All children
It’s all about relationships “Every child needs one person who is irrationally crazy about him.”
Uri Bronfenbrenner
“Parents need to know that we care before they care what we know”
(Klass, 1997)
Creating Supportive Classroom Environments
•Physical design •Schedules and routines•Planning and implementing activities to promote engagement
•Visual cue systems•Structuring transitions•Teaching rules/expectations•Positive feedback and encouragement
•Classroom management systems
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The Pyramid Model: Promoting Social-Emotional Competence
and Addressing Challenging Behavior
Some children
Friendship Skills
Friendship Skills
Emotional Literacy
Social Problem Solving
Anger Management
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Teaching Social Skills and Emotional Competencies: Stages of Learning
• Show and tell
• Acquisition – new skill or concept
• Practice makes perfect
• Fluency – the ability to immediately use the skill or concept without a prompt
• You got it!
• Maintenance – continuing to use the skill or concept over time
• Generalization – applying the skill or concept to new situations, people, activities, ideas, and settings
The Pyramid Model: Promoting Social-Emotional Competence
and Addressing Challenging Behavior
Few children
Individualized Intensive Interventions
•Comprehensive interventions across all settings
•Assessment-based
•Collaborative team
•Skill-building
Headlines….againBlack students nearly 4x as likely to be suspendedGreg Toppo, USATODAYPublished 12:04 a.m. ET June 7, 2016 | Updated 8:14 a.m. ET June 7, 2016
Backlash over pre-K and kindergarten suspensions prompts new billJason Gonzales, USA TODAY NETWORK – Tennessee Published 2:17 p.m. CT March 3, 2017 | Updated 9:56 a.m. CT March 4, 2017
Black preschool kids get suspended much more frequently than white preschool kids, U.S. survey saysBy JOY RESMOVITSJUN 06, 2016 | 9:00 PM 250 preschoolers suspended or expelled
daily, nonprofit findsBy Valerie StraussThe Washington Post
ChallengingBehavior.orgCritical Issues
Inappropriate discipline practices
Effective behavior interventions
Competence and confidence
Segregation from inclusive programs
Lack of capacity within programs and states
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Our VisionHigh quality programs where:
Professionals work in
partnership with families
Children have positive social,
emotional, and
behavioral outcomes
No incidents of suspension and expulsion
Preschoolers Suspended?!:• 5,000 preschoolers were
suspended at least once and nearly 2,500 were suspended a second time.
• Excluding a child from the learning process; from the classroom: from the school premises
What is a suspension?• Child is sent home early• Child is placed on a
modified schedule• Child is asked to leave
the school/program because they are not a “good fit”
• Child is left in the hallway or Director/Principal’s office for an extended period of time.
Disproportionate Number of Black Preschoolers Suspended
% of Population
black children other
African Americans are only 19% of Preschool Population, but comprise 47% of Suspensions, United States Department of Education , 2014. Data from 2016, 19% enrollment, 46% suspension
% of Suspensions
black children Other
Evidence of Inequity and Implicit Bias
OCR (2016) Patterns of racial and gender disproportionality:
• African American preschoolers are 3.6 times more likely to be suspended than their White peers.
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African American girls are 20% of preschool female population but 54% of girls suspended from preschool(United States Department of Education, 2016)
Disproportionality in Corporal Punishment
•Black children were 19% of the preschool population and 22% of those spanked or paddled
•American Indian children where 1% of the preschool population, but 9% of those spanked or paddled
Bias, it’s a bigger problem than we realize Civil Rights Data Collection
• Biennial (i.e., every other school year)
• Survey Required by the U.S. Department of Education’s Office for Civil Rights since 1968
• Collected data from all public local education agencies (LEA) and schools, including long-term secure juvenile facilities, charter schools, alternative schools, and schools serving students with disabilities
https://ocrdata.ed.gov/downloads/FAQ.pdf
How does your district look?• Go to this website: https://ocrdata.ed.gov/DistrictSchoolSearch
• Type in a school or district you want to know more about (e.g., child’s school, school you work in, etc.)
• Talk to your neighbor:
• Does this seem “accurate”?
• What surprised you?
• What might be missing?
• How can you interpret these data?
Importance of this Topic• Early expulsion or suspension predicts later expulsion or suspension
• Estimates indicate that rates in early education are higher than in K12 settings.
• Data consistently indicate large racial disparities, with young boys of color being suspended and expelled at disproportionately high rates.
US Department of Health and Human Services & US Department of Education (2014).Policy statement on expulsion and suspension policies in early childhood settings. Washington, DC: Author
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Why Does it Matter?
https://www.youtube.com/watch?v=sdc76MLCrUY
Systems to Support Teachers
and Children
Leadership Team
Staff Buy-In
Program-Wide Expectations
Procedures for Responding to Challenging Behavior
Continuous Professional
Development and Classroom Coaching
Data Decision-Making Examining
Implementation and Outcomes
Family Engagement
Components of PWS-PMI1. Establish leadership team 2. Recruit and promote staff buy-in3. Ensure family engagement in planning and
decisions 4. Establish program-wide expectations 5. Offer continuous professional development and
staff support6. Identifying and responding to individual
children’s social and emotional support needs7. Monitor implementation and outcomes
Training Packages available for download from www.challengingbehavior.org
Using Culturally Responsive Practices
Addressing Implicit Bias
Practice-Based Coaching* FRAMEWORK
Pyramid ModelPractices
*Adapted from the National Center for Quality Teaching and Learning, 2012http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/center/development/coaching.html
Pyramid Model Coaching Equity Guide
Ferro, J., Fox, L., Binder, D. P., & von der Embse, M.(November, 2017)
46
Available on challengingbehavior.org
Data Decision-Making Examining Implementation and Outcomes
• Data are collected, summarized and reviewed monthly
• Program-wide implementation fidelity data used for planning by leadership team
• Classroom practice implementation fidelity used for professional development and coaching support.
• Behavior incident and program action in response to behavior used to address child and teacher support needs.
• Behavior incident and program action data are analyzed quarterly to identify potential issues related to disciplinary action bias.
• Program-level data are summarized and shared with program staff and families on a regular basis.
• Data are used for ongoing monitoring, problem solving, ensuring child response to intervention, and program improvement
Data Decision-Making• Implementation
• Benchmarks of Quality
• TPOT, TPITOS
•Program• Behavior Incidents
•Child• Rating Scales
• Curriculum-based progress monitoring
• Behavior/skill progress monitoring
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Benchmarks of Quality: Measuring Program-Wide Implementation Elements
• The Behavior Incident Reporting System (BIRS) collects and analyzes behavior incidents in early childhood settings – similar to tracking of Office Discipline Referrals; BUT DIFFERENT!
• Initially developed in 2010 (TACSEI); revised by the Pyramid Equity Project
• NCPMI BIRS Materials
• Excel spreadsheet (requires MS Excel 2010 or newer)
• Data entry guide
• On-line teacher training
• Will be available on www.challengingbehavior.org, October 2018
Behavior Incident Report (BIR)
Form for recording serious behavior incidents and child demographics
Generate graphs that reviewed by the leadership team
Analyze across children, across teachers, individual children, identify potential issues of disproportionality.
Goal is to support the child, teacher, and consider actions
needed for program improvement
Tracking Behavior Incidents
• Behaviors
• Physical aggression, Tantrums, Inconsolable crying, non-compliance, etc.
• Activities
• Centers, circle, diaper, snack, nap, etc.
• Motivations
• Obtain item, obtain attention, avoid activity, avoid sensory, etc.
• Responses
• Verbal reminder, move in group, provide comfort, remove from area, physical guidance, etc.
Administrative Actionso Not applicable,
family meeting, sent home for the remainder of the day, behavior consultation, etc.
Out of School Suspension = Sent home for remainder of day, sent home for 1 or more days
In School Suspension = time in different classroom
Expulsion = Dismissal from program
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Includes Tracking Suspension and Expulsions
• Expulsion/Dismissal
• In School Suspension• Temporary removal from classroom
• Time in different classroom or adult outside the classroom
• Short Term Suspension• Sent home for remainder of day -Child is sent home for
some part of the school day.
• Suspension• Sent home for one or more days - Child is sent home and
not allowed to return to school for one or more days.
Teachers Trained
Teachers receive online training on how and when to use a BIR form for a behavior incident
Complete BIR Form
Completed by the classroom teacher or staff member following a behavior incident that is not developmentally normative or is a cause for a concern
Forms provided to data entry staff
BIR Form is provided to a designated person on staff who enters data into the spreadsheet
Data Analysis
- The spreadsheet provides a summary of for examining factors related to behavior incidents
