Pre-K Developmental Support (PDS)And RECAP

What is PDS?

A set of lessons, materials and a multidisciplinary support team (PDST) that offers evidence based,

developmentally appropriate techniques to our teachers and staff in order to support healthy

social and emotional development in preschoolers.

PDS emphasizes RECAP which is the social skills curriculum developed by Vanderbilt University that

is used in all CMS Pre-K Classrooms.

Why PDS?

• Children who are identified as hard to manage at ages 3 and 4 have a high probability of continuing to have difficulties into adolescence.

• When aggressive and antisocial behavior has persisted to age 9, further intervention has a poor chance of success.

• Effective Collaboration with Families of Young Children with Challenging Behavior (Timm & Strain, April, 2008)

The PDS Mission

To promote a healthy learning environment by teaching students to

engage in the learning process through appropriate social

interactions.

Behavior Pyramid Model

Assessment based intervention that results in individualized behavior support plans

www.vanderbilt.edu/csefel

Behavior Pyramid Model

Assessment based intervention that results in individualized behavior support plans

www.vanderbilt.edu/csefel

Effective WorkforceSocial worker or psychologist will provide

ongoing support, professional development, modeling, etc.

The following materials are provided: PDS Notebook: Beginning of year lesson

plans, visual cues, rules and expectations, and the positive reinforcement system information and materials (Suns)

RECAP Curriculum: Lesson plans, lesson books, and supplemental lessons

Behavior Pyramid Model

Assessment based intervention that results in individualized behavior support plans

www.vanderbilt.edu/csefel

Nurturing Relationships…

• with families (Home Visits and Family Connection Calendar)

• with students

• between the teacher and assistant

• with administration

• with your support staff

Create an environment where EVERY child feels good about coming to school

Design an environment that promotes child engagement

Have a structure to your classroom (post and follow the schedule, plan and prepare lessons/materials ahead of time, notify children of changes in schedule, etc.)

Have clear expectationsFocus on teaching children what To Do! Intentionally teach children expectations and routinesHave visual reminders of expectations around the classroom

Focus on and reward positive behaviors

Respectfully model discipline situations

Post Classroom Rules & Expectations at Child’s eye level

Building Supportive Environments

Behavior Rule Cards

1. I will listen and follow directions.

2. I will keep my hands and feet to myself.

3. I will take care of classroom materials.

4. I will use kind words and a quiet voice.

Behavior Pyramid Model

Assessment based intervention that results in individualized behavior support plans

www.vanderbilt.edu/csefel

“If a child doesn’t know how to read, we teach.

If a child doesn’t know how to swim, we teach.

If a child doesn’t know how to multiply, we teach.

If a child doesn’t know how to drive, we teach.

If a child doesn’t know how to behave, we…

…teach? …punish?

Why can’t we finish the last sentence as automatically as we do the others?”

Tom Herner (NASDE President ) Counterpoint 1998, p.2)Tom Herner (NASDE President ) Counterpoint 1998, p.2)

Targeted Social and Emotional Supports

Focus on the Positive! Create clear, reasonable, and

developmentally appropriate expectations

Be consistent and follow through Administer consequences in an

unemotional, matter-of-fact manner; and focus on the behavior

Targeted Social and Emotional Supports (con’t.)

Our feelings affect our behavior

Behavior is a choice

Both children and adults are responsible for their own behavior

RECAP

PURPOSE of RECAP

Teach children appropriate social skills Teach children how to behave

appropriately at school.Give teachers a tool for teaching social

skills and behavior management.

The RECAP Curriculum

Lessons Other Components

Friendly Skills Self-Esteem

Feelings Communication

Relaxation Positive Attention

Problem-solving Logical Consequences

RECAP Lessons Regularly scheduled lessons, alternating with

Let’s Find Out About It and Let’s Talk About It in the OWL Curriculum.

Prefer lessons to be conducted in the morning so skills can be reinforced throughout the day.

The Beginning of the Year Lessons in the PDS Notebook are focused on proactively teaching routines and procedures in the classroom. During these first weeks of school RECAP is taught daily until the OWL Curriculum begins.

VS.

Relaxation Creates a More Productive Classroom

Suppresses out of control behavior

Decreases hyperactivity and anxiety

Enhances awareness of feelings

Improves concentration and ability to think clearly

Increases attention span

Improves listening

Stop, Think, and Go

1. Stop and calm down.

2. Think about what the problem is and what FRIENDLY SKILL you can use to solve it.

3. Go and try your solution.

Why Do Children Behave Inappropriately ?

• Attention

• Low self-esteem

• Lack of skill

• Unable to express feelings appropriately

• Learned negative coping skill

• Physical, emotional or environmental problems

(tired, hungry, anxious, abuse, domestic violence,

divorce, homelessness, etc.)

• Developmental Delay

• Avoidance

Tips for Focusing on the Positive

Use specific behavior praise to recognize and reinforce appropriate behavior. (intangible reinforcement)

Use a tangible reinforcer to recognize and reinforce appropriate behavior.

Remain consistentGive positive attention as soon as a

positive behavior is observedGive positive attention as often as possible

when the behavior occurs

Specific Praise Happy Talk, Keep Talking Happy Talk!

[Student name,] thank you for raising your hand. You’re doing such a great job of listening to [student name]. You’re

making eye contact and smiling. Look at you helping [student name] clean up—what a friend! Nice job of saying “Thank You.” Wow, what a caring attitude! [Student name,] everyone appreciates the way you’re keeping your

hands and feet to yourself! Bravo for walking in a straight line. Nice work holding that door open for [student or adult name]. [Student name] is doing an outstanding job of working quietly. [Student name] you’re doing such a great job of staying in your

seat while we are eating, thank you! [Student name,] thank you for remembering to walk.

SUNSSuns are used to acknowledge and reinforce

Friendly Skills (pro-social behaviors) in the classroom.

Copy suns on yellow construction paper and laminate.

Both the Teacher and Assistant should be handing out Suns and providing verbal praise to children every day.

Familiarize yourselves with the procedures for the giving and receiving of suns in your classroom.

Communicate with parents and students the procedures for receiving suns.

Suns Can Be Given for Appropriate Classroom Tasks Such As:

Sitting quietly in the classroom

Walking quietly in line

Raising a hand instead of speaking out

Exhibiting appropriate bathroom behavior

Using FRIENDLY SKILLS while in centers

Participating in classroom activities

Maintaining a positive attitude

Helping a peer or teacher without being asked

Putting away materials correctly

Staying on task

Sharing with another student

Using friendly words like “please” and “thank you”

Helping a friend who is hurt

Identifying a feeling and responding appropriately

Not responding to aggressive behavior by another student

Following directions

Sun Reinforcement SystemPDST SUN AGREEMENTS

1. Suns are used every day.2. Every child should receive at least ONE sun a day.3. Suns are used with verbal praise to immediately reinforce specific positive behavior.4. Suns are expected to be a visible part of the classroom. 5. Suns may be used to ‘over recognize’ positive behaviors in order to extinguish inappropriate behaviors.6. Suns are never taken away or threatened to be taken away.7. Negative systems/punishments (clouds, sad faces, etc.) are not a part of the SUN system and should never be used.

ONCE A SUN IS GIVEN, ONCE A SUN IS GIVEN, IT IS IT IS NOTNOT TAKEN TAKEN

AWAY!!!!AWAY!!!!You should have a structure for negative You should have a structure for negative

consequences in place, separate from the suns. consequences in place, separate from the suns. Once you take a sun away it becomes a negative Once you take a sun away it becomes a negative

symbol and starts to lose some of its effectiveness.symbol and starts to lose some of its effectiveness.

IF A CHILD ASKS FOR A SUN, IF A CHILD ASKS FOR A SUN, PRAISE THE POSITIVIE PRAISE THE POSITIVIE

BEHAVIOR BUT DO NOT GIVE BEHAVIOR BUT DO NOT GIVE THEM A SUN. THEM A SUN.

A behavior is more likely to become A behavior is more likely to become

generalized if the child performs it in the generalized if the child performs it in the natural environment, not simply for a natural environment, not simply for a

reinforcer.reinforcer.

Pre-K Positive Reinforcement System (Suns)

• Procedures for Implementation• Cycle I: Bringing “Sunshine” into our Class”• Introductory lesson: Staggered Entry Lesson 1• August 31-January 13• Teacher gives specific verbal praise and hands student

the ‘sun’• “Suns” are awarded to students as pro-social behaviors

are exhibited• “Suns” are accumulated and displayed• Each child receives at least one ‘sun’ a day• Once 5 suns are accumulated, students are reinforced

immediately with a trip to the ‘treasure chest’

Procedures for Implementation Cycle II:

• Cycle II:• RECAP Lesson: Introducing Sun Cycle II • January 13 through the end of the year• “Suns” are awarded to students as pro-social behaviors

are exhibited• “Suns” are accumulated and displayed• Once 5 suns are accumulated, students are reinforced

immediately with “You Really Shine” certificate and the student adds 5 objects (lemon heads, marbles, glass beads, etc.) to the class ‘Sunshine’ container.

• Class reinforcer is awarded when the jar is full

Procedures for Implementation:Cycle III:

• Cycle III:

• RECAP Lesson: Introducing Sun Cycle III

• April 13 through the end of the year

• Continue with Cycle II procedures as well

• Students give ‘suns’ to their peers to take home to show their families

Consequence/Discipline Ideas

Redirection (verbal, physical, attention getting)

Reminders (verbal, physical)Warnings Think TimeSet Limits – give child a choice to change

behavior or to choose an alternate activityLogical Consequences

Logical Consequences: Target the Behavior, Not the Child !!!

The behavior is what needs to change, not the child.

It is easier to change behaviors than to change a person.

Focusing on specific behaviors decreases the likelihood that the child will take it personally.

Focusing on solutions instead of punishment.

Model RECAP Principles

1. Use RECAP languageRECAP uses the term Friendly Skills

2. Interact with students in a positive wayUse positive & affirmative language

3. Focus on and reward positive behaviors Use the power of praise (ex/ suns)

4. Respectfully model discipline situations Monitor tone of voice, language, and body

language 5. Be fair and consistent

Use discipline plan across the board

6. Apply RECAP to classroom problem situations Use skills & tools consistently

Behavior Pyramid Model

Assessment based intervention that results in individualized behavior support plans

www.vanderbilt.edu/csefel

Questions ??