SUPPORTING CHILDREN USING THE
PYRAMID MODEL AND POSITIVE
BEHAVIOR SUPPORT
Kellie Nketiah
Luba Bezborodnikova
Claire Wilson
Puget Sound Educational Service
District
Learning outcomes:

Participants will learn about Positive
Behavioral Interventions and Supports (PBIS)
as a framework for meeting academic and
behavioral outcomes.

Participants will learn strategies to prevent
challenging behavior and increase social and
emotional outcomes

Participants will learn critical elements for
school wide implementation
Paradigm shift
From delivering instruction to producing
outcomes
P-3 alignment work




Alignment of discipline policies
Community alignment
Early Intervention/Early Childhood Special
Education/K-12 Special Education
alignment
Vertical and horizontal efforts
A FRAMEWORK for differentiated Services
Universal
Universal Supports: Process
1.
2.
3.
4.
Individualize for all children
Partner with families
Partner with coach/mentor to build skills
Notice what works!!!
Schedules and Routines
Consider the following:
9:00-9:30 Breakfast
9:30-9:45 Books
9:45-10:15 Journals
10:15-10:30 Large Group (songs, review
expectations and routine, calendar,)
10:30-11:30 Outside/Recess
Classroom routines should…

Balance teacher-directed and child-directed
activities

Balance individual, small-group and largegroup times

Balance movement and sitting

Allow time for transitions

Be explicitly taught
HSCI Curriculum Modifications Module
A teacher arranges
her schedule so
that when children
are finished with
snack, they can
begin playing in an
open learning
center while the
other kids finish
eating.
12
Visual Schedules
 Help
children understand what to expect
 Reduce
frustration
 Give
them control over their day
 Help
children to predict what’s next
 Support
children with language delays, or
children who are learning English
Visual Schedules should…
 Be
Simple
 Use
relevant photos of children when
possible
 Be
flexible to accommodate changes
Using a Picture Schedule
 Review
daily schedule at first group
meeting
 Refer
to picture schedule at every
transition
 Help
individual children review more as
needed
PROMOTING ATTACHMENT
When children have a
healthy attachment
with an adult, they can:
 Look to adults for love
and affection.
 Depend on adults for
safety and security.
 Seek out adults for
conversation and play.
 Accept adult’s help
and comfort.
A memory of a favorite
teacher
 Why
do you remember this teacher?
 What did he/she do that you feel helped
you feel special and cared for?
 What do you do that creates this feeling
for your children and families?
Supporting Classroom Community
Children feel welcomed and safe
when they understand what’s
expected, know one nurturing
adult, and have friends to play
with.
When children feel safe, engaged
and included, they will have less
frustration, anxiety, and
challenging behavior.
Supporting Children’s
Friendships
 Help
children get to know each other
 Teach
and review: How to Join in Play
 Support
play
 Give
cues
parallel play and cooperative
children problem-solving scripts and
Resources for Supporting
Friendships/Social Skills

Beyond Behavior Management by Jenna
Bilmes

Head Start Center for Inclusion
www.headstartinclusion.org

Center for the Social and Emotional
Foundations of Early Learning
www.vanderbilt.edu/csefel

Technical Assistance Center on Social
Emotional Intervention for Young Children
www.challengingbehavior.org
Targeted
Children with IEPs are as likely to be identified for Tier 1 as tier 2/3.
Targeted Strategies: Process
1.
2.
3.
4.
5.
6.
Identify concern
Consult others (HS Coordinators,
Consultants, Special Educators)
Identify targeted strategies
Train classroom staff on strategies
Implement strategies to fidelity
Monitor fidelity, monitor progress
Individual or Detailed Schedules
Dragon Brain
Individualized
Children with IEPs are as likely to be identified for Tier 1 as tier 2/3.
Home
Community
Other Supports
School
Intensive Intervention Process:
1.
2.
3.
4.
5.
6.
7.
Build a Team
Collect Information
What’s the function?
Create a support plan
Implement to fidelity
Monitor fidelity, monitor progress
Meet often to review progress and
strategies
Program Wide Critical Elements

Leadership team to guide implementation and sustainability

Staff buy-in

Family involvement

Program-Wide expectations

Strategies for teaching and acknowledging expectations

Classroom implementation of the teaching pyramid

Procedures for responding to challenging behavior

Staff professional development and support

Data-based decision making and monitoring of outcomes
SUPPORTING CHILDREN USING THE
PYRAMID MODEL AND POSITIVE
BEHAVIOR SUPPORT
Kellie Nketiah
knketiah@psesd.org
Luba Bezborodnikova
Claire Wilson
Puget Sound Educational
Service District