Engaged supervision to support recommended practices for young children with challenging behavior
Phil S. Strain
Challenging behavior is receiving more attention and causing concern in the field of early childhood care and education. In recent years, for example, Head Start staff members have reported an increase in occurrences of challenging behaviors, such as aggression, noncompliance, poor self-control, and problematic social relationships, by young children (McCabe, 1997; Yoshikawa & Knitzer, 1997; Yoshikawa & Zigler, 2000). More than one quarter of the children served in Head Start programs present with externalizing behavior problems in the clinical ranges (Jones-Harden et al., 2000; Webster-Stratton & Hammond, 1998). Utilizing direct behavioral observation, Webster-Stratton and Hammond (1997) studied several Head Start classrooms and recorded that one third of the young children in these classrooms displayed a problem behavior once every 6 minutes. This means that at least 36 times in an hour, a problem behavior occurred in the classroom. Undoubtedly, these circumstances have an impact on the mental health of early childhood care and education professionals. A survey by Joseph, Strain, and Skinner (2003) of 346 early childhood educators and early childhood special educators revealed that 73% believed that occurrences of challenging behaviors were increasing. Seventy percent of the respondents said that dealing with challenging behaviors made them feel stressed, and more than 60% claimed that challenging behaviors had a negative impact on their job satisfaction. Significantly, 40% of the respondents indicated that in the last year they had asked at least one child to leave their program due to challenging behaviors.
When teachers and systems are stressed and stretched by increasing numbers of children who engage in increasing levels of problem behaviors, supervisory personnel also experience negative consequences. These consequences include teacher burnout and turnover, parental complaints (both formal and informal), budgets that are squeezed by more costly placements, and questioning of a supervisor’s personal and professional efficacy by upper level administrators. Another consequence–which is actually a great opportunity–is that direct service staff members often turn to supervisors for help in these circumstances. By providing this help, supervisors can lay a general foundation of mutual trust, respect, and problem-solving capabilities that will serve many purposes.
COMMON SUPERVISORY PROBLEMS
Get ‘Em Out!
In the early 1960s, Long coined the term antiseptic bouncing to refer to a tendency by teachers to view their classroom management difficulties as emanating from the bad behavior of one child or a few children (Long, Morse, & Newman, 1965). As the teacher saw it, if these “bad apples” could be removed, his or her problems would be solved. As indicated earlier, this practice is alive and well in the early childhood field, as noted in the Joseph et al. (2003) survey to which 40% of respondents reported removing preschoolers from their programs in the last 12 months. There are several problems with the “Get ’em out” philosophy and the associated practice of antiseptic bouncing:
1. Removal is legally dubious. Specifically, several pieces of federal legislation, including Section 504 of the Rehabilitation Act, the Americans with Disabilities Act, and the Individuals with Disabilities Education Act (see Walsh, Smith, & Taylor, 2000), place clear prohibitions on the removal of children for problem behavior.
2. Removal does nothing to build the capabilities of individuals or systems to deal with future problem behaviors.
3. The practice sends a clear message to consumers that this is a place where only some children are welcome.
4. It ensures a more costly, restrictive array of public services.
5. It often creates a scenario in which the coercive choice that the administrator is forced to make is between removing the child or losing a staff member.
6. It is enormously seductive because it is reinforcing, albeit negatively, through the temporary relief provided to a few persons at the expense of others. Coincidentally, this temporary relief may also reinforce teachers’ feelings of incompetence.
Taking It Personally
When we asked teachers to describe how they feel about dealing with high rates of challenging behaviors, they expressed feelings of frustration, anger, inadequacy, fear, guilt, and stress, and of being overwhelmed, undervalued, and disrespected. Clearly, if a person is experiencing some or all of these emotions, it is very unlikely that he or she can think clearly, decide wisely, or act strategically (Strain & Hemmeter, 1997). In addition, experiencing these emotions on a regular basis probably sets the stage for thoughts such as, “The children are doing it to me,” or “They are out to get me.” Having uncomfortable feelings in the presence of chronic problem behavior is both expected and healthy. These feelings are essential and beneficial because (a) they are clear signals that something is wrong and (b) they provide a motivation for making some changes. What becomes problematic, however, is a situation in which these feelings so overwhelm staff members that they lose control. The issue is not to avoid these feelings or to eliminate conflict but to learn how to cope with emotional responses to a child’s challenging behavior in ways that provide more self-control and capable thinking. Left alone, these negative feelings can lead to unhealthy and counterproductive thoughts (e.g., “He’s doing it on purpose to ruin my day”) and behaviors (e.g., using punishment, ignoring the child when he or she is behaving well, asking for removal of the child from the class).
Reliably Ineffective
For many professionals in the early childhood field, the pervasive use of ineffective teaching tactics has been a long-standing concern. For example, Odom, McConnell, and Chandler (1990) found that there is a strongly negative correlation between teachers’ acceptance of and willingness to use certain social skills interaction tactics and the relative efficacy of these same tactics. A related finding by Joseph et al. (2003) was that these providers have few evidence-based practices at their disposal.
No Time!/One More Thing!
In education today, and in early intervention in particular, front-line staff members are being asked to do more with less and to take on additional priorities and the associated paperwork. These multiplying job responsibilities, coupled with the occurrence of high rates of challenging behaviors, create a condition in which teachers often express a certain level of frustration about being asked to “do one more thing.”
No Follow-through
Another common problem is the situation in which teachers have been provided with suggestions and training, but their behaviors have not changed. We often hear from the teachers that the problem is insufficient training, no direct modeling of strategies, and a lack of ongoing support to help them implement new and perhaps novel ideas in their classrooms.
Bad Attitude
Considering all of these problems–coupled with chronically low wages and the great disparity in wages between early childhood care and education professionals and their upper grade counterparts–it should come as no surprise that supervisors complain that many early childhood educators have a “bad attitude.” This bad attitude manifests in numerous ways, including exhibiting noncompliance, engaging in nay-saying, putting up barriers to change, and displaying negative affect.
STRATEGIES TO OVERCOME PROBLEMS
What supervisory strategies are needed to overcome these problems?
Acknowledge Feelings
As mentioned previously, almost all teachers occasionally feel stressed, angry, disrespected, ineffective, and guilty when working with children with challenging behaviors. A supervisor must begin the process of change by acknowledging these feelings. The purpose of doing this is to help teachers identify (a) some of the negative thoughts and self-talk in which they engage that increases stress and (b) how to replace these thoughts with more coping and positive responses. To help teachers accomplish this, we present the following steps based on the work of Dr. Carolyn Webster-Stratton (1999, pp. 2-5).
Step 1: Be aware of negative feelings and thoughts. Unless you learn to pay attention to your thoughts, you will not be able to change them.
Step 2: Decrease negative thoughts. This can be accomplished by employing the following four strategies:
1. Interrupt your thoughts. Webster-Stratton has suggested, “As soon as you realize you are experiencing a negative thought, stop the thought” (p. 2). Think to yourself, “I am going to stop worrying. Worrying doesn’t help me.” Or, “I am going to stop thinking that way about my student. These thoughts won’t help me be a better teacher.”
2. Step back from the situation. When dealing with a child’s challenging behavior, ask yourself if what you are thinking or doing is helpful in reaching your goal:
a. What is my goal? (for this child to stop screaming during circle time)
b. What am I doing now? (feeling frustrated and mad)
c. Is what I’m doing helping me reach my goal? (No, I am just giving them attention with my incredulous stare.)
d. If what I’m doing is not helping me reach my goal, what should I do differently? (Think about coping strategies and create a plan to inplement when this happens again)
3. Normalize the situation. Remember that all teachers have bad days and difficult moments and all children display challenging behaviors at times. All teachers experience these same negative feelings from time to time. It is normal.
Step 3: Focus on your positive thoughts. Decreasing the number of negative thoughts you have won’t help unless you also increase the positive ones. One way is substituting calming or coping thoughts for negative ones. If you find yourself thinking about a particular child in hostile terms (“She is out to get me”), stop the thought and try to replace it with positive thinking that emphasizes your ability to cope (“I don’t like it when she acts that way, but I can handle it. My job is to teach her more appropriate ways to behave”).
By listening to the staff member, acknowledging his or her feelings, and providing some strategies to decrease stress, the supervisor communicates both an understanding of and appreciation for the staff member’s concerns. Although many supervisors may want to move ahead and focus on staff behavior change, we believe this acknowledgment phase is the foundation of later success.
Develop a Mission Statement
In our experience, an essential step in bringing about positive change for staff members has been the collaborative development of a mission statement regarding the intervention approach to be used with children who display challenging behaviors and their families (Jones & Nimmo, 1999). These types of mission statements are not developed by the administrator or an exclusive set of staff members. Instead, they are developed by the entire program team. Team members include parents, teachers, paraprofessionals, related service staff, the cook, the school nurse, the social worker, the receptionist, and so forth. As one might expect, such a process cannot be accomplished in one meeting or a few meetings. It is a lengthy process–but one with many positive outcomes. Among these are (a) a team-building experience that allows staff members to feel more connected and supported; (b) the discussion of problems and grievances in a safe, public forum; (c) emphasis on the leadership of the supervisor as he or she facilitates the process; and (d) development of a living document to which the entire team buys in.
Figure 1 provides an example of such a mission statement. This mission statement contains a number of elements that we think are key to addressing challenging behaviors in a successful fashion. First, it articulates a zero-reject philosophy (“Our program’s goal is to increase the confidence and competence of all children and families with whom we work”). Second, it articulates the need to know about and use multiple methodologies (“Effective and systematic assessment and instructional strategies are used to identify, teach, and support these important skills utilizing multiple methods and disciplines”). Third, it suggests the use of recommended practices and evidence to make ongoing programmatic decisions (“Data are collected to monitor child progress, and instructional decisions are based on those data”).
FIGURE 1. Example of a mission statement.
Inclusion is about community, about membership, about relationships,
and about development. The goal of the classroom programs at the
Experimental Education Unit is to provide educational experience to
children with diverse abilities in a setting that enhances the
strengths and supports the needs of all children in our program and
provides children with opportunities to build memberships, establish
relationships, and develop functional skills.
Our program’s goal is to increase the confidence and competence of
all children and families with whom we work, Our program is committed
to providing children opportunities to learn communication skills,
develop social relationships, and learn other functional skills in an
integrated, developmentally appropriate classroom. Families are
involved in identifying the priority skills for their child and are
encouraged to take an active role in the classroom.
A goal of our program is to promote active social integration between
children with and without disabilities across all parts of the school
day. Effective and systematic assessment and instructional strategies
are used to identify, teach, and support these important skills
utilizing multiple methods. Skills are taught within the context of
meaningful activities across the classroom curriculum. Support
services (e.g., speech therapy, occupational therapy, and physical
therapy) are provided in naturalistic settings (i.e., the classroom)
and use activity-based instruction to enhance skills acquisition and
generalization. Data are collected to monitor child progress and
instructional decisions are based on those data.
Our program serves many different children and families. The children
we serve range in age from birth through age 6 and range in ability
from gifted and talented to children with severe disabilities. All the
children we serve, however, have one thing in common–they are
children first. This is the driving belief in our program. Our program
is an inclusive and comprehensive early childhood center that is
dedicated to meeting the needs of all the children and families with
whom we work.
Note. This mission statement comes from the Experimental Education
Unit (EEU) located at the University of Washington in Seattle. For
more information about this statement or the EEU, please contact Ms.
Jennifer Annable at 206/543-4011. Reprinted with permission.
Completion of the drafting of this document does not mean that the work is finished, however. The mission statement is revisited often; decisions are made based upon it, and as new staff members and families join the program, they are oriented to the statement and the process used in developing it.
Adopt a Problem-Solving Attitude
A natural outcome of the process and product described in the previous section is the adoption of an attitude toward working with children who display challenging behaviors as a problem that needs to be solved rather than gotten rid of. Helping staff members to view the situation as one for which there are solutions is a key supervisory technique (Delaney, 2001). Asking teachers, “What have you tried?” and acknowledging their intellect and efforts is a first step. The supervisor should then ask if the staff members would like help in either implementing the solutions they’ve generated or generating others.
Another approach to fostering a problem-solving attitude is to establish peer support opportunities. Schools can offer a time and place where staff members will be able to meet regularly to present problems and the data they have collected on the effectiveness of solutions that have been tried. At this forum, they can receive both validation of their efforts and additional ideas from their peers. These meetings can be led by teachers, with supervisors providing guidance.
A Place to Begin
One of the most effective ways to create an individualized program of training is to have teachers and their supervisors begin with a thorough assessment of recommended practices related to challenging behaviors. One such self-assessment that some supervisors and technical assistance providers have found helpful is located in the appendix.
We recommend that the supervisor facilitate the self-assessment process by helping to define practices, asking for evidence of implementation, and reconciling discrepancies of opinion among team members. Because of the instructive nature of this exercise, the self-assessment by itself may result in desired behavior change by staff members. The supervisor’s active participation in and guidance of this process is necessary to avert a number of potential miscalculations that often occur. For example, we have found that competent teachers may rate themselves too harshly on items and less competent teachers tend to think that they know more than they do.
As indicated in the sample page from a comprehensive self-assessment in Figure 2, items rated low by the team become targets for systematic training and support from the supervisor. After a period of training and support, the team should reconvene to revisit the self-assessment. This revisiting process offers an opportunity to celebrate successes and to identify the next training targets. We strongly recommend that this iterative process become the pivotal piece of the teachers’ official job evaluation.
Figure 3. Fun supervisory ideas.
1. Surprise reinforcement at staff meetings. A great way to build some
team spirit is to provide treats and public praise for teachers at
staff meetings. The public praise is contagious, and teachers soon
begin liberally praising each other.
2. Quarterly awards for extra effort. One program of which we are
aware gives out “Heart of the Unit” awards for staff members who
have demonstrated extra effort in working with children and
families.
3. Silly Solution Treasure Chest. One administrator we know keeps a
treasure chest in her office, When teachers have had a very bad day
dealing with a child’s challenging behavior, she invites the
teachers to pick some things out of the treasure chest. The
teachers mostly pick chocolate–but the other items make them
laugh, Some of the items in the chest:
a. Pixie Stick Straws (to suck it up)
b. Ear muffs (for screamers)
c. Survival merit badges
d. Boxes of Calgon (to “take them away”)
e. Chocolate
4. Secret pals who acknowledge the person when he or she has had a
stressful day
5. Attending extracurricular events together.
6. Pass the Apple. At one site, the supervisor bought a plastic apple
that could be filled and refilled with candy or other treats. At
the first staff meeting of the year, the supervisor presents the
apple to a teacher who has been working extra hard with a child
with challenging behaviors. The apple is filled with the teacher’s
favorite treats. The next week, the teacher passes the apple to a
peer who has had a very challenging week. The teachers can laugh
about their “apple deserving” days.
Be Engaged!
A device we have found useful for supervisors is to think about their primary job function as one of being actively engaged. We have captured this concept in the following acronym:
Examine practice
No reject
Get real
Adopt a problem-solving attitude
Guarantee fun
Empathize
Deliver reinforcement
As many of our prior suggestions indicate, initiating a process of change often needs to begin with an examination of one’s practices. We have also suggested that a no- or zero-reject ethos is critical to dealing successfully with challenging behaviors. Our “get real” charge suggests that the self-reflection and the vision development processes require a thoroughly open, honest, and frank exchange of ideas and opinions. Getting real also requires a realistic analysis of any logistical barriers at the program level that may interfere with the use of recommended practices. For example, lack of planning time, limited material resources, and minimal time for quality professional development may need to be addressed if staff members are expected to produce real changes in their behavior and in children’s behavior as well.
Adopting a problem-solving attitude doesn’t apply just to teachers but to supervisors also. Effective supervision in the early intervention field often involves the need to generate multiple and unique solutions to logistical barriers.
In programs that deal with high levels of challenging behaviors, a sense of humor is a very valuable commodity (Gruenberg, 1998). The type of humor to which we are referring allows one to laugh at one’s self and tn help others see the humorous and light side of different situations. Supervisors can also help create a fun work environment by embedding a variety of team-building activities into the daily schedule. Figure 3 presents several team-building and fun strategies.
Because dealing with challenging behavior leads to stress and behavior change can be a lengthy process, supervisors must learn what teachers need from them to feel supported and understood. We believe that knowing the individualized supports and delivering them is the best way to ensure that staff members experience the supervisor as an empathetically. Our experience has been that when supervisors directly ask, “How can I support you?” they receive varied and highly personal answers. One teacher might want the supervisor to be in the room more frequently. Another teacher might want the supervisor to check in by phone. Yet another might want the supervisor to model specific strategies before he or she tries them.
In addition to creating an overall positive work environment, supervisors need to engage in specific behaviors that reinforce teachers’ behavior change. As with the empathy example, individualization is key. For example, to build and maintain teachers’ instructional skills, supervisors have contingently used the following strategies: employee of the month, certificate of acknowledgment, edibles (especially chocolate), gift certificates for classroom supplies, public acknowledgment, and praise.
CONCLUSION
In this article, we have suggested that dealing with challenging behaviors is a stress-inducing enterprise that also creates many challenges for supervisors. Some of the more common supervisory challenges teachers and staff members have posed are the following:
* wanting a certain child or children removed from the classroom;
* experiencing high degrees of stress and other negative feelings;
* continually using ineffective strategies to manage challenging behavior;
* feeling overwhelmed with mandates and then viewing new teaching strategies as one more thing to do;
* not following through on suggestions to implement recommended practices; and
* demonstrating resistance to change and bad attitudes.
Supervisors can ameliorate these problems by acknowledging the associated feelings and stress related to working with children with chronic challenging behaviors, collaboratively developing a mission statement that reflects a zero-reject philosophy, adopting and fostering a problem-solving attitude in themselves and their staff, utilizing an inventory or assessment of recommended strategies as a starting point for determining the teaching teams’ strengths and targets for training, and becoming an engaged supervisor.
Although the early childhood profession has made great strides in the last decade in understanding the environmental events that maintain problem behaviors in young children and in delivering highly prescribed interventions, there is still a long way to go before this technology is adopted and used throughout early education settings. We have suggested that one of the key solutions to the implementation problem lies in the actions and attitudes of supervisors. By being actively engaged, supervisors can lead staff in a competency-enhancing process of behavior change that holds great promise for young children with challenging behaviors and the professionals who serve them.
APPENDIX: SELF-ASSESSMENT INVENTORY FORM
Teaching Team:– Supervisor:–
Time 1:– Time 2:–
Time One Evidence
1 = seldom
Classroom Arrangement 2 = occasionally
3 = consistently
1. The classroom has clearly 1 2 3
defined and well-equipped
learning centers. The number
of children allowed in a center
is limited, with visual
reminders of how many
children are allowed. 1 2 3
2. Materials are in good
working order and have
specific storage areas.
3. A variety of materials are 1 2 3
available so that children of all
skill levels have something to
play with.
4. Toys that promote social 1 2 3
interaction are present in all
learning centers.
5. A systematic toy rotation 1 2 3
plan is in effect to increase
novelty and engagement.
6. There is a visual cue 1 2 3
provided to children to signal
when an area or activity is
open or closed.
7. Children are visible at all 1 2 3
times. Shelving is no higher
than 48″.
8. The environmental 1 2 3
arrangement supports the
traffic flow of children
entering and participating
actively throughout the day.
Teaching Team:– Supervisor:–
Time 1:– Time 2:–
Time Two Evidence
1 = seldom
Classroom Arrangement 2 = occasionally
3 = consistently
1. The classroom has clearly 1 2 3
defined and well-equipped
learning centers. The number
of children allowed in a center
is limited, with visual
reminders of how many
children are allowed.
2. Materials are in good 1 2 3
working order and have
specific storage areas.
3. A variety of materials are 1 2 3
available so that children of all
skill levels have something to
play with.
4. Toys that promote social 1 2 3
interaction are present in all
learning centers.
5. A systematic toy rotation 1 2 3
plan is in effect to increase
novelty and engagement.
6. There is a visual cue 1 2 3
provided to children to signal
when an area or activity is
open or closed.
7. Children are visible at all 1 2 3
times. Shelving is no higher
than 48″.
8. The environmental 1 2 3
arrangement supports the
traffic flow of children
entering and participating
actively throughout the day.
Time One Evidence
1 = seldom
Schedules & Transitions 2 = occasionally
3 = consistently
1. There is a stable and 1 2 3
predictable schedule of
activities.
2. The schedule is available to 1 2 3
children in a developmentally
appropriate manner (e.g.,
picture schedule).
3. The schedule alternates 1 2 3
active and vigorous activities
with less active experiences.
There is a balance between
teacher-directed and child-
directed activities.
4. Adults utilize a zone- 1 2 3
approach to supervising
children vs. a person-to-person
approach.
5. Unnecessary transitions and 1 2 3
wait time are eliminated.
6. Children are systematically
taught the expectations for 1 2 3
transitions.
7. Children are warned before 1 2 3
a transition begins.
8. A consistent cue is used to 1 2 3
signal a transition.
9. Visual cues are used when 1 2 3
necessary (e.g., transition
cards, tape on the floor
demarcating where children
should line up) and transitions
are active times (e.g., moving
from activity to the next
walking like a certain animal,
etc.).
10. The teacher begins a new 1 2 3
activity when a few children
are ready to begin.
Time Two Evidence
1 = seldom
Schedules & Transitions 2 = occasionally
3 = consistently
1. There is a stable and 1 2 3
predictable schedule of
activities.
2. The schedule is available to 1 2 3
children in a developmentally
appropriate manner (e.g.,
picture schedule).
3. The schedule alternates 1 2 3
active and vigorous activities
with less active experiences.
There is a balance between
teacher-directed and child-
directed activities.
4. Adults utilize a zone- 1 2 3
approach to supervising
children vs. a person-to-person
approach.
5. Unnecessary transitions and 1 2 3
wait time are eliminated.
6. Children are systematically
taught the expectations for 1 2 3
transitions.
7. Children are warned before 1 2 3
a transition begins.
8. A consistent cue is used to 1 2 3
signal a transition.
9. Visual cues are used when 1 2 3
necessary (e.g., transition
cards, tape on the floor
demarcating where children
should line up) and transitions
are active times (e.g., moving
from activity to the next
walking like a certain animal,
etc.).
10. The teacher begins a new 1 2 3
activity when a few children
are ready to begin.
Teaching Team:– Supervisor:–
Time 1:– Time 2:–
Time Two Evidence
Classroom Activities–Small 1 = seldom
and Large Group 2 = occasionally
3 = consistently
1. Activities are open-ended 1 2 3
and provide many ways to
respond. Activities do not
require a lot of adult
assistance to get started.
2. Cooperative activities are 1 2 3
planned on a daily basis.
3. A physical structure is 1 2 3
provided for activities when
necessary (e.g., children work
on mats or trays; children sit
on carpet squares during circle
time, etc.).
4. Modifications and 1 2 3
adaptations are provided for
children when necessary to
help them be successful and
actively participate.
5. Children are taught specific 1 2 3
social skills and receive
multiple opportunities to
practice skills during small-
and large-group activities.
6. Materials for activities are 1 2 3
prepared and ready to go
before children arrive.
7. Adults give time, attention, 1 2 3
and praise to children for
demonstrating appropriate
pro-social skills during small-
and large-group activities.
8. During free-play time, 1 2 3
adults follow the child’s lead
and comment on the child’s
play rather than asking too
many questions or giving lots
of directions.
9. Teachers provide clear and 1 2 3
simple directions and model
expected behavior during
activities.
10. Large-group time (circle 1 2 3
time) is scheduled for no
longer than 15 minutes and
includes many active
responses from children.
11. Activities are planned for 1 2 3
high rates of active
engagement.
Time Two Evidence
Classroom Activities-Small 1 = seldom
and Large Group 2 = occasionally
3 = consistentl
1. Activities are open-ended 1 2 3
and provide many ways to
respond. Activities do not
require a lot of adult
assistance to et started.
2. Cooperative activities are 1 2 3
planned on a daily basis.
3. A physical structure is 1 2 3
provided for activities when
necessary (e.g., children work
on mats or trays; children sit
on carpet squares during circle
time, etc.).
4. Modifications and 1 2 3
adaptations are provided for
children when necessary to
help them be successful and
actively participate.
5. Children are taught specific 1 2 3
social skills and receive
multiple opportunities to
practice skills during small-
and large-group activities.
6. Materials for activities are 1 2 3
prepared and ready to go
before children arrive.
7. Adults give time, attention, 1 2 3
and praise to children for
demonstrating appropriate
pro-social skills during small-
and large-group activities.
8. During free-play time, 1 2 3
adults follow the child’s lead
and comment on the child’s
play rather than asking too
many questions or giving lots
of directions.
9. Teachers provide clear and 1 2 3
simple directions and model
expected behavior during
activities.
10. Large-group time (circle 1 2 3
time) is scheduled for no
longer than 15 minutes and
includes many active
responses from children.
11. Activities are planned for 1 2 3
high rates of active
engagement.
Teaching Team:– Supervisor:–
Time 1:– Time 2:–
Time One Evidence
1 = seldom
Team Planning 2 = occasionally
3 = consistently
1. Team members have 1 2 3
developed and can articulate a
shared philosophy for their
classroom.
2. A staff schedule is utilized. 1 2 3
3. Teachers prepare written 1 2 3
lesson plans so that substitutes
can follow them easily.
4. Teachers individualize the 1 2 3
lesson plans for children and
integrate children’s IEP/IFSP
goals and objectives into daily
activities. Children have many
opportunities to practice
targeted skills throughout the
day.
5. The classroom team meets 1 2 3
regularly with related service
and itinerant staff to discuss
children’s plans and progress
on therapy/IEP goals and
objectives.
6. Team members have a 1 2 3
protected time to meet on a
systematic basis to discuss
children’s progress.
7. Team members collect data 1 2 3
on children’s IEP/IFSP goals
and objectives and utilize this
information to make
instructional decisions.
Time Two Evidence
1 = seldom
Team Planning 2 = occasionally
3 = consistently
1. Team members have 1 2 3
developed and can articulate a
shared philosophy for their
classroom.
2. A staff schedule is utilized. 1 2 3
3. Teachers prepare written 1 2 3
lesson plans so that substitutes
can follow them easily.
4. Teachers individualize the 1 2 3
lesson plans for children and
integrate children’s IEP/IFSP
goals and objectives into daily
activities. Children have many
opportunities to practice
targeted skills throughout the
day.
5. The classroom team meets 1 2 3
regularly with related service
and itinerant staff to discuss
children’s plans and progress
on therapy/IEP goals and
objectives.
6. Team members have a 1 2 3
protected time to meet on a
systematic basis to discuss
children’s progress.
7. Team members collect data 1 2 3
on children’s IEP/IFSP goals
and objectives and utilize this
information to make
instructional decisions.
Teaching Team:– Supervisor:–
Time 1:– Time 2:–
Time One Evidence
1 = seldom
Behavior Plans 2 = occasionally
3 =consist entl
1. Adults use strategies such 1 2 3
as redirecting and planned
ignoring appropriately,
systematically, and sparingly.
2. The teaching team ensures 1 2 3
that all children have a
functional and appropriate
way to communicate.
3. Adults attend to and 1 2 3
reinforce appropriate behavior
at least five times more often
than attending to inappropriate
behavior.
4. The teaching team uses a 1 2 3
functional behavioral
assessment to determine why a
child might be demonstrating
challen in behavior.
5. Specific behavior plans for 1 2 3
individual children are
developed and implemented
with the entire team–including
parents–based on
the functional behavioral
assessment results.
6. Documentation is 1 2 3
maintained and used to
evaluate/revise all behavior
plans being implemented with
children.
Time Two Evidence
1 = seldom
Behavior Plans 2 = occasionally
3 = consistently
1. Adults use strategies such 1 2 3
as redirecting and planned
ignoring appropriately,
systematically, and sparingly.
2. The teaching team ensures 1 2 3
that all children have a
functional and appropriate
way to communicate.
3. Adults attend to and 1 2 3
reinforce appropriate behavior
at least five times more often
than attending to inappropriate
behavior.
4. The teaching team uses a 1 2 3
functional behavioral
assessment to determine why a
child might be demonstrating
challen in behavior.
5. Specific behavior plans for 1 2 3
individual children are
developed and implemented
with the entire team–including
parents–based on
the functional behavioral
assessment results.
6. Documentation is 1 2 3
maintained and used to
evaluate/revise all behavior
plans being implemented with
children.
Note. IEP = Individualized Education Program; IFSP = Individualized
Family Service Plan.
FIGURE 2. Inventory of recommended practices for preventing and
addressing challenging behavior.
Teaching Team: Julie Cammille, Kelly & LJ
Supervisor: Margaret Claussen Time 1: Oct. 3, 2003
Time 2:–
Time One
1 = seldom
Classroom Arrangement 2 = occasionally
3 = consistentl
1. The classroom has clearly (1) 2 3
defined and well-equipped
learning centers. The number of
children allowed in a center is
limited, with visual reminders of
how many children are allowed.
2. Materials are in good working
order and have specific storage 1 (2) 3
areas.
3. A variety of materials are
available so that children of all 1 2 (3)
skill levels have something to play
with.
4. Toys that promote social
interaction are present in all 1 (2) 3
learning centers.
5. A systematic toy rotation plan
is in effect to increase novelty and (1) 2 3
engagement.
6. There is a visual cue provided
to children to signal when an area 1 2 (3)
or activity is open or closed.
7. Children are visible at all
times. Shelving is no higher than 1 2 (3)
48”.
8. The environmental
arrangement supports the traffic
flow of children entering and (1) 2 3
participating actively throughout
the day.
Evidence
Classroom Arrangement
1. The classroom has clearly We do not limit the number of
defined and well-equipped children in areas.
learning centers. The number of
children allowed in a center is
limited, with visual reminders of
how many children are allowed.
2. Materials are in good working Some puzzles have lost pieces
order and have specific storage and some switch toys are not
areas. working,
3. A variety of materials are We have a variety of toys and
available so that children of all materials from developmental
skill levels have something to play age 18 mos to 7 years.
with.
4. Toys that promote social We have a teeter-totter- but that
interaction are present in all is all.
learning centers.
5. A systematic toy rotation plan We do not use a toy rotation
is in effect to increase novelty and system.
engagement.
6. There is a visual cue provided We cover closed areas with
to children to signal when an area sheets.
or activity is open or closed.
7. Children are visible at all All of our shelving is under 4′
times. Shelving is no higher than and we can see all the children.
48”.
8. The environmental Children have to walk across the
arrangement supports the traffic room to put their things away
flow of children entering and and then back to sit down for
participating actively throughout breakfast–always causing
the day. problems!!
Time Two
1 = seldom
Classroom Arrangement 2 = occasionally
3 = consistentl
1. The classroom has clearly 1 2 3
defined and well-equipped
learning centers. The number of
children allowed in a center is
limited, with visual reminders of
how many children are allowed.
2. Materials are in good working 1 2 3
order and have specific storage
areas.
3. A variety of materials are 1 2 3
available so that children of all
skill levels have something to play
with.
4. Toys that promote social 1 2 3
interaction are present in all
learning centers.
5. A systematic toy rotation plan 1 2 3
is in effect to increase novelty and
engagement.
6. There is a visual cue provided 1 2 3
to children to signal when an area
or activity is open or closed.
7. Children are visible at all 1 2 3
times. Shelving is no higher than
48”.
8. The environmental 1 2 3
arrangement supports the traffic
flow of children entering and
participating actively throughout
the day.
Evidence
Classroom Arrangement
1. The classroom has clearly
defined and well-equipped
learning centers. The number of
children allowed in a center is
limited, with visual reminders of
how many children are allowed.
2. Materials are in good working
order and have specific storage
areas.
3. A variety of materials are
available so that children of all
skill levels have something to play
with.
4. Toys that promote social
interaction are present in all
learning centers.
5. A systematic toy rotation plan
is in effect to increase novelty and
engagement.
6. There is a visual cue provided
to children to signal when an area
or activity is open or closed.
7. Children are visible at all
times. Shelving is no higher than
48.00
8. The environmental
arrangement supports the traffic
flow of children entering and
participating actively throughout
the day.
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Jones, E., & Nimmo, J. (1999). Collaboration, conflict, and change: Thoughts on education as provocation. Young Children, 54(1), 5-10.
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Phil S. Strain
Gail E. Joseph
University of Colorado at Denver
Address: Phil S. Strain, Positive Early Learning Experiences Center, University of Colorado at denver, 1380 Lawrence St., Suite 600, Denver, CO 80204.
COPYRIGHT 2004 Pro-Ed
COPYRIGHT 2004 Gale Group
