Resources to help school-based staff and providers implement proactive behavioral practices to support academic achievement and well-being
WASHINGTON, D.C. (Oct. 21, 2024) — In order to create welcoming, safe, and supportive environments where children can thrive, it is critical to consider proactive, positive strategies that support social, emotional and behavioral (SEB) wellness. The Office of Special Education Program’s (OSEP’s) Technical Assistance Centers have resources to guide the development, support and regular use of evidence-based practices to ensure infants, toddlers, children and youth with disabilities have a positive school year.
The following list can help all school-based staff and providers with the implementation of proactive behavioral practices to support academic achievement and student well-being. The resources include federal guidance and resources and resources from three OSEP centers: The Center on Positive Behavioral Interventions & Supports, the National Center on Pyramid Model Innovations and the IRIS Center.
Policy Support Guidance from OSEP
First published in 2022, Positive, Proactive Approaches to Supporting Students with Disabilities: A Guide for Stakeholders, provides information about resources, strategies, and evidence-based practices that (while not required by law) can help states, local educational agencies (LEAs), schools, early childhood programs, educators, and families in their efforts to meet IDEA requirements and, in doing so, improve outcomes for children with disabilities.
Center on Positive Behavioral Interventions & Supports (PBIS)
The Center on PBIS supports schools, districts, and states to build systems capacity for implementing a multi-tiered approach to social, emotional and behavior support.
The broad purpose of PBIS is to improve the effectiveness, efficiency, and equity of schools and other agencies. PBIS can improve social, emotional, and academic outcomes for all students, including students with disabilities and students from underrepresented groups.
| Resources | Description |
|---|---|
| PBIS Back to School 2024 | A collection of 10 back-to-school resources for educators to support a proactive approach to student behavior. |
National Center for Pyramid Model Innovations (NCPMI)
NCPMI assists states and programs in their implementation of sustainable systems for the implementation of the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children (Pyramid Model) within early intervention and early education programs with a focus on promoting the social, emotional, and behavioral outcomes of young children birth to five. Additionally, NCPMI strives to reduce the use of inappropriate discipline practices, promote family engagement, use data for decision-making, integrate early childhood and infant mental health consultation and foster inclusion.
| Resource | Description |
|---|---|
| Using the Pyramid Model to Prevent Disciplinary Inequities in Early Childhood Programs | A fact sheet summarizing current research findings about suspension and expulsion of children—particularly children of color—from early childhood settings. Recommendations and suggestions are offered for using the Pyramid Model to address this national problem. |
| Informed Care Checklist | A checklist that can be used to self-assess the use of trauma-informed strategies to support SEB skill development in the preschool setting. |
| Developing a Neutralizing Routine | A resource that provides guidance on how adults can use neutralizing routines to stay calm when guiding a child whose behavior is challenging. |
| Strategies for Supporting the Development of Friendship Skills | A resource that provides supportive strategies for the development of friendship skills of infant and toddler-age children. |
| How to Include Families at Every Step of the PTR-YC Process | Tips for strategies that preschool practitioners can use to involve families in the Prevent-Teach-Reinforce for Young Children approach for supporting children with challenging behavior. |
IRIS Center
The IRIS Center, located at Vanderbilt University’s Peabody College, develops and disseminates free online resources about evidence-based instructional and behavioral practices to support the education of all students, particularly struggling learners and those with disabilities.
| Resources | Description |
|---|---|
| Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices | An IRIS Module that overviews the effects of disruptive behaviors as well as important key concepts and foundational practices related to effective classroom behavior management, including cultural influences on behavior, the creation of positive climates and structured classrooms, and much more (estimated completion time: 2 hours). |
| Classroom Behavior Management (Part 2, Elementary): Developing a Behavior Management Plan Classroom Behavior Management (Part 2, Secondary): Developing a Behavior Management Plan | IRIS modules (one developed for elementary teachers and the other for secondary teachers) that review the major components of a classroom behavior management plan (including rules, procedures, and consequences) and guide users through the steps of creating their own classroom behavior management plan. These modules are a companion to Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices (estimated completion time: 2 hours). |
| Addressing Challenging Behaviors (Part 1, Elementary): Understanding the Acting-Out Cycle Addressing Challenging Behaviors (Part 1, Secondary): Understanding the Acting-Out Cycle | These IRIS Modules (one for elementary teachers and the other for secondary) are the first in a two-part series. They discuss challenging behavior in terms of the phases of the acting-out cycle and offer strategies and tips for responding to students in each phase (estimated completion time: 2.5 hours). |
| Addressing Challenging Behaviors (Part 2, Elementary): Behavioral Strategies Addressing Challenging Behaviors (Part 2, Secondary): Behavioral Strategies | The second IRIS Modules (one for elementary teachers and one for secondary) in this two-part series, describe effective strategies that teachers can implement to prevent or address challenging behaviors (estimated Completion time: 2 hours). |
| IRIS Fundamental Skill Sheets | IRIS Fundamental Skill Sheets are guides that provide educators a quick review of the discrete skills and practices indispensable to effective classroom management. Designed to give users the tools they need to improve instruction right now, fundamental skill sheets include tips on: · Active Supervision · Behavior-Specific Praise · Choice Making · High-Probability Requests · Proximity Control · Wait-Time |
Last modified on October 21, 2024