Running commentary in short, simple phrases provided by the teacher or caregiver to describe the child’s actions, thoughts, and feelings.
Parents Interacting with Infants (PIWI)
which also includes toddlers focuses on promoting the social and emotional development of infants and toddlers through the use of parent-child groups and home visiting. PIWI has been successfully used in community-based, early head start and early intervention programs with a diverse range of parents and children.
A systematic teaching strategy in which typically-developing children are taught to deliver specific social and communicative behavior to children with social skill deficits.
Personal Futures Planning (ofP)
Personal Futures Planning focuses on what the team can do to address the themes or issues identified within a personal profile or other person centered process. In Personal Futures Planning, the team identifies an appropriate time frame for achieving a futures plan that specifically addresses themes and issues in five areas (home, school, community, choices and preferences, and relationships.)
Person-Centered Plan (Planning)
The process of gathering information and goal development that has an individualized focus. The person for whom the planning is done is present at the meeting and the input from that person guides or directs the planning process.
Planning Alternative Tomorrows with Hope (PATH)
A way for diverse people who share a common need to align their vision, purposes, and goals. PATH is an effective process for bringing together a team that may already know a child well and has made a commitment to supporting the child in the future.
Positive Behavior Intervention and Support (PBIS)
An evidence-based, data-driven framework proven to reduce disciplinary incidents, increase a school’s sense of safety and support improved academic outcomes.
Positive Behavior Support (PBS)
A comprehensive set of strategies meant to redesign environments in such a way that problem behaviors are prevented or inconsequential, and to teach students new skills, making problem behaviors unnecessary. Processes intended to shift focus from negative responses, punishment, and responsive methods of address problem behaviors towards positive responses and rewards to address appropriate behaviors. Includes the teaching of appropriate expected behaviors, restructuring of environments and preventing the occurrence of problem behaviors through behavioral intervention.
Problem behaviors decrease the quality of life for the student and other people around them. Providing opportunities for students to exercise choice, experience positive social interactions, and to experience stable and predictable environments naturally decreases problem behavior and results in a more positive lifestyle.
Behavior increases when a stimulus is delivered.
Positive Social Interaction
When two or more people have a discussion or interchange that results in a successful experience for all parties.
Positive Solutions (POS)
A parent training series of six sessions that supports positive and effective parenting behaviors, which will in turn promote children’s social and emotional development and address the challenging behavior and mental health needs of children.
Behavioral support plans that are implemented before problem behavior has a chance to occur. Preventative strategies involve redesigning the environment and teaching new skills.
A term used to designate a communicative process that a student prefers or uses most of the time. Communication refers to any process used to convey information so that it is received and understood by another person.
Principles of Human Behavior
Principles of behavior describe the relation between behavior and the variables that control it. The basic principles of behavior are the foundation from which positive behavior support plans are built. Examples of behavioral principles include reinforcement, punishment, extinction, and stimulus control.
The use of knowledge and experience to prevent problems or unwanted situations from reoccurring.
The use of knowledge and experience to implement strategies before problem behavior or undesirable situations have a chance to occur.
A systematic approach utilizing multiple perspectives to uncover the issues related to a particular problem, design an intervention plan, and evaluate the outcome.
The extent to which the independent variable is implemented. Used to provide an estimate of the quality of an intervention’s implementation over time.
In this context, a program is defined as any early childhood setting (i.e., pre-school, childcare, Head Start, etc) in Nebraska.
Program quality in early childhood emphasizes a child-centered approach with trained, nurturing, and responsive adults who are kind and gentle, and protect children’s health and safety while providing a wealth of experiences that lead to essential learning. Program quality is reflected in (a) results for children, (b) attainment of specified goals and objectives of the program, and (c) developmental appropriateness. Program quality is measured by standards of practice as evidenced in National Association for the Education of Young Children (NAEYC) Accreditation, Environment Rating Scales, Nebraska Early Learning Guidelines, the Teaching Pyramid, and evidence-based curriculums, birth to five.
Program-wide PBS (PW-PBS)
A proactive system of preventative behavior support designed for all of the children in a multi-classroom program of early child care and/or education (e.g., Head Start, community early childhood centers). PW-PBS involves the program-wide adoption of a tiered model of practices and procedures for providing support to children and families. The first tier, universal practices, promotes the social development and engagement of all children. The second tier involves providing targeted children who have risk factors or behavioral problems with more focused instruction on social emotional skills. The final tier includes a process for the provision of intensive and individualized behavior support plans for the few children who are already engaged in patterns of challenging behavior.
Assessments that are conducted for the purpose of evaluating children’s behavior change over time.
Part of the antecedent. Must be used before (or sometimes while) the child performs the target behavior.
A consequent stimulus that reduces the probability a behavior will occur.
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