Social Emotional & Behavior Supports

Social Emotional & Behavior Supports

Positive Behavioral Interventions & Supports is a broad range of systemic and individualized strategies for achieving important social and learning outcomes in school communities while preventing problem behavior. The key attributes of PBIS include preventive activities, data-based decision making, and a problem solving orientation (Horner, 2000; Lewis & Sugai, 1999; Sugai et.al., 2000; Weigle, 1997).

Ohio’s Early Childhood model of Positive Behavior Intervention and Support (PBIS) incorporates three levels of prevention and intervention designed to meet the social-emotional needs of all young children. Within early childhood settings, PBIS is a program-wide approach focusing on the social emotional development of all children. High quality environments, nurturing and responsive relationships, and intentional social skills instruction characterize PBIS in early childhood settings. Implementation of PBIS in early childhood settings reflects the same essential elements of the PBIS framework in school age programs in Ohio through a developmentally appropriate lens.

 

Center on Social Emotional Foundations for Early Learning

The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) is focused on promoting the social emotional development and school readiness of young children birth to age five. CSEFEL is a national resource center funded by the Office of Head Start and Child Care Bureau for disseminating research and evidence-based practices to early childhood programs across the country. Many valuable, free resources (including Practical Strategies) are available on this site. 
 

Technical Assistance Center on Social Emotional Intervention for Young Children 

The Technical Assistance Center on Social Emotional Intervention for Young Children, (TACSEI) is a five-year grant made possible by the U.S. Department of Education, Office of Special Education Programs. TACSEI takes the research that shows which practices improve the social-emotional outcomes for young children with, or at risk for, delays or disabilities and provides FREE products (including school age & family routine guides as well as preschool routine guides) and resources to help decision makers, caregivers, and service providers apply these best practices in the work they do every day.
 

The Pyramid Model Consortium

The Pyramid Model is a PBIS framework that uses systems- thinking and implementation science to promote evidence based practices. Although different than Ohio’s Early Childhood model on PBIS, the Pyramid Model provides many valuable and free resources families, teachers, and programs can benefit from.
 


 
Social Emotional Toolkit                                                          

Building on prior successful partnerships to promote early brain and language development and early STEM education, the U.S. Departments of Education and Health and Human Services have joined with Too Small to Fail to release a Social and Emotional Toolkit on social and emotional development. All of the free resources feature examples of simple actions to take, some of which caregivers might be doing already, such as maintaining consistent routines for young children.

 


Additional Resources:
 

Dear Colleague Letter on the Inclusion of Positive Behavioral Supports in Individualized Education Programs

 

Ohio Department of Education Positive Behavior Interventions and Supports Resources

 

Ohio Department of Education Policy on Positive Behavior Interventions and Support, and Restraint and Seclusion

 

U.S. Department of Health and Human Services and U.S. Department of Education Policy Statement on Expulsion and Suspension Policies in Early Childhood Settings

Contact Information

 
Krista Dickens
Consultant
Cell: 440-251-1906