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Positive Behavioral interventions & supports 

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Positive Behavioral interventions & supports 

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Early Childhood Suspension and Expulsion and the Role of Implicit Bias 

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Early Childhood Suspension and Expulsion and the Role of Implicit Bias 

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Dr. Rosemarie Allen, Assistant Professor in the School of Education at Metropolitan State University of Denver

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Institute for Racial Equity & Excellence : Implicit Bias : Preschool Suspensions and the Role of Implicit Bias

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Preschool Suspensions and the Role of Implicit Bias

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TACSEI Backpack Series

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Family Support Modules: Parents Interacting with Infants (PIWI

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Family Support Modules: Parents Interacting with Infants (PIWI

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CSEFEL: Center on the Social and Emotional Foundations for Early Learning

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The National Center for Effective Mental Health Consultation (CEMHC) addresses the needs of Early Head Start/Head Start (E/HS) staff and families for practical guidance on effective ways to promote young childrenís social and emotional development and reduce challenging behaviors.

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Inventory of Practices for Programs Serving Infants & Toddlers

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Inventory of Practices for Programs Serving Infants & Toddlers

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Tool IV: Individualized Intensive Interventions

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Inventory of Practices for Programs Serving Infants & Toddlers

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Inventory of Practices for Programs Serving Infants & Toddlers

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Tool III: Targeted Social Emotional Supports

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Understanding Your Child's Behavior: Reading Your Child's Cues from Birth to Age Two

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Understanding Your Child's Behavior: Reading Your Child's Cues from Birth to Age Two

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Recommended Practices: Supporting Infants & Toddlers with Challenging Behaviors

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Recommended Practices: Supporting Infants & Toddlers with Challenging Behaviors

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Technical Assistance Center for Social Emotional Interventions (TACSEI)

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Recommended Practices Support Infants Toddlers

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Family Routine Based Support Guide

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Professional Development: Infant Toddler Social Emotional Development

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Professional Development: Infant Toddler Social Emotional Development

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CSEFEL training modules for providers supporting infants and toddlers

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Promoting Social and Emotional Competence: These modules were designed based on input gathered during focus groups with program administrators, T/TA providers, early educators, and family members about the types and content of training that would be most useful in addressing the social-emotional needs of young children. The content of the modules is consistent with evidence-based practices identified through a thorough review of the literature.

Modules last updated: July 2008
View Module Archive for Modules from 2003. The Archive has has Spanish and HTML versions available. Click here for Spanish versions

View Ordering Information (PDF)

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Training Modules best viewed using the Adobe Acrobat Reader.

MODULE 1

Presenter
Presenter's Presentation: PowerPoint PPT with videos linked
Presenter's Presentation: PowerPoint PPT with out videos linked
Module Script PDF

Handouts
1.1 Participant Powerpoint Slides PDF
1.2 Overview of Infant Toddler Modules PDF
1.3 Pyramid Model PDF
1.4 Addressing Challenging Behaviors in Infants and Toddlers PDF
1.5 Identifying Pyramid Practices PDF
1.6 Inventory of Practices
Inventory of Practices - Foundational Assessment PDF
Tool I PDF
Tool II PDF
Tool III PDF
Tool IV PDF
1.7 CSEFEL Definition of Social Emotional Development PDF
1.8 Key Findings on Social Emotional Health and Brain Development PDF
1.9 Developmental Continuum PDF
1.10 Social Emotional Milestones Quiz PDF
1.11 Temperament Traits PDF
1.12 Temperament Continuum PDF
1.13 Temperament What Works Brief PDF
1.14 Temperament Booklet PDF
1.15 Examining Reactions PDF
1.16 Reframing Activity PDF
1.17 Reflective Inventory PDF
1.18 Attachment Relationships PDF
1.19 Symptoms of Depression PDF
1.20 Working with Families PDF
1.21 Planning for Change PDF
1.22 Session Evaluation PDF

Video Clips
1.1 Supporting Social Emotional Development Video
1.2 Supporting Self-Regulation Video
1.3 Biting Video
1.4 Caregiver's Thoughts I Video
1.5 Caregiver's Thoughts II Video
1.6 Learning from Families Video
1.7 Infant Master Conversation Video
1.8 Supporting Attachment Video
1.9 Parent's Perspective Video

MODULE 2

Presenter
Presenter's Presentation: PowerPoint PPT with videos linkedPresenter's Presentation: PowerPoint PPT with out videos linked
Module Script PDF

Handouts
2.1 Overview of Infant Toddler Modules PDF
2.2 Participant Powerpoint Slides PDF
2.3 Identifying Pyramid Practices PDF
2.4 Pyramid Module PDF
2.5 Key Points from Module 1 PDF
2.6 Child Care in America PDF
2.7 Social Emotional Climate PDF
2.8 Responsive Routines Inventory PDF
2.9 Infant Toddler Environments Planning PDF
2.10 Emotional Literacy PDF
2.11 Using Books PDF
2.12 Sample Feelings Book PDF
2.13 Development of Play Skills PDF
2.14 Infant Toddler Peer Behavior PDF
2.15 Friendship Skills PDF
2.16 Planning for Change PDF
2.17 Summarizing the Training Experience PDF
2.18 Session Evaluation PDF

Video Clips
2.1 Promoting Social Emotional Development Video
2.2 Continuity of Care Video
2.3 Routines in Routines Video
2.4 Responsive Greeting Video
2.5 Responsive Routines Video
2.6 Adult Supporting Children Video
2.7 Using Books Video
2.8 Mom Playing with Toddler Video
2.9 Promoting Friendship Skills Video

MODULE 3

Presenter
Presenter's Presentation: PowerPoint PPT with videos linked
Presenter's Presentation: PowerPoint PPT with out videos linked
Module Script PDF

Handouts
3.1 Participant Powerpoint Slides PDF
3.2 Overview of Infant Toddler Modules PDF
3.3 Classroom Considerations PDF
3.4 Considering Circumstances PDF
3.5 Acting Out & Withdrawing Behaviors PDF
3.6 A Different Perspective PDF
3.7 What is My Perspective PDF
3.8 Responding to Infant Toddler Behavior PDF
3.9 Observation Documentation PDF
3.10 Getting to Know Michael PDF
3.11 Behavior Review PDF
3.12 Taking with Families PDF
3.13 Action Support Plan PDF
3.14 Maria Case Study PDF
3.15 Trainer Discussion Points PDF
3.16 Planning for Change PDF
3.17 Session Evaluation PDF

Video Clips
3.1 Biting Video
3.2 Looking at Behavior Video
3.3 Kaie and Muk Video
3.4 Muk Video
3.5 Observing Michael Video
3.6 Response to Challenging Behavior Video

MODULE 4

Presenter
Presenter's Presentation: PowerPoint PPT
Module Script PDF

Handouts
4.1 Participant Powerpoint PPT
4.2 Participant Workbook PDF
4.3 Recommended Practices - Social Emotional and School Readiness PDF
4.4 Fact Sheet PDF
4.5 Recommended Practices - Challenging Behavior PDF
4.6 Recommended Practices - Infant Toddler Challenging Behavior PDF
4.7 Teaching Pyramid PDF
4.8 Inventory of Practices PDF
4.9 DEC Concept Paper PDF
4.10 Administrator's Essentials PDF
4.11 Resources for Leadership Strategies PDF
4.12 Collaborative Planning Model PDF
4.13 Transfer of Quality Practices PDF
4.14 Session Evaluation PDF

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CSEFEL: Center on the Social and Emotional Foundations for Early Learning

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The National Center for Effective Mental Health Consultation (CEMHC) addresses the needs of Early Head Start/Head Start (E/HS) staff and families for practical guidance on effective ways to promote young children�s social and emotional development and reduce challenging behaviors.

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Book Nook: Hands are not for Hitting author: Martine Agassi

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Book Nook: Hands are not for Hitting author: Martine Agassi

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Ideas for using books to support social emotional development Center on the Social Emotional Foundations for Early Learning (CSEFEL)

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CSEFEL Book Nook Hands are not for Hitting

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Book Nook: Pat Them Gently author: Melanie O'Brien

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Book Nook: Pat Them Gently author: Melanie O'Brien

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Ideas for using books to support social emotional development Center on the Social Emotional Foundations for Early Learning (CSEFEL)

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What Works Brief #23: Understanding Temperament in Infants & Toddlers 

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What Works Brief #23: Understanding Temperament in Infants & Toddlers 

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Center on the Social Emotional Foundations for Early Learning (CSEFEL)

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CSEFEL what works brief infant toddler temperament

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Ideas for using books to support social emotional development Center on the Social Emotional Foundations for Early Learning (CSEFEL)

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Addressing Challenging Behavior in Infants & Toddlers

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Addressing Challenging Behavior in Infants & Toddlers

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Pyramid Model recommended practices for early childhood providers to reduce expulsion and suspension

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Addressing Challenging Behavior in Infants and Toddlers (1)

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Inventory of Practices for Programs Serving Infants & Toddlers

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Inventory of Practices for Programs Serving Infants & Toddlers

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Tool II: Creating High-Quality Supportive Environment

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Preventing Suspensions and Expulsions in Early Childhood Settings

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Preventing Suspensions and Expulsions in Early Childhood Settings

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What do suspensions and expulsions look like in early childhood settings?

Although we may not label all of our exclusionary discipline practices in early childhood as " suspensions" or " expulsions," it is important to recognize that they are the equivalent of suspending or expelling a child. Suspensions and expulsions are types of exclusionary practices that involve asking children to leave the classroom, program, or school temporarily or permanently.

In-school suspensions - Practices that involve removing or excluding the child from the classroom.

Out-of-school suspensions - Practices that involve temporarily removing the child from the program.

Expulsions - Permanent removal or dismissal from the program.

Soft-expulsions - Practices that make it so that the program is not a viable or welcoming care arrangement for the family and leaves the family with little choice but to withdraw their child.

Why is this something we want to avoid?
Recent data indicate that expulsions and suspensions occur regularly in early childhood settings and at a much higher rate than in K-12 education.
Young children (under 5 years old) are expelled at 3 times the rate of K-12 students from state-funded preschool, and private and community child care programs expel children at more than 13 times the rate of K-12 students. Even infants and toddlers are at high risk for child care expulsion. One study found that 42% of infant/toddler care centers in a state reported at least one expulsion in the past year. Based on these estimated rates and the current enrollment of young children in early care and education settings, more than 300,000 children may be expelled each year.
Suspensions and expulsions have profound effects on children.
Walter Gilliam, Director at the Zigler Center in Child Development and Social Policy, explains what we can do to stop preschool expulsions at the "What's Behind Preschool Expulsion" Congressional briefing, held on June 11, 2015.
Exclusionary discipline practices deprive children of valuable early learning experiences and teach them to believe that there is something wrong or bad about them. When children are excluded from learning environments by being suspended or expelled, they miss valuable educational opportunities and are at greater risk of disengagement and diminished educational opportunities. Such disproportionate trends promote a "preschool to prison pipeline" where young boys and girls are put on the tumultuous track that increases their risk for academic failure, absenteeism, and even incarceration.
Disparity in discipline begins in preschool.
Many studies have found that children who are expelled or suspended are more likely to experience academic failure and grade retention, drop out of high school, and face juvenile incarceration than those who are not.

Exclusionary discipline is disproportionately applied by age, gender, and race.
Several studies have found that racial disparities in discipline are not explained by children's behavior.

Four-year-olds are expelled at a rate about 50% greater than 3-year-olds.

Boys are expelled at a rate more than 4.5 times that of girls.

Black children account for almost 50% of public preschool suspensions but less than one-fifth of all preschoolers.

Black children are also estimated to be 2 times as likely to be expelled as Latino and White children and more than 5 times as likely to be expelled as Asian-American children.

Early childhood suspensions and expulsions are not as much a result of child behaviors, as they are related to adult and program characteristics.
This video features the highlights from the "What's Behind Preschool Expulsion" Congressional briefing, held on June 11, 2015.
That is, black children do not behave any worse than white children; rather they are subject to more harsh discipline for similar behaviors as their peers. Implicit bias and cultural differences in views on discipline strategies and their application to teacher-child relationships play a role in exclusionary discipline practices. Research has found that teachers are more likely to rate relationships with children of their same race/ethnicity more positively. This disproportionality in exclusionary discipline practices may contribute to the preschool to prison pipeline for Black boys in particular. Implicit biases may lead to higher rates of exclusionary practices for Black boys, which in turn deprives these boys of valuable learning and education experiences and sets them on a negative trajectory that increase their risk for incarceration as an adult (the "pipeline").

Research investigating the factors associated with higher rates of suspension and expulsions find that the key factors relate to the program (e.g., group sizes, child-teacher ratios, and the availability of consultants and support staff to assist teachers with managing challenging behaviors) and the provider/teacher (e.g., teacher depression and teacher job stress), not the child or the child's behavior. More suspensions and expulsions occur with large group sizes, higher child-teacher ratios, and lack of supports for teachers with regard to managing challenging behaviors, as well as staff characteristics such as depression or sense of job stress.

High expulsion rates are also an indicator that we are not helping families to support their children's positive social-emotional development that is the foundation for all learning, future relationships, and school readiness. Expelling children may also leave behavioral and developmental concerns unaddressed, potentially depriving children and families of valuable services under the Individuals with Disabilities Education Act (IDEA).

To address this critical issue, the federal agencies and leading national organizations are calling on the early childhood field to take immediate action:

In addition, the following professional groups and organizations have issued policy or position statements or developed web pages dedicated to preventing suspensions or expulsions in early childhood:

To find out what efforts are under way in your state or local community, see the following resources:

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Although we may not label all of our exclusionary discipline practices in early childhood as " suspensions" or " expulsions," it is important to recognize that they are the equivalent of suspending or expelling a child. Suspensions and expulsions are types of exclusionary practices that involve asking children to leave the classroom, program, or school temporarily or permanently.

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Expulsion Rates in State PreKindergarten Programs (Gilliam)

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Early Educators' Implicit Biases, Behavior Expectations, and Expulsion and Suspensions

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Pennsylvania Positive Behavior Support Network 

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Pennsylvania Positive Behavior Support Network 

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Look for Program-wide PBIS (Early Childhood upports)

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Inventory of Practices for Programs Serving Infants & Toddlers

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Inventory of Practices for Programs Serving Infants & Toddlers

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Tool I: Nurturing and  Responsive Relationships

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Inventory of Practices for Programs Serving Infants & Toddlers 

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Inventory of Practices for Programs Serving Infants & Toddlers 

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Foundational Assessment: Program Design and Management

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Foundational Assessment Program Design and Management

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Links to National ECE PBIS Resources & Research

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Links to National ECE PBIS Resources & Research

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CSEFEL, TACSEI, Pyramid Model Consortium

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Early Childhood Social Emotional Resources 

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 U.S. Department of Health and Human Services (HHS) and U.S. Department of Education (ED): 

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 U.S. Department of Health and Human Services (HHS) and U.S. Department of Education (ED): 

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Joint Policy Statement on Expulsion and Suspension Policy in Early Childhood Settings

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Pennsylvania Office of Child Development & Early Learning Announcement: 

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Pennsylvania Office of Child Development & Early Learning Announcement: 

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Reduction of Expulsion and Suspension in Early Childhood Programs

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Pennsylvania Office of Child Development & Early Learning Announcement:

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Pennsylvania Office of Child Development & Early Learning Announcement:

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Inclusion of All Children in Early Childhood Programs in PA

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Moving Toward PBIS Fidelity Implementation

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Moving Toward PBIS Fidelity Implementation

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Building and Enhancing Capacity of Early Childhood Programs

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Process of Moving Toward Fidelity Implementation handout