Training Directory

ECPBIS: Systems for Implementing Positive Behavior Support in Early Childhood Settings
This session will describe a system for implementing PBS in early childhood programs, addressing the unique challenges of early childhood settings and presenting tools for evaluating implementation, creating action plans, guiding professional development, coaching, and tracking child outcomes.

Early Childhood Positive Behavior Intervention & Support Training
The following trainings focus on challenging behavior and promoting the social emotional competence of young children, based upon materials created by The Center on the Social and Emotional Foundations of Early Learning (http://csefel.vanderbilt.edu/)
Attendees are highly encouraged to attend all three sessions:
Tier 1: Promoting Children’s Success: Building Relationships and Creating Supportive Environments
Tier 2: Social Emotional Teaching Strategies
Tier 3: Individualized Intensive Interventions: Determining the Meaning of Challenging Behavior & Developing a Behavior Support Plan

The Safety First Curriculum for Early Childhood Settings
This training provides a set of guidelines and procedures for maintaining a safe environment in early childhood settings. It includes definitions of dangerous behavior, strategies for responding to dangerous behavior, and procedures for physical restraint consistent with ODE’s policies and procedures.

Early Childhood PBIS Coaching: Pyramid Model Implementation & Teacher OutcomesThis training will present strategies and tools for coaching teachers and service providers in implementing the Pyramid Model in early childhood settings. This training is targeted to service providers and supervisors who are familiar with positive behavior support strategies and will be supporting teachers in preschool classrooms and other early childhood programs.

How Does It Feel? Sensory Processing, Brain Functioning and Behavior
This training will provide an overview of the Neurosequential Model of Therapeutics (NMT), a brain-based approach to assessing and treating young children, based upon the work of Dr. Bruce Perry at the Child Trauma Academy; and will describe children’s sensory needs and how this impacts behavior, with strategies for addressing those needs.

Promoting Peace: Calming and Self-Management Strategies for Young Children
This session will discuss a variety of methods for teaching young children to calm their bodies and engage in self-management techniques, including taking a break as an alternative to time out.

Adventures in Early Childhood PBS
This session will provide an overview of effective, practical strategies for supporting young children’s behavior drawn from evidence-based practice, teacher experience, and successful implementation in early childhood environments. This will include specific tools and strategies for teacher-child interaction, classroom supports, and establishing a positive, proactive classroom culture. Think of this as a “PBS’s Greatest Hits” collection.

Practical Strategies for Problem Solving
This training will present tools for supporting young children’s problem solving skills, and utilize two resources (Routine-Based Support Guide and Family Routine Guide) to help both teachers and families generate positive solutions to challenging behaviors across settings.

Routine-Based Strategies for Addressing Challenging Behavior
This session will discuss challenging behavior in the context of daily routines: meals, bedtime, shopping, etc.. This session will present practical tools for addressing challenging behavior within routines, and describe how routine-based strategies can lead to overall positive behavior change.

Essential Positive Behavior Support Strategies
This training will highlight practical tools from positive behavior support (PBS) that teachers can use to support children in their classrooms.

Partnering with Parents Using Positive Behavior Support
This training will provide approaches for working with families that lead to positive home-school connections and decreased challenging behavior.