Project Launch is a project targeting early childhood, substance abuse, and mental health concerns. Positive Behavioral Supports (PBS) is an early childhood strategy to be implemented in a selected child care setting to improve parent, staff and child outcomes related to challenging child behaviors.
The Maternal, Infant and Early Childhood Home Visiting Program is designed: (1) to strengthen and improve the programs and activities carries out under Title V; (2) to improve coordination of services for at-risk communities; and (3) to identify and provide evidenced-based home visiting programs/models to improve outcomes for families in at-risk communities.
Playmates Preschools and Child Development Centers, Inc., collaborating with the West Virginia Home Visitation Program (WVHVP), the Project Launch Local Young Child Wellness Council, existing community organizations, health care professionals, state agencies and to the general public to ensure effective implementation of the PBS model. Playmates is committed to providing services to families that enhance children’s abilities to reach their true potential and offer a healthy and nurturing educational environment for all children. In such an environment, children are accepted for what they are, not for what they are able to do and those with special needs develop and excel along with their peers. This philosophy will be used throughout the implementation of the PBS model.
Playmates Preschools and Child Development Centers, Inc., is currently partnering with Zion Child Development to teach, coach, and implement The Pyramid Model in all site classrooms. Zion houses six classrooms ranging from three months old to twelve years old. Zion currently employs nineteen employees who are learning and implementing PBS. Playmates provides two staff who are West Virginia State Trainers for Early Childhood Positive Behavior Support (ECPBS) and who currently work with Zion directors and staff to train and implement ECPBS.
Playmates Preschools and Child Development Centers, Inc., have been utilizing Positive Behavior Support for the last eight years. We are proud to have been chosen as a pilot site for West Virginia and partnered with the Technical Assistance Center for Social Emotional Intervention, (TACSEI) to train and implement Early Childhood Positive Behavior Support.
Playmates is committed to reversing the trend of using reactive strategies as a response to challenging behaviors in the classroom. Positive Behavior Support and Interventions provides an avenue to prevent and address challenging behavior proactively and with the support of families, current research and committed and caring staff. By using evidence-based and early intervention PBIS strategies we can create positive environments that foster and teach social-emotional regulation and skills in young children, providing greater school readiness.
This comprehensive approach includes three levels of prevention and intervention. The foundational level is inclusive of all children, families, and staff. It is often called Tier I and focuses on building a strong positive relationship with children and adults. The staff strives to create an environment in which teachers and families work together to ensure a child’s social-emotional growth and help them to develop school readiness skills. Teachers intentionally plan strategies to teach specific social skills and embed emotional literacy into daily experiences and activities.
The second level or Tier III provides support for children through individualized practices and works to enhance relationships, increased reinforcement and acknowledgment systems in addition to strategies such as peer buddies, social stories, emotion management techniques and working with families to provide consistent interventions and environments.
Children needing the highest level of support, or Tier III interventions, receive individualized and intense positive behavior support plans that are created by a team of professionals in partnership with families. Children receiving this level of support engage in prolonged and severe challenging behaviors in the classroom and person-centered strategies are used. Tier III interventions are only implemented after all strategies in Tier I and Tier II have been implemented. This person-centered approach creates an avenue for specific interventions based on the function of the challenging behavior and works to improve the quality of life by decreasing the challenging behavior and increases chances of success in the classroom.