CSEFEL. Module 1. Inventory of Practices for Promoting Children’s Social Emotional Competence

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Promoting Children's Success: Building Relationships and Creating Supportive Environments

Inventory of Practices for Promoting Children’s Social Emotional Competence

Purpose of the Inventory: The Inventory of Practices for Promoting Social Emotional Competence is designed to be used by individuals and/or teams to identify training needs and plan a course of action to address those needs related to four general areas: (a) building positive relationships, (b) creating supportive environments, (c) social emotional teaching strategies, and (d) individualized intensive interventions. The Inventory encourages individual self-reflection, opportunities for teaming between classroom teachers, mentor coaches, supervisors, site directors, and other administrators, and promotes effective practices for direct service staff. There are two sections to this tool: the Inventory of Practices and the Action Plan.

Use of the Inventory: This tool is best utilized in a manner that encourages reflection and discussion. Each of the four general areas includes several Skills and Indicators reflective of practices that promote social emotional competence in young children. The Indicators are detailed phrases that enable the user to “dig a little deeper” in identifying and pinpointing skills that may or may not be present. A column entitled Observations/Evidence allows the user to write thoughts, suggestions, strengths, and needs concerning either the specific Skills or Indicators. Three levels of skill, Consistently, Occasionally, and Seldom, permit users to record their perceived skill level for each Indicator by checking the appropriate box. Users should be consistent in their appraisal of skills across the three levels, Consistently, Occasionally, and Seldom (i.e., across all children in the classroom, target child or specific groups of children, environment of all classrooms, etc.). The final column allows the team to indicate whether or not an indicator should be a Target for Training. Following each section is a space for writing additional comments. The team or individual may wish to delineate specific training requests, professional development opportunities, or encouragement in the Comments box.

Use of the Action Plan: The Action Plan takes the users to the next step once they have determined what specific Skills and Indicators from the Inventory they want to target for training. In the first column of the Action Plan, users should check those Skills or Indicators they previously identified as targets for training. In the second column, teachers and support personnel (e.g., trainers, mentor coaches, administrators) should work together to identify what strategies they will each use to help the teaching team implement the new practices. The third column allows users to identify Resources and Supports that will be necessary to successfully complete the activities or strategies listed in the second column.

Completion Dates: Users may complete the Inventory and Action Plan at different times as a way of determining their progress toward addressing specific skills targeted for training. Different color inks corresponding to the dates completed can be used when completing the tool in order to highlight changes over time.

**Building Positive Relationships**
Skills and Indicators	Consistently	Occasionally	Seldom	Target for training?
1. Develops meaningful relationships with children and families	3	2	1	YES	NO
Greets children on arrival; calls by name
Communicates with children at eye level
Verbally interacts with individual children during routines and activities
Participates in children’s play when appropriate
Shows respect, consideration, warmth to all children
Speaks calmly to children
Uses a variety of strategies for building relationships with all children
Attends to children in positive ways at times when the children are not engaging in challenging behavior
Uses a variety of strategies for building relationships with all families
Creates a classroom that is a place that children and families like to be (i.e., feel comfortable, welcome, and safe)
Comments:
2. Examines personal, family, and cultural views of child’s challenging behavior	3	2	1	YES	NO
Considers personal beliefs regarding the acceptability and unacceptability of specific types of child behavior
Considers personal beliefs regarding the causes of specific types of unacceptable child behavior
Acknowledges contrasting or conflicting beliefs held by others regarding acceptable and unacceptable types of child behavior
Comments:
3. Examines own attitudes toward challenging behavior	3	2	1	YES	NO
Understands the relationship between children’s social emotional development and challenging behaviors
Understands that children’s challenging behaviors are conveying some type of message
Understands there are many things that can be done to prevent challenging behaviors
Identifies what behaviors “push my buttons”
Develops strategies for dealing with situations when children’s behaviors “push my buttons”
Works together with a team to problem solve around issues related to challenging behaviors
Comments:

Designing Supportive Environments

Skills and Indicators Consistently Occasionally Seldom Target for training? Observations/ Evidence

4. Designs the physical environment 3 2 1 YES NO

Arranges traffic patterns in classroom so there are no wide open spaces

Removes obstacles that make it difficult for children with physical disabilities to move around the room

Clearly defines boundaries in learning centers

Arranges learning centers to allow room for multiple children

Provides a variety of materials in all learning centers

Designs learning centers so that children spend time evenly across centers

Considers children's interests when deciding what to put in learning centers

Makes changes and additions to learning centers on a regular basis

Visually closes learning centers when they are not an option for children to use

Comments:

5. Develops schedules and routines 3 2 1 YES NO

Designs schedule to include a balance of large group and small group activities

Designs schedule to minimize the amount of time children spend making transitions between activities

Implements schedule consistently

Teaches children about the schedule

Provides explanations when changes in the schedule are necessary

Comments:

6. Ensures smooth transitions 3 2 1 YES NO

Structures transitions so children do not have to spend excessive time waiting with nothing to do

Teaches children the expectations associated with transitions

Provides warnings to children prior to transitions

Individualizes the warnings prior to transitions so that all children understand them

Comments:

7. Designs activities to promote engagement 3 2 1 YES NO

Plans and conducts large group activities with specific goals in mind for the children

Varies the topics and activities in the large group from day to day

Provides opportunities for children to be actively involved in large group activities

Varies speech and intonation to maintain the children's interests in the large group activity

Monitors children's behavior and modifies plans when children lose interest in large group activities

Plans and conducts small group activities with specific goals in mind for each child

Plans and conducts fun small group activities

Uses peers as models during small group activities

Monitors children's behavior and modifies plans when children lose interest in small group activities

Makes adaptations and modifications to ensure that all children can be involved in a meaningful way in any activity

Uses a variety of ways to teach the expectations of specific activities so that all children understand them

Comments:

8. Giving Directions 3 2 1 YES NO

Gains child’s attention before giving directions

Minimizes the number of directions

Individualizes the way directions are given

Gives clear directions

Gives directions that are positive

Gives children time to respond to directions

Gives children choices and options when appropriate

Follows through with positive acknowledgments of children’s behavior

Comments:

9. Establishes and enforces clear rules, limits, and consequences for behavior 3 2 1 YES NO

Identifies appropriate classroom rules with children

Teaches rules in developmentally appropriate ways

Provides opportunities for children to practice classroom rules

States rules positively and specifically (avoids words "no" and "don't" as much as possible)

Keeps rules to manageable number (3-6)

Frequently reinforces children for appropriate behavior

Identifies consequences for both following and not following rules

Makes sure all adults in classroom know rules and consequences

Enforces rules and consequences consistently and fairly

Comments:

10. Engages in ongoing monitoring and positive attention 3 2 1 YES NO

Gives children time and attention when engaging in appropriate behavior

Monitors adults’ interactions with children throughout the day

Comments:

11. Uses positive feedback and encouragement 3 2 1 YES NO

Uses positive feedback and encouragement contingent on appropriate behavior

Provides descriptive feedback and encouragement

Conveys enthusiasm while giving positive feedback and encouragement

Uses positive feedback and encouragement contingent on child’s efforts.

Provides nonverbal cues of appreciation

Recognizes that there are individual variations in what forms of acknowledgment are interpreted as positive by children

Involves other adults in acknowledging children

Models positive feedback and encouragement frequently

Comments:

Skills and Indicators Consistently Occasionally Seldom Target for training? Observations/ Evidence

Social Emotional Teaching Strategies

12. Interacts with children to develop their self-esteem 3 2 1 YES NO

Demonstrates active listening with children

Avoids judgmental statements

Responds to children's ideas

Recognizes children's efforts

Shows empathy and acceptance of children's feelings

Comments:

13. Shows sensitivity to individual children's needs 3 2 1 YES NO

Respects and accommodates individual needs, personalities, and characteristics

Adapts and adjusts accordingly (instruction, curriculum, materials, etc.)

Conveys acceptance of individual differences (culture, gender, sensory needs, language, abilities) through planning, material selection, and discussion of topics

Comments:

14. Encourages autonomy 3 2 1 YES NO

Provides children with opportunities to make choices

Allows children time to respond and/or complete task independently before offering assistance

Creates opportunities for decision making, problem solving, and working together

Teaches children strategies for self-regulating and/or self-monitoring behaviors

Comments:

15. Capitalizes on the presence of typically developing peers 3 2 1 YES NO

Utilizes peers as models of desirable social behavior

Encourages peer partners/buddies (i.e., hold hands during transitions, play partner, clean-up buddy, etc.)

Demonstrates sensitivity to peer preferences and personalities

Shows an understanding of developmental levels of interactions and play skills.

Comments:

16. Utilizes effective environmental arrangements to encourage social interactions 3 2 1 YES NO

Considers peer placement during classroom activities

Effectively selects, arranges, and utilizes materials that promote interactions (high interest, novel, culturally meaningful)

Effectively selects, arranges, and implements activities that promote interactions (high interest, novel, culturally meaningful)

Develops interaction opportunities within classroom routines (i.e., table captain, clean-up partner, snack set-up, etc.)

Comments:

17. Uses prompting and reinforcement of interactions effectively 3 2 1 YES NO

Provides sincere, enthusiastic feedback to promote and maintain social interactions

Waits until interactions are finished before reinforcing; does not interrupt interactions

Models phrases children can use to initiate and encourage interactions

Gives general reminders to "play with your friends"

Facilitates interactions by supporting and suggesting play ideas

Ensures that interactions are mostly child-directed not teacher-directed during free play

Comments:

18. Provides instruction to aid in the development of social skills 3 2 1 YES NO

Includes social interaction goals on the IEP

Teaches appropriate social skills through lessons and role-playing opportunities

Incorporates cooperative games, lessons, stories, and activities that promote altruistic behavior into planning

Structures activities to encourage and teach sharing

Structures activities to encourage and teach turn taking

Structures activities to encourage and teach requesting and distributing items

Structures activities to encourage and teach working cooperatively

Comments:

19. Promotes identification and labeling of emotions in self and others 3 2 1 YES NO

Uses photographs, pictures, and posters that portray people in various emotional states

Uses validation, acknowledgment, mirroring back, labeling feelings, voice tones, or gestures to show an understanding of children’s feelings

Assists children in recognizing and understanding how a classmate might be feeling by pointing out facial expressions, voice tone, body language, or words

Uses real-life situations to practice problem solving, beginning with defining the problem and emotions involved

Comments:

20. Explores the nature of feelings and the appropriate ways they can be expressed 3 2 1 YES NO

Teaches that all emotions are okay, but not all expressions are okay

Labels own emotional states and provides an action statement (e.g., I am feeling frustrated so I better take some deep breaths and calm down)

Uses opportunities to comment on occasions when children state they are feeling upset or angry but are remaining calm

Comments:

21. Models appropriate expressions and labeling of their own emotions and self-regulation throughout the course of the day 3 2 1 YES NO

Labels positive feelings

Labels negative feelings paired with actions to regulate

Comments:

22. Creates a planned approach for problem solving processes within the classroom 3 2 1 YES NO

Individualizes the planned approach to the appropriate level of the child

Systematically teaches the problem solving steps:

What is my problem?

What are some solutions?

What would happen next?

Try out the solution.

"Problematizes" situations throughout the day to allow children opportunities to generate solutions

Takes time to support children through the problem solving process during heated moments

Comments on and reinforces children's problem solving efforts

Comments:

23. Promotes children's individualized emotional regulation that will enhance positive social interactions within the classroom 3 2 1 YES NO

Helps children recognize cues of emotional escalation

Helps children identify appropriate choices

Helps children try solutions until the situation is appropriately resolved

Displays photographs of children working out situations

Comments:

Skills and Indicators Consistently Occasionally Seldom Target for training? Observations/ Evidence

Individualized Intensive Interventions

24. Teams with family to develop support plans 3 2 1 YES NO

Invites family to participate in behavior support process from the beginning

Accommodates family schedule

Encourages family to assist in the development of plan

Ensures that the plan addresses family and child care issues

Comments:

25. Teams use functional assessment 3 2 1 YES NO

Conducts observations

Completes interviews

Develops hypothesis

Comments:

26. Develops and implements behavior support plan 3 2 1 YES NO

Includes replacement skills

Includes prevention strategies

Includes new responses

Comments:

27. Teaches replacement skills 3 2 1 YES NO

Replacement skills are taught throughout the day

Replacement skills are taught when challenging behavior is not occurring

Consistently provides positive reinforcement for appropriate behavior

Comments:

28. Monitors progress 3 2 1 YES NO

Measures and monitors changes in challenging behavior

Measures and monitors acquisition of replacement skills

Team meets periodically to review child progress, plan implementation, and to develop new support strategies

Comments:

**Building Positive Relationships**
Skills and Indicators	Strategies I will use to implement new practices or support others in implementing new practices	Supports and resources needed to accomplish these activities
1. Develops meaningful relationships with children and families Greets children on arrival; calls by name Communicates with children at eye level Verbally interacts with individual children during routines and activities Participates in children’s play when appropriate Shows respect, consideration, warmth to all children Speaks calmly to children Uses a variety of strategies for building relationships with all children Attends to children in positive ways at times when children are not engaging in challenging behavior Uses a variety of strategies for building relationships with all families Creates a classroom that is a place that children and families like to be (i.e., feel comfortable, welcome, and safe)
2. Examines personal, family, and cultural views of child’s challenging behavior Considers personal beliefs regarding the acceptability and unacceptability of specific types of child behavior Considers personal beliefs regarding the causes of specific types of unacceptable child behavior Acknowledges contrasting or conflicting beliefs held by others regarding acceptable and unacceptable types of child behavior
3. Examines own attitudes toward challenging behavior Understands the relationship between children’s social emotional development and challenging behaviors Understands that children’s challenging behaviors are conveying some type of message Understands there are many things that can be done to prevent challenging behaviors Identifies what children’s behaviors “push my buttons” Develops strategies for dealing with situations when children’s behaviors “push my buttons” Works together with a team to problem solve around issues related to challenging behaviors

**Designing Supportive Environments**
Skills and Indicators	Strategies I will use to implement new practices or support others in implementing new practices	Supports and resources needed to accomplish these activities
4. Designs the physical environment Arranges traffic patterns in classroom so that there are not wide open spaces that allow children to run Removes obstacles that make it difficult for children with physical disabilities to move around the room Clearly defines boundaries in learning centers Arranges learning centers to allow room for multiple children Provides a variety of materials in all learning centers Designs learning centers so that children spend time evenly across centers Considers children’s interests when deciding what to put in learning centers Makes changes and additions to learning centers on a regular basis Visually closes learning centers when they are not an option
5. Develops schedules and routines Designs schedule to include a balance of large group and small group activities Designs schedule to minimize the amount of time children spend making transitions between activities Implements schedule consistently Teaches children about the schedule Provides explanations when changes in the schedule are necessary
6. Ensures smooth transitions Structures transitions so children do not have to spend excessive time waiting with nothing to do Teaches children the expectations associated with transitions Provides warnings to children prior to transitions Individualizes the warnings prior to transitions so that all children understand them
7. Designs activities to promote engagement Plans and conducts large group activities with specific goals in mind for the children Varies the topics and activities in the large group from day to day Provides opportunities for children to be actively involved in large group activities Varies speech and intonation to maintain the children's interests in the large group activity Monitors children's behavior and modifies plans when children lose interest in large group activities Plans and conducts small group activities with specific goals in mind for each child Plans and conducts fun small group activities Uses peers as models during small group activities Monitors children's behavior and modifies plans when children lose interest in small group activities Makes adaptations and modifications to ensure that all children can be involved in a meaningful way in any activity Uses a variety of ways to teach the expectations of specific activities so that all children understand them
8. Giving Directions Gains child’s attention before giving directions Minimizes the number of directions Individualizes the way directions are given Gives clear directions Gives directions that are positive Gives children time to respond to directions Gives children choices and options when appropriate Follows through with positive acknowledgments of children’s behavior
9. Establishes and enforces clear rules, limits, and consequences for behavior Identifies appropriate classroom rules with children Teaches rules in developmentally appropriate ways Provides opportunities for children to practice classroom rules States rules positively and specifically (avoids words "no" and "don't" as much as possible) Keeps rules to manageable number (3-6) Frequently reinforces children for appropriate behavior Identifies consequences for both following and not following rules Makes sure all adults in classroom know rules and consequences Enforces rules and consequences consistently and fairly
10. Engages in ongoing monitoring and positive attention Gives children time and attention when engaging in appropriate behavior Monitors adults’ interactions with children throughout the day
11. Uses positive feedback and encouragement Uses positive feedback and encouragement contingent on appropriate behavior Provides descriptive feedback and encouragement Conveys enthusiasm while giving positive feedback and encouragement Uses positive feedback and encouragement contingent on child’s efforts. Provides nonverbal cues of appreciation Recognizes that there are individual variations in what forms of acknowledgment are interpreted as positive by children Involves other adults in acknowledging children Models positive feedback and encouragement frequently

**Social Emotional Teaching Strategies**
Skills and Indicators	Strategies I will use to implement new practices or support others in implementing new practices	Supports and resources needed to accomplish these activities
12. Interacts with children to develop their self-esteem Demonstrates active listening with children Avoids judgmental statements Responds to children’s ideas Recognizes children’s efforts Shows empathy and acceptance of children’s feelings
13. Shows sensitivity to individual children’s needs Respects and accommodates individual needs, personalities, and characteristics Adapts and adjusts accordingly (instruction, curriculum, materials, etc.) Conveys acceptance of individual differences (culture, gender, sensory needs, language, abilities) through planning, material selection, and discussion of topics
14. Encourages autonomy Provides children with opportunities to make choices Allows children time to respond and/or complete task independently before offering assistance Creates opportunities for decision making, problem solving, and working together Teaches children strategies for self-regulating and/or self-monitoring behaviors
15. Capitalizes on the presence of typically developing peers Utilizes peers as models of desirable social behavior Encourages peer partners/buddies (i.e., hold hands during transitions, play partner, cleanup buddy, etc.) Demonstrates sensitivity to peer preferences and personalities Shows an understanding of developmental levels of interactions and play skills
16. Utilizes effective environmental arrangements to encourage social interactions Considers peer placement during classroom activities Effectively selects, arranges, and utilizes materials that promote interactions (high interest, novel, culturally meaningful) Effectively selects, arranges, and implements activities that promote interactions (high interest, novel, culturally meaningful) Develops interaction opportunities within classroom routines (i.e., table captain, cleanup partner, snack set-up, etc.)
17. Uses prompting and reinforcement of interactions effectively Provides sincere, enthusiastic feedback to promote and maintain social interactions Waits until interactions are finished before reinforcing; does not interrupt interactions Models phrases children can use to initiate and encourage interactions Gives general reminders to “play with your friends” Facilitates interactions by supporting and suggesting play ideas Ensures that interactions are mostly childdirected not teacher-directed during free play
18. Provides instruction to aid in the development of social skills Includes social interaction goals on the IEP Teaches appropriate social skills through lessons and role-playing opportunities Incorporates cooperative games, lessons, stories, and activities that promote altruistic behavior into planning Structures activities to encourage and teach sharing Structures activities to encourage and teach turn taking Structures activities to encourage and teach requesting and distributing items Structures activities to encourage and teach working cooperatively
19. Promotes identification and labeling of emotions in self and others Uses photographs, pictures, and posters that portray people in various emotional states Uses validation, acknowledgment, mirroring back, labeling feelings, voice tones, or gestures to show an understanding of children’s feelings Assists children in recognizing and understanding how a classmate might be feeling by pointing out facial expressions, voice tone, body language, or words Uses real-life situations to practice problem solving, beginning with defining the problem and emotions involved
20. Explores the nature of feelings and the appropriate ways they can be expressed Teaches that all emotions are okay, but not all expressions are okay Labels own emotional states and provides an action statement (e.g., I am feeling frustrated so I better take some deep breaths and calm down) Uses opportunities to comment on occasions when children state they are feeling upset or angry but are remaining calm
21. Models appropriate expressions and labeling of their own emotions and selfregulation throughout the course of the day Labels positive feelings Labels negative feelings paired with actions to regulate
22. Creates a planned approach for problem solving processes within the classroom Individualizes the planned approach to the appropriate level of the child Systematically teaches the problem solving steps: (a) What is my problem? (b) What are some solutions? (c) What would happen next? (d) Try out the solution. “Problematizes” situations throughout the day to allow children opportunities to generate solutions Takes time to support children through the problem solving process during heated moments Comments on and reinforces children’s problem solving efforts
23. Promotes children’s individualized emotional regulation that will enhance positive social interactions within the classroom Helps children recognize cues of emotional escalation Helps children identify appropriate choices Helps children try solutions until the situation is appropriately resolved Displays photographs of children working out situations

**Individualized Intensive Interventions**
Skills and Indicators	Strategies I will use to implement new practices or support others in implementing new practices	Supports and resources needed to accomplish these activities
24. Teams with family to develop support plans Invites family to participate in behavior support process from the beginning Accommodates family schedule Encourages family to assist in the development of plan Ensures that the plan addresses family and child care issues
25. Teams use functional assessment Conducts observations Completes interviews Develops hypothesis
26. Develops and implements behavior support plan Includes replacement skills Includes prevention strategies Includes new responses
27. Teaches replacement skills Replacement skills are taught throughout the day Replacement skills are taught when challenging behavior is not occurring Consistently provides positive reinforcement for appropriate behavior
28. Monitors progress Measures and monitors changes in challenging behavior Measures and monitors acquisition of replacement skills Team meets periodically to review child progress, plan implementation, and to develop new support strategies

Date 1 Completed: _________________

Date 2 Completed: _________________

Center on the Social and Emotional Foundations for Early Learning

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This material was developed by the Center on the Social and Emotional Foundations for Early Learning with federal funds from the U.S. Department of Health and Human Services, Administration for Children and Families (Cooperative Agreement N. PHS 90YD0119). The contents of this publication do not necessarily reflect the views or policies of the U.S. Department of Health and Human Services, nor does mention of trade names, commercial projects, or organizations imply endorsement by the U.S. Government. You may reproduce this material for training and information purposes.

We welcome your feedback on this Training Module. Please go to the CSEFEL Web site (http://www.vanderbilt.edu/csefel) or call us at (866) 433-1966 to offer suggestions.

Skills and Indicators	Consistently	Occasionally	Seldom	Target for training?
4. Designs the physical environment	3	2	1	YES	NO
Arranges traffic patterns in classroom so there are no wide open spaces
Removes obstacles that make it difficult for children with physical disabilities to move around the room
Clearly defines boundaries in learning centers
Arranges learning centers to allow room for multiple children
Provides a variety of materials in all learning centers
Designs learning centers so that children spend time evenly across centers
Considers children's interests when deciding what to put in learning centers
Makes changes and additions to learning centers on a regular basis
Visually closes learning centers when they are not an option for children to use
Comments:
5. Develops schedules and routines	3	2	1	YES	NO
Designs schedule to include a balance of large group and small group activities
Designs schedule to minimize the amount of time children spend making transitions between activities
Implements schedule consistently
Teaches children about the schedule
Provides explanations when changes in the schedule are necessary
Comments:
6. Ensures smooth transitions	3	2	1	YES	NO
Structures transitions so children do not have to spend excessive time waiting with nothing to do
Teaches children the expectations associated with transitions
Provides warnings to children prior to transitions
Individualizes the warnings prior to transitions so that all children understand them
Comments:
7. Designs activities to promote engagement	3	2	1	YES	NO
Plans and conducts large group activities with specific goals in mind for the children
Varies the topics and activities in the large group from day to day
Provides opportunities for children to be actively involved in large group activities
Varies speech and intonation to maintain the children's interests in the large group activity
Monitors children's behavior and modifies plans when children lose interest in large group activities
Plans and conducts small group activities with specific goals in mind for each child
Plans and conducts fun small group activities
Uses peers as models during small group activities
Monitors children's behavior and modifies plans when children lose interest in small group activities
Makes adaptations and modifications to ensure that all children can be involved in a meaningful way in any activity
Uses a variety of ways to teach the expectations of specific activities so that all children understand them
Comments:
8. Giving Directions	3	2	1	YES	NO
Gains child’s attention before giving directions
Minimizes the number of directions
Individualizes the way directions are given
Gives clear directions
Gives directions that are positive
Gives children time to respond to directions
Gives children choices and options when appropriate
Follows through with positive acknowledgments of children’s behavior
Comments:
9. Establishes and enforces clear rules, limits, and consequences for behavior	3	2	1	YES	NO
Identifies appropriate classroom rules with children
Teaches rules in developmentally appropriate ways
Provides opportunities for children to practice classroom rules
States rules positively and specifically (avoids words "no" and "don't" as much as possible)
Keeps rules to manageable number (3-6)
Frequently reinforces children for appropriate behavior
Identifies consequences for both following and not following rules
Makes sure all adults in classroom know rules and consequences
Enforces rules and consequences consistently and fairly
Comments:
10. Engages in ongoing monitoring and positive attention	3	2	1	YES	NO
Gives children time and attention when engaging in appropriate behavior
Monitors adults’ interactions with children throughout the day
Comments:
11. Uses positive feedback and encouragement	3	2	1	YES	NO
Uses positive feedback and encouragement contingent on appropriate behavior
Provides descriptive feedback and encouragement
Conveys enthusiasm while giving positive feedback and encouragement
Uses positive feedback and encouragement contingent on child’s efforts.
Provides nonverbal cues of appreciation
Recognizes that there are individual variations in what forms of acknowledgment are interpreted as positive by children
Involves other adults in acknowledging children
Models positive feedback and encouragement frequently
Comments:

Skills and Indicators	Consistently	Occasionally	Seldom	Target for training?
12. Interacts with children to develop their self-esteem	3	2	1	YES	NO
Demonstrates active listening with children
Avoids judgmental statements
Responds to children's ideas
Recognizes children's efforts
Shows empathy and acceptance of children's feelings
Comments:
13. Shows sensitivity to individual children's needs	3	2	1	YES	NO
Respects and accommodates individual needs, personalities, and characteristics
Adapts and adjusts accordingly (instruction, curriculum, materials, etc.)
Conveys acceptance of individual differences (culture, gender, sensory needs, language, abilities) through planning, material selection, and discussion of topics
Comments:
14. Encourages autonomy	3	2	1	YES	NO
Provides children with opportunities to make choices
Allows children time to respond and/or complete task independently before offering assistance
Creates opportunities for decision making, problem solving, and working together
Teaches children strategies for self-regulating and/or self-monitoring behaviors
Comments:
15. Capitalizes on the presence of typically developing peers	3	2	1	YES	NO
Utilizes peers as models of desirable social behavior
Encourages peer partners/buddies (i.e., hold hands during transitions, play partner, clean-up buddy, etc.)
Demonstrates sensitivity to peer preferences and personalities
Shows an understanding of developmental levels of interactions and play skills.
Comments:
16. Utilizes effective environmental arrangements to encourage social interactions	3	2	1	YES	NO
Considers peer placement during classroom activities
Effectively selects, arranges, and utilizes materials that promote interactions (high interest, novel, culturally meaningful)
Effectively selects, arranges, and implements activities that promote interactions (high interest, novel, culturally meaningful)
Develops interaction opportunities within classroom routines (i.e., table captain, clean-up partner, snack set-up, etc.)
Comments:
17. Uses prompting and reinforcement of interactions effectively	3	2	1	YES	NO
Provides sincere, enthusiastic feedback to promote and maintain social interactions
Waits until interactions are finished before reinforcing; does not interrupt interactions
Models phrases children can use to initiate and encourage interactions
Gives general reminders to "play with your friends"
Facilitates interactions by supporting and suggesting play ideas
Ensures that interactions are mostly child-directed not teacher-directed during free play
Comments:
18. Provides instruction to aid in the development of social skills	3	2	1	YES	NO
Includes social interaction goals on the IEP
Teaches appropriate social skills through lessons and role-playing opportunities
Incorporates cooperative games, lessons, stories, and activities that promote altruistic behavior into planning
Structures activities to encourage and teach sharing
Structures activities to encourage and teach turn taking
Structures activities to encourage and teach requesting and distributing items
Structures activities to encourage and teach working cooperatively
Comments:
19. Promotes identification and labeling of emotions in self and others	3	2	1	YES	NO
Uses photographs, pictures, and posters that portray people in various emotional states
Uses validation, acknowledgment, mirroring back, labeling feelings, voice tones, or gestures to show an understanding of children’s feelings
Assists children in recognizing and understanding how a classmate might be feeling by pointing out facial expressions, voice tone, body language, or words
Uses real-life situations to practice problem solving, beginning with defining the problem and emotions involved
Comments:
20. Explores the nature of feelings and the appropriate ways they can be expressed	3	2	1	YES	NO
Teaches that all emotions are okay, but not all expressions are okay
Labels own emotional states and provides an action statement (e.g., I am feeling frustrated so I better take some deep breaths and calm down)
Uses opportunities to comment on occasions when children state they are feeling upset or angry but are remaining calm
Comments:
21. Models appropriate expressions and labeling of their own emotions and self-regulation throughout the course of the day	3	2	1	YES	NO
Labels positive feelings
Labels negative feelings paired with actions to regulate
Comments:
22. Creates a planned approach for problem solving processes within the classroom	3	2	1	YES	NO
Individualizes the planned approach to the appropriate level of the child
Systematically teaches the problem solving steps: What is my problem? What are some solutions? What would happen next? Try out the solution.
"Problematizes" situations throughout the day to allow children opportunities to generate solutions
Takes time to support children through the problem solving process during heated moments
Comments on and reinforces children's problem solving efforts
Comments:
23. Promotes children's individualized emotional regulation that will enhance positive social interactions within the classroom	3	2	1	YES	NO
Helps children recognize cues of emotional escalation
Helps children identify appropriate choices
Helps children try solutions until the situation is appropriately resolved
Displays photographs of children working out situations
Comments:

Skills and Indicators	Consistently	Occasionally	Seldom	Target for training?
24. Teams with family to develop support plans	3	2	1	YES	NO
Invites family to participate in behavior support process from the beginning
Accommodates family schedule
Encourages family to assist in the development of plan
Ensures that the plan addresses family and child care issues
Comments:
25. Teams use functional assessment	3	2	1	YES	NO
Conducts observations
Completes interviews
Develops hypothesis
Comments:
26. Develops and implements behavior support plan	3	2	1	YES	NO
Includes replacement skills
Includes prevention strategies
Includes new responses
Comments:
27. Teaches replacement skills	3	2	1	YES	NO
Replacement skills are taught throughout the day
Replacement skills are taught when challenging behavior is not occurring
Consistently provides positive reinforcement for appropriate behavior
Comments:
28. Monitors progress	3	2	1	YES	NO
Measures and monitors changes in challenging behavior
Measures and monitors acquisition of replacement skills
Team meets periodically to review child progress, plan implementation, and to develop new support strategies
Comments: