Skip to main content
SpringerLink
Log in

Adapting Social Emotional Multi-Tiered Systems of Supports for Kindergarten Classrooms

  • Published:
Early Childhood Education Journal Aims and scope Submit manuscript

Abstract

This conceptual article describes key considerations for elementary school personnel to ensure social emotional multi-tiered systems of supports (MTSS) are adapted for kindergarten classrooms. Kindergarten represents a unique developmental period of early childhood when 5 to 6-year-old children transition into formal schooling and experience a learning environment that places greater emphasis on children’s independence, adherence to routines, and academic goals. This increase in demands may place stress on children’s social emotional competencies. School personnel may find existing practices associated with their elementary schools’ social emotional MTSS have not been adapted to meet the developmental needs of kindergarteners; this article describes ways to adapt existing universal, targeted, and intensive social emotional supports for kindergarten. Key considerations for administrative personnel are presented.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

(adapted from Steed et al. 2012)

Fig. 3

Similar content being viewed by others

References

  • Ahtola, A., Silinskas, G., Poikonen, P. L., Kontoniemi, M., Niemi, P., & Nurmi, J. E. (2011). Transition to formal schooling: Do transition practices matter for academic performance? Early Childhood Research Quarterly,26(3), 295–302.

    Article  Google Scholar 

  • Barton, E. E., Steed, E. A., Strain, P., Dunlap, G., Powell, D., & Payne, C. J. (2014). An analysis of classroom-based and parent-focused social–emotional programs for young children. Infants & Young Children,27(1), 3–29.

    Article  Google Scholar 

  • Berk, L. E. (2006). Looking at kindergarten children. In D. F. Gullo (Ed.), K Today: Teaching and learning in the kindergarten year (pp. 11–25). Washington DC: National Association for the Education of Young Children.

    Google Scholar 

  • Bierman, K. L., & Motamedi, M. (2016). SEL programs for preschool children. In J. A. Durlek, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social emotional learning (pp. 135–150). New York: Guilford Press.

    Google Scholar 

  • Binder, D., Lentini, R., & Steed, E. A. (in press). Expectations and rules. In M.L. Hemmeter, M. Ostrosky, & L. Fox (Eds.), Pyramid Model practices for early childhood settings. Baltimore: Paul H. Brookes Publishing.

  • Boden, L. J., Ennis, R. P., & Jolivette, K. (2012). Implementing Check In/Check Out for students with intellectual disability in self-contained classrooms. Teaching Exceptional Children,45(1), 32–39.

    Article  Google Scholar 

  • Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of schoolwide positive behavioral interventions and supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions,12(3), 133–148.

    Article  Google Scholar 

  • Bradshaw, C. P., Pas, E. T., Bottiani, J. H., Debnam, K. J., Reinke, W. M., Herman, K. C., et al. (2018). Promoting cultural responsivity and student engagement through Double Check coaching of classroom teachers: An efficacy study. School Psychology Review,47(2), 118–134.

    Article  Google Scholar 

  • Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2012). Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics,13(5), e1136–e1145.

    Article  Google Scholar 

  • Caldarella, P., Williams, L., Hansen, B. D., & Wills, H. (2015). Managing student behavior with class-wide function-related intervention teams: An observational study in early elementary classrooms. Early Childhood Education Journal,43(5), 357–365. https://doi.org/10.1007/s10643-014-0664-3.

    Article  Google Scholar 

  • Campbell, A., & Anderson, C. M. (2011). Check-in/check-out: A systematic evaluation and component analysis. Journal of Applied Behavior Analysis,44(2), 315–326.

    Article  Google Scholar 

  • Cirelli, C. A., Sidener, T. M., Reeve, K. F., & Reeve, S. A. (2016). Using activity schedules to increase on-task behavior in children at risk for attention-deficit/hyperactivity disorder. Education and Treatment of Children,39(3), 283–300.

    Article  Google Scholar 

  • Committee for Children website. (n.d.). Second Step Program. Retrieved from http://www.cfchildren.org/.

  • Dunlap, G., Iovannone, R., Kincaid, D., Wilson, K., Christiansen, K., Strain, P., et al. (2010). Prevent-teach-reinforce: A school-based model of individualized positive behavior support. Baltimore: Paul H. Brookes Publishing.

    Book  Google Scholar 

  • Fallon, L. M., O’Keeffe, B. V., & Sugai, G. (2012). Consideration of culture and context in school-wide positive behavior support: A review of current literature. Journal of Positive Behavior Interventions,14(4), 209–219.

    Article  Google Scholar 

  • Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review,13, 1–22.

    Article  Google Scholar 

  • Filter, K. J., McKenna, M. K., Benedict, E. A., Horner, R. H., Todd, A., & Watson, J. (2007). Check in/check out: A post hoc evaluation of an efficient, secondary-level targeted intervention for reducing problem behaviors in schools. Education and Treatment of Children,30(1), 69–84.

    Article  Google Scholar 

  • Floress, M. T., & Jacoby, A. L. (2017). The caterpillar game: A SW-PBIS aligned classroom management system. Journal of Applied School Psychology,33(1), 16–42.

    Article  Google Scholar 

  • Forness, S. R., Freeman, S. F. N., Paparella, T., Kauffman, J. M., & Walker, H. M. (2012). Special education implications of point and cumulative prevalence for children with emotional or behavioral disorders. Journal of Emotional and Behavioral Disorders,20(1), 4–18. https://doi.org/10.1177/1063426611401624.

    Article  Google Scholar 

  • Fox, L., & Hemmeter, M. L. (2009). A program-wide model for supporting social emotional development and addressing challenging behavior in early childhood setting. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (Eds.), Handbook of positive behavior support (pp. 177–202). New York, NY: Springer.

    Chapter  Google Scholar 

  • Fox, L., & Lentini, R. (2006). “You Got It!” teaching social and emotional skills. Young Children,61(6), 36–42.

    Google Scholar 

  • Freeman, J., Simonsen, B., Goodman, S., Mitchell, B., George, H. P., Swain-Bradway, H., et al. (2017). PBIS technical brief on systems to support teachers’ imple-mentation of positive classroom behavior support. Eugene, OR: University of Oregon.

    Google Scholar 

  • Garbacz, S. A., McIntosh, K., Vatland, C. H., Minch, D. R., & Eagle, J. W. (2018). Identifying and examining school approaches to family engagement within schoolwide positive behavioral interventions and supports. Journal of Positive Behavior Interventions,20(3), 127–137. https://doi.org/10.1177/1098300717752318.

    Article  Google Scholar 

  • George, H. P., Kincaid, D., & Pollard-Sage, J. (2009). Primary-tier interventions and supports. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (Eds.), Handbook of positive behavior support (pp. 375–394). Boston: Springer.

    Chapter  Google Scholar 

  • Greflund, S., McIntosh, K., Mercer, S. H., & May, S. L. (2014). Examining disproportionality in school discipline for Aboriginal students in schools implementing PBIS. Canadian Journal of School Psychology,29(3), 213–235.

    Article  Google Scholar 

  • Heroman, C., & Copple, C. (2006). Teaching in the kindergarten year. In D. Gullo (Ed.), K-Today: Teaching in the Kindergarten Year. Washington DC: NAEYC.

    Google Scholar 

  • Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on exceptional children,42(8), 1–14.

    Article  Google Scholar 

  • Jeynes, W. (2012). A meta-analysis of the efficacy of different types of parental involvement programs for urban students. Urban Education,47, 706–742.

    Article  Google Scholar 

  • Kam, C. M., Greenberg, M. T., & Walls, C. T. (2003). Examining the role of implementation quality in school-based prevention using the PATHS curriculum. Prevention Science,4(1), 55–63.

    Article  Google Scholar 

  • Lee, P., & Bierman, K. L. (2015). Classroom and teacher support in kindergarten: Associations with the behavioral and academic adjustment of low-income students. Merrill-Palmer Quarterly,61(3), 383–411. https://doi.org/10.13110/merrpalmquar1982.61.3.0383.

    Article  Google Scholar 

  • Lee, K., Bull, R., & Ho, R. (2013). Developmental changes in executive functioning. Child Development,84(6), 1933–1953.

    Article  Google Scholar 

  • Leverson, M., Smith, K., McIntosh, K., Rose, J., & Pinkelman, S. (2016). PBIS cultural responsiveness field guide: Resources for trainers and coaches. Office of Special Education Programs Technical Assistance Center on Positive Behavioral Interventions and Supports. Retrieved October 8, 2019, from http://www.pbis.org/school/equity-pbis.

  • McIntosh, K., & Goodman, S. (2016). Integrated multi-tiered systems of support: Blending RTI and PBIS. New York: Guilford Publications.

    Google Scholar 

  • McIntosh, K., Mercer, S. H., Nese, R. N. T., Strickland-Cohen, M. K., Kittelman, A., Hoselton, R., et al. (2018). Factors predicting sustained implementation of a universal behavior support framework. Educational Researcher,47(5), 307–316. https://doi.org/10.3102/0013189X18776975.

    Article  Google Scholar 

  • Mitchell, B. S., Stormont, M., & Gage, N. A. (2011). Tier two interventions implemented within the context of a tiered prevention framework. Behavioral disorders,36(4), 241–261.

    Article  Google Scholar 

  • Pianta, R. C., Barnett, W. S., Burchinal, M., & Thornburg, K. R. (2009). The effects of preschool education: What we know, how public policy is or is not aligned with the evidence base, and what we need to know. Psychological Science in the Public Interest,10(2), 49–88.

    Article  Google Scholar 

  • Pianta, R. C., Kraft-Sayre, M., Rimm-Kaufman, S., Gercke, N., & Higgins, T. (2001). Collaboration in building partnerships between families and schools: The National Center for Early Development and Learning’s kindergarten transition intervention. Early Childhood Research Quarterly,16(1), 117–132. https://doi.org/10.1016/S0885-2006(01)00089-8.

    Article  Google Scholar 

  • Raver, S. A., Hester, P., Michalek, A. M., Cho, D., & Anthony, N. (2013). Impact of an activity mini-schedule on the inattention of preschoolers with cochlear implants during a group activity. Education and Treatment of Children,36(2), 15–32.

    Article  Google Scholar 

  • Reinke, W. M., Herman, K. C., & Stormont, M. (2013). Classroom-level positive behavior supports in schools implementing SW-PBIS: Identifying areas for enhancement. Journal of Positive Behavior Interventions,15(1), 39–50.

    Article  Google Scholar 

  • Reno, G. D., Friend, J., Caruthers, L., & Smith, D. (2017). Who’s getting targeted for behavioral interventions? Exploring the connections between school culture, positive behavior support, and elementary student achievement. The Journal of Negro Education,86(4), 423–438.

    Article  Google Scholar 

  • Rimm-Kaufman, S. E., & Pianta, R. C. (2000). An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of applied developmental psychology,21(5), 491–511.

    Article  Google Scholar 

  • Sears, K. M., Blair, K. C., Iovannone, R., & Crosland, K. (2013). Using the prevent-teach-reinforce model with families of young children with ASD. Journal of Autism and Developmental Disorders,43(5), 1005–1016. https://doi.org/10.1007/s10803-012-1646-1.

    Article  Google Scholar 

  • Steed, E. A. (2011). Adapting the behavior education program for preschool settings. Beyond behavior,20(1), 37–41.

    Google Scholar 

  • Steed, E. A., Pomerleau, T. M., & Horner, R. H. (2012). Preschool-wide evaluation tool, research edition. Baltimore, MD: Paul H. Brookes Publishing.

  • Sugai, G., & Horner, R. H. (2010). School-wide positive behavior support: Establishing a continuum of evidence based practices. Journal of Evidence-Based Practices for Schools,11(1), 62–83.

    Google Scholar 

  • Tillery, A. D., Varjas, K., Meyers, J., & Collins, A. S. (2010). General education teachers’ perceptions of behavior management and intervention strategies. Journal of Positive Behavior Interventions,12(2), 86–102.

    Article  Google Scholar 

  • Watson, K. J., & DiCarlo, C. F. (2016). Increasing completion of classroom routines through the use of picture activity schedules. Early Childhood Education Journal,44(2), 89–96.

    Article  Google Scholar 

  • Webster-Stratton, C., (1997). The Incredible Years Classroom Dinosaur Series. Incredible years.com, USA.

  • Wills, H. P., Kamps, D., Hansen, B. D., Conklin, C., Bellinger, S., Neaderhiser, J., et al. (2010). The class–wide function–based intervention team (CW–FIT) program. Preventing School Failure,54, 164–171.

    Article  Google Scholar 

  • Wright, R. A., & McCurdy, B. L. (2011). Class-wide positive behavior support and group contingencies: Examining a positive variation of the good behavior game. Journal of Positive Behavior Interventions,14, 173–180.

    Article  Google Scholar 

  • Zimmerman, K. N., Ledford, J. R., & Barton, E. E. (2017). Using visual activity schedules for young children with challenging behavior. Journal of Early Intervention,39(4), 339–358.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Colorado, 1380 Lawrence Street Center, Suite 627, Denver, CO, 80217, USA

    Elizabeth A. Steed

  2. Metropolitan State University, Denver, USA

    Dorothy Shapland

Authors
  1. Elizabeth A. Steed
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Dorothy Shapland
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Elizabeth A. Steed.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Steed, E.A., Shapland, D. Adapting Social Emotional Multi-Tiered Systems of Supports for Kindergarten Classrooms. Early Childhood Educ J 48, 135–146 (2020). https://doi.org/10.1007/s10643-019-00996-8

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10643-019-00996-8

Keywords

Search

Navigation