- Access to the Web IEP
- Assistive Technology
- Family & Educator Partnership
- Lakes Partnership School
- Services Provided
- Students with Significant Disabilities
- Workforce Innovation and Opportunities Act
- Zoom into Special Education
- Non Violent Crisis Intervention (CPI)
Early Childhood Positive Behavior Supports
The Early Childhood Positive Behavior Support Initiative is designed to instruct early childhood teams in the principles of Positive Behavior Supports (PBS) and encourage their implementation of PBS strategies in early learning programs across Iowa.
This focused effort will build the infrastructure of Iowa to: 1.) Create models of best practice in implementing PBS in early childhood settings. 2.) Build a network of support for both program-level interventions and individual children requiring intensive behavioral support; 3.) Create a systematic measurement system designed to evaluate the effectiveness of the initiative; and 4.) Expand the early childhood PBS model to all early learning settings in the state.
The Early Childhood Positive Behavior Supports Initiative is based on a prevention model of realigning staff time and developing a proactive stance in address problem behavior, requiring a concentrated effort in time and resources in order to be effective. A program-wide implementation usually takes three years become fully integrated into the program. Experience and research demonstrates that training with follow-up support is the most effective way to increase staff competencies.
Teaching Toolkit for Challenging Behavior
Teaching Pyramid Observation Tool for Preschool Classrooms (TPOT)
TPOT Planning Sheet
Parent Resources - English and (some) Spanish versions available
Prairie Lakes AEA staff with expertise in this area
The Center on the Social and Emotional Foundation for Early Learning
Family Resource Guide
PBS is built on the foundation of building relationships with children and families, preventing problem behavior through environmental arrangement and effective teaching, teaching social and emotional skills to children who are at-risk and building individualized interventions for those children who engage in more serious forms of challenging behavior.