Early Childhood Positive Behavioral Intervention and Supports is a system for providing a supportive environment for young children which will encourage the development of their social-emotional competence through classroom supports, specific teaching strategies, as well as evidence based behavioral interventions for the most challenging behaviors.  It is based upon materials from the Center for Social and Emotional Foundations for Early Learning (CSEFEL), the Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI), and Iowa State University Department of Human Development and Family Studies.  Although not the same training, Early Childhood PBIS provides a firm foundation and is compatible with School Age Positive Behavioral Intervention and Supports.  Trainings are available for the following age groups:  PBIS for Home Visitors; PBIS for Infants and Toddlers; and PBIS for Preschoolers.

Why positive behavioral intervention and supports?

Symptoms of emotional and behavioral difficulties begin early in life.  Research tells us that when challenging behaviors (which begin early in life) persist to age 9, further interventions have a poor chance of success. We also know that preschool children are three times more likely to be “expelled” than children in grades K-12, usually because they are served in childcare settings which are not equipped with the number of staff or the level of training to allow children with challenging behaviors to remain in those settings.  This is unfortunate because Early Childhood is the optimal time to change the trajectory for these children and put them on the path towards successful social emotional development.

Research suggests that young children who learn positive social skills are more likely to have positive relationships, acceptance, and friendships later on in school and as adults. Built upon the “pyramid model”, Early Childhood Positive Behavioral Intervention and Supports provides caregivers and teachers with strategies for helping ALL children to develop positive social skills by establishing supportive relationships and environments as well as provided opportunities to learn and practice important social skills as needed for some children.  Additionally, participants in the training are provided with an understanding of how to address challenging behaviors, including the importance of identifying the function of the behavior and developing behavior support plans which relate to those functions and provide ongoing support for the generalization of new behaviors.

PBIS for Preschoolers is highly recommended for teachers in Statewide Voluntary Preschool Programs (and integrates nicely with the Creative Curriculum and Developmentally Appropriate Practices outlined by the National Association for the Education of Young Children (NAEYC).  It is REQUIRED for paraeducators who are seeking the Early Childhood Specialist certificate (the equivalent of which is required in SWVPP classrooms).


Do you have questions? Want to know more? Get in touch with us!

PBIS for Preschool courses are offered each year in the Cedar Falls, Clear Lake and Marshalltown offices.  If you are interested, please check the Central Rivers AEA Professional Development Website and search for Positive Behavioral Intervention and Supports and the course will appear if it is currently being offered.  In some instances, training can be provided in district, if the numbers warrant.

For more information about PBIS for Preschool, please contact one of our current trainers:

Name Title Email
Alison Bell Consultant Alison Bell
Deb Molitor School Psychologist/Consultant for Early Childhood Deb Molitor