# Meet the Authors

## Elizabeth A. Steed, Ph.D.
Elizabeth A. Steed, Ph.D., is currently an Assistant Professor and Program Coordinator of the Early Childhood Special Education program in the Department of Educational Psychology and Special Education at Georgia State University. She has more than 15 years of experience working with young children with disabilities and their families in preschool, kindergarten, and home-based settings.

## Tina M. Pomerleau, M.Ed.
Tina M. Pomerleau, M.Ed., is the Early Childhood Coordinator at the New Hampshire Center for Effective Behavioral Interventions and Supports (NH CEBIS), and the Preschool Technical Assistance Network (PTAN) Projects of the Southeastern Regional Education Service Center (SERESC). She has more than 10 years of experience working in partnership with early childhood professionals, children, and their families in order to effectively address the social and emotional needs of young children with challenging behaviors.

## Robert H. Horner, Ph.D.
Robert H. Horner, Ph.D., is the Alumni-Knight endowed professor of special education at the University of Oregon, where he directs the Educational and Community Supports research unit. Dr. Horner’s research has focused on developing evidence-based interventions that result in socially significant changes for people with and without disabilities. He is codirector of the OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports.

### Purpose of PW-PBIS
The purpose of PW-PBIS is to address the behavioral and social needs of young children in educational contexts, such as preschool classrooms and Head Start programs.

### Q&A Section

#### Q: What is the Preschool-Wide Evaluation Tool (PreSET™)?
The PreSET™ is used to measure an early childhood program’s fidelity of implementation of program-wide positive behavior intervention and support (PW-PBIS).

#### Q: How does the PreSET™ measure PW-PBIS?
A: The PreSET™ measures a program’s implementation of universal practices associated with building positive relationships, supporting children’s use of positive social and emotional skills, and preventing challenging behaviors in the classroom. The tool examines the program from various perspectives to provide a complete picture.

#### Q: Who administers the PreSET™? How often should programs be evaluated?
A: An outside evaluator, such as a positive behavior support coach, behavior consultant, or inclusion specialist, administers the PreSET™. The evaluation frequency depends on whether the program is just beginning PW-PBIS development or already has an established system in place. It is recommended that the PreSET™ be conducted before and after implementation to attain baseline data and measure progress.

#### Q: Why is it important to have a tool that specifically measures positive behavior interventions and supports in early childhood settings?
A: Early childhood settings differ significantly from K–12 settings, so an adaptation was needed to assess universal and PW-PBIS accurately. The PreSET™ uses early childhood-friendly language and methods, and includes a section on family involvement.

#### Q: Why is it important to measure the first tier of support in an early childhood program?
A: The first tier is critical for focusing PW-PBIS efforts. All children should attend high-quality centers that foster positive relationships. Without this foundation, other aspects of PW-PBIS cannot be effectively layered.

#### Q: In what ways can programs apply information from the PreSET™ observation to improve their implementation?
A: The PreSET™ includes a Feedback to Preschools/Programs form to help evaluators provide valuable data. Teacher teams can discuss priorities, set goals, and develop action plans for improvement. Professional development and resource acquisition may also be beneficial.

#### Q: Why is it more important than ever for programs to implement PW-PBIS?
A: Early positive behavior supports can prevent preschool challenging behaviors from developing into more serious issues in later childhood, such as conduct disorders and delinquency.

#### Q: Can you provide an example of an early childhood program effectively implementing PW-PBIS?
A: The Gilbert Creek Child Development Program has included activities such as a "feelings check-in" and teaches children emotional regulation through strategies involving a character named Tucker the Turtle.