220-ImprovingSocial-EmotionalOutcomes2-Tuesday by shimeiyan4


									The Technical Assistance Center on Social
   Emotional Interventions (TACSEI)
 & The Center on Social and Emotional
Foundations for Early Learning (CSEFEL)

 Resources for Promoting Social Emotional
Competence in Young Children and Addressing
           Challenging Behavior

                Barbara J. Smith, Ph.D.
             University of Colorado Denver
             OSEP Leadership Conference
                     August, 2009
Children who are identified as hard to
manage at ages 3 and 4 have a high
probability (50:50) of continuing to have
difficulties into adolescence (Campbell &
Ewing, 1990; Campbell, 1997; Egeland et
al., 1990).
The correlation between
preschool-age aggression
and aggression at age 10 is
higher than that for IQ.
(Kazdin, 1995)
 Early appearing
behaviors are the
best predictor of
  juvenile gang
  and violence.
    (Reid, 1993)
  When aggressive
    and antisocial
     behavior has
  persisted to age 9,
 further intervention
has a poor chance of
    (Dodge, 1993)
 Young Children with
Challenging Behavior:

Are rejected by peers
Receive less positive
Do worse in school
Are less likely to be
      successful in
Preschool children are three
   times more likely to be
 “expelled” than children in
        grades K-12

        (Gilliam, 2005)
   Faculty in higher education early childhood
 programs report that their graduates are least
likely to be prepared to work with children with
         persistently challenging behavior
            (Hemmeter, Santos, & Ostrosky, 2004)
Of the young children who need mental
health services, it has been estimated
that fewer than 10% receive services
for these difficulties.
       (Kataoka, Zhang, & Wells, 2002)
There are evidence-based practices
that are effective in changing this
developmental trajectory…the
problem is not what to do, but rests
in ensuring access to intervention
and support (Kazdin & Whitley, 2006)
 Technical v
   Center on Social
Emotional Intervention
            TACSEI Mission

  Funded by the US Dept of Ed,
   Office of Special Education
        Programs (OSEP)

To identify, disseminate and
promote the implementation
of evidence-based practices
   in order to improve the
    social, emotional, and
  behavioral functioning of
young children with or at risk
  for delays or disabilities.
TACSEI Management Team

     Lise Fox,
 University of South Florida
     Glen Dunlap,
 University of South Florida
     Barbara J. Smith,
 University of Colorado- Denver
     Phil Strain,
 University of Colorado-Denver
      TACSEI Center Faculty

      Judith Carta               Roxane Kaufmann
   University of Kansas          Georgetown University

     Diane Powell             Mary Louise Hemmeter
University of South Florida       Vanderbilt University

     Karen Blase                    Jill Giacomini
 National Implementation      University of Colorado Denver
   Research Network
                TACSEI Focus

Unified message
Models of effective practice
Support states
Part C and 619 Child Outcomes

Percent of children who demonstrate
      Positive social emotional skills
    (including positive social relationships)
      Acquisition and use of knowledge and
    skills (including early language/
    communication [and early literacy])
      Use of appropriate behaviors to meet
    their needs
An Evidence Based Framework:
    The Pyramid Approach





               Pyramid Model



    Nurturing and Responsive

  Foundation of the pyramid
  Essential to healthy social development
  Includes relationships with children, families
and team members
High Quality Environments

  Inclusive early care
and education
  Supportive home
Supportive Home Environments

  Supporting families and
other caregivers to
promote development
within natural routines
and community settings
  Providing families and
other caregivers with
information, support, and
new skills
    Targeted Social Emotional

  Explicit instruction
and support
expressing and
emotions, developing
social relationships
    Individualized Intensive

   Effective Workforce

Training and technical assistance
 Coaching of teachers
Ongoing professional development
Fidelity of implementation
     The Teaching Pyramid
    Observation Tool (TPOT)

  The TPOT was developed to measure the extent
to which Teaching Pyramid practices are being
implemented in a classroom
  Provides information that can be used to:
   Describe “quality” of implementation of TPOT
   Compare implementation within and across
   Identify needs of teachers for training and support
Evidence-Based Resources

            Implementation and evaluation of the
            use of the Pyramid Model with children
            with or at risk for delays or disabilities
            Synthesis of evidence-based literature
            into usable products
            Implementation and sustainability
            Web based consultant bank
            Intensive TA to 2 states/yr
Web-based Technical Assistance

Communities of Practice
Interactive opportunities
State Technical Assistance pages
Consultant Bank

           Bank of consultants organized
           by expertise
           Web-based process of matching
           request to consultant
           Accountability procedures
Primary Partners
              Contact TACSEI

Mailing Address:
University of South Florida
Louis de la Parte Florida Mental Health Institute
Department of Child & Family Studies
13301 N. Bruce. B. Downs Blvd, MHC2-1134
Tampa, FL 33612-3807

Phone: (813) 974-9803
 The Center on Social and
Emotional Foundations for
 Early Learning (CSEFEL)


 National Center focused on promoting the social
  emotional development and school readiness of
  young children birth to age 5. .

 Jointly funded by the Office of Head Start and the
  Child Care Bureau, under the auspices of the
  Administration on Children, Youth and Families at
  the U.S. Department of Health and Human

 Analyze and synthesize the research on the social
  emotional development of low-income children and
  translate the findings into materials that are practical
  and accessible.

 Engage in intensive T/TA to selected states, territories
  and/or tribal partners to foster professional development
  that sustains the use of effective practices at the local

 Disseminate evidence-based practices and materials via
  an interactive website.
               Pyramid Model



          Primary Partners
•   National Network thru Primary
    Partner Associations
    •   NAEYC
    •   NACCRRA
    •   DEC
    •   NASMHPD
    •   NABE
    •   NHSA

                                    Jan. 25, 2007
    Training and Teaching Materials
•   Research Syntheses
•   What Works Briefs
•   What Works Briefs Training Kits
•   Training Modules (birth – 2) (2-5)
•   Decision-making Guidelines
•   Tools for Families
•   Videos
•   Book Nooks
 Preschool Training Materials
Module 1 – Promoting Children’s Success: Building
  Relationship and Creating Supportive Environment
Module 2 – Social Emotional Teaching Strategies
Module 3a/b – Individualized Intensive Intervention
Module 4 - Leadership Strategies
         Training Modules
 Suggested Agenda

 List of Materials Needed, including Video Clips

 Trainer Scripts

 Trainer PowerPoint Slides

 Participant Handouts
  Infant Toddler Training Modules
• Same conceptual framework – Pyramid
• Similar format
  –   Presenter scripts
  –   PowerPoint slides
  –   Handouts
  –   Videoclips
 Many activities, reflections,
  inventories/self assessments
  for learning and planning
State Partnership “Model”
   Convene an interagency, collaborative team to develop
    policies, procedures and other mechanisms to implement,
    evaluate and sustain the Pyramid Model;
   Train trainers and coaches to build the capacity of the
    workforce and support local implementation of Model and
    practices with fidelity;
   Identify at least 3 local programs to serve as demonstration
    sites to demonstrate the effectiveness of the Pyramid Model
    and practices; and
   Evaluate outcomes.
Why is this our Model?

 Literature  and experience indicates
 these strategies are necessary for
 fidelity of implementation of EBP
 and sustainability
Insufficient Methods

   Implementation by laws/ compliance by itself does not work

   Implementation by “following the money” by itself does not

   Implementation without changing supporting roles and
    functions does not work

               Fixsen, Naoom, Blase, Friedman, Wallace, 2005
Insufficient Methods

   Diffusion/dissemination of information by itself does not lead
    to successful implementation

   Training alone, no matter how well done, does not lead to
    successful implementation

                Fixsen, Naoom, Blase, Friedman, Wallace, 2005
                       (% of Participants who Demonstrate Knowledge,
                       Demonstrate new Skills in a Training Setting,
                             and Use new Skills in the Classroom)

                                      Skill                 Use in the
 TRAINING         Knowledge
                                   Demonstration            Classroom

Theory and
                    10%                  5%                      0%

..+Demonstratio     30%                                          0%
n in Training
…+ Practice &
                    60%                  60%                     5%
Feedback in
…+ Coaching in      95%                  95%                    95%

                                                      Joyce and Showers, 2002
Phases of State T/TA

   Phase I (Year 1): State Planning

    ◦ commit to engage with the Center in a collaborative

    ◦ identify a facilitator who will conduct meetings,
      coordinate the work, and a training coordinator (may be
      same person)

    ◦ establish a collaborative /team for state planning

    ◦ have at least monthly team meetings
Phase I, Cont.

 ◦ Team has in place after one year:
      a goal/vision,
      a written action plan,
      strategies to implement and evaluate the plan
      the leadership and structure to support intensive
       training and support for:
        Trainers, coaches, demonstration sites

 ◦ At end of first year have in place:
    progress monitoring and evaluation plan
    sustainability plan (resources, staffing, etc)
    mentoring plan (other states)
   Phase 2 (Year two/three): Sustainability

    ◦   engage in quarterly individualized checkup to monitor
        sustainability of the PD system and problem solve

    ◦   Implement, sustain and evaluate all components: planning team
        meetings, action plans, policies, agreements, resources, etc.;
        training and coaching, demonstration sites, outcomes

    ◦   participate in distance TA involving all partnership states in the
        following sustainability initiatives:
Evaluation/Data Collection
  • Systems planning
    • Team meeting evaluations
    • Action Plans: objectives met, policies, procedures, resources allocate
    • Survey of team members
  • Training and coaching implementation
    • Quarterly training cadre report (optional)
    • Coaching log
    • Teaching Pyramid Observation Tool (TPOT) & Infant TPITOS
  • Program and child outcomes
    • Demographics
    • Behavior Incidents (optional)
     Social Skills Improvement System (SSIS) or
    Ages and Stages Questionnaire: Social-Emotional
Lessons Learned So Far

   Programs and families like the Pyramid Model and

   Programs and coaches can implement the model
    and practices to fidelity

   Programs report improved outcomes

   Our state partnership “Model” works!
Lessons Learned So Far

   It takes time, time, time, time
   Time for training
   Time for providers to be coached to fidelity
   Time for coaches to coach to fidelity
   Time for helping families to implement the
    practices to fidelity
   Time for system/program planning
   Time for data collection and analysis
    Progress to Date

   Current Eight CSEFEL States: CO, MD, IA,
    VT, NE, TN, HI, NC

   New CSEFEL States: CA, MA, WI

2 TACSEI States will be selected
Fall 09
Progress to Date
   All 8 CSEFEL States:
    ◦ Interagency State Teams to plan, implement, and
      sustain the state-wide use of the Pyramid Model
           Developed shared Vision
           Developed and implemented interagency action plans
           Held monthly meetings
           Developed evaluation, data systems
           Trained Pyramid Trainers (thousands of trainers)
           Selected and trained Coaches (over 100)
           Selected Demonstration sites (appx. 50)
           Have OWNERSHIP!
    Progress to Date

   The earliest states have moved toward
    sustainability through policies, funding,
    embedding the Pyramid work within on-
    going state initiatives, establishing a
    “home” for the sustained effort
“Ripple Effects”

    Pyramid College courses created
    Pyramid content embedded in other college courses
    Agencies providing stipends to attend courses
    Program teams attending courses together
    Part C adopting the Pyramid Model for training providers
    Higher education faculty trained to deliver Pyramid content to fidelity
    Developing Pyramid trainer certification process
    Plans to require Pyramid training and/or course work for child care
    Pyramid approach adopted as PBS for preschool programs in “PBS”
    MH consultants required to take Pyramid training
    Agencies jointly funding a Pyramid Model “Center”
    to sustain the effort across systems (Ed, MH, CC, HS, etc.)
7th Annual
National Training Institute on Effective

 Addressing Challenging Behavior-Supporting
  Young Children's
  Social/Emotional Development
 March 17-20, 2010 at the
  Sheraton Sand Key Resort in Clearwater
  Beach, Florida
 www.addressingchallengingbehavior.org
  for registration and information

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