Transcript Slide 1

Promoting the Social,
Emotional and
Behavioral Development
of Young Children
Barbara J. Smith, Ph.D.
University of Colorado Denver
Alaska Statewide Special Education Conference
February 18, 2009
Anchorage, AK
Campbell (1995) estimated that approximately 10-15% of all
typically developing preschool children have
chronic mild to moderate levels of behavior problems.
Children who are poor are much more likely to develop behavior
problems with prevalence rates that approach 30% (Qi & Kaiser,
2003).
Center for Evidence Based Practice: Young Children with Challenging Behavior
www.challengingbehavior.org
The proportion of preschool children
meeting the criteria for the clinical
diagnosis of ODD (Oppositional
Defiant Disorder) ranges from 7% to
25% of children in the United States,
depending on the population surveyed
( Webster-Stratton, 1997) .
Center for Evidence Based Practice: Young Children with Challenging Behavior
www.challengingbehavior.org
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; Egeland et al., 1990; Fischer, Rolf, Hasazi, &
Cummings, 1984).
Center for Evidence Based Practice: Young Children with Challenging Behavior
www.challengingbehavior.org
Early Predictors
•Temperamental Difficulties
•Early Aggression
•Language Difficulties
•Noncompliance
Center for Evidence Based Practice: Young Children with Challenging Behavior
www.challengingbehavior.org
The correlation between preschool-age
aggression and aggression at age 10 is
higher than that for IQ. (Kazdin, 1995)
Center for Evidence Based Practice: Young Children with Challenging Behavior
www.challengingbehavior.org
Early appearing aggressive
behaviors are the best
predictor of juvenile gang
membership
and violence.
(Reid, 1993)
Center for Evidence Based Practice: Young Children with Challenging Behavior
www.challengingbehavior.org
When aggressive and
antisocial behavior has
persisted to age 9, further
intervention has a poor chance
of success.
(Dodge, 1993)
Center for Evidence Based Practice: Young Children with Challenging Behavior
www.challengingbehavior.org
Preschool children are
three times more likely to
be “expelled” then
children in grades K-12
(Gilliam, 2005)
Young Children with
Challenging Behavior:
Are
rejected by peers
Receive less positive
feedback
Do worse in school
Are less likely to be
successful in
kindergarten
Center for Evidence Based Practice: Young Children with Challenging Behavior
www.challengingbehavior.org
“Emotional well-being and social
competence provide a strong foundation
for emerging cognitive abilities, and
together they are the bricks and mortar
that comprise the foundation of human
development.”
(National Scientific Council on the Developing Child, 2007)
Social Competence
Percent of children who demonstrate
improved:
◦ 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
Part C and 619 Child Outcomes
Key Social and Emotional Skills
Children Need as They Enter
School


Key Skills
◦ Confidence
◦ Capacity to develop good relationships
with peers
◦ Concentration and persistence on
challenging tasks
◦ Ability to effectively communicate
emotions
◦ Ability to listen to instructions and be
attentive
When children don’t have these skills, they
often exhibit challenging behaviors
The Center on the Social
and Emotional
Foundations for Early
Learning
(CSEFEL)
www.vanderbilt.edu/csefel
The Technical Assistance
v
Center on Social Emotional
Intervention
(TACSEI)
www.challengingbehavior.org
The Pyramid Model: Effective
Practices to Promote Social
Emotional Competence and
Prevent and Address Young
Children’s Challenging Behavior
Pyramid Model
Tertiary
Intervention
Secondary
Prevention
Universal
Promotion
Nurturing and Responsive
Relationships
• Foundation of the pyramid: for ALL children
• Essential to healthy social development
• Includes relationships with children, families and
team members
High Quality Environments
• Inclusive early care
and education
environments: for ALL
children
• Supportive home
environments
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 Supports
• Explicit instruction
and support for
learning social skills
• Self-regulation,
expressing and
understanding
emotions, developing
social relationships
Individualized Intensive
Interventions
• Family-centered,
comprehensive
interventions
• Assessment-based
• Skill-building
• Team based
• PBS
Pyramid Foundation=Effective
Workforce
•
•
•
•
•
Training and technical assistance
Coaching
Ongoing professional development
Fidelity of implementation
Policies, resources and procedures
Evaluation/Data Collection
• Implementation
• Coaching
• Teaching Pyramid Observation Tool
• Program
• Program Incidents (calls to families, dismissals,
transfer, requests for assistance, family conferences)
• Behavior Incidents
• Child
• Social Skills Rating System or other measure
(social skills; problem behavior)
Outcomes Associated with Adopting the
Pyramid Model Program-Wide
•
Improved staff confidence in supporting children with
challenges
•
Active instruction of social emotional competence
•
Elimination of time-out as a practice
•
Development of a process for addressing the needs of
children with the most problem behaviors
•
Enhancement of partnerships with families
Outcomes Associated with Adopting the
Pyramid Model Program-Wide
•
Increased use of comprehensive strategies and team planning
•
Capacity to support all children rather than asking children to
leave
•
Internal capacity to deal with problem behaviors
•
Reallocation of mental health dollars to focus more on prevention
•
Reduced staff attrition, increase staff job satisfaction
•
Improvement in overall program quality
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 Services.
Resources
• Research syntheses in usable formats:
what works briefs, etc.
• Practice resources and materials
• Training modules
• Planning strategies for adopting the
Pyramid Model and Practices
• Webinars, voice over power points
• Video/DVDs
Pyramid Training Modules
 Suggested Agenda
 List of Materials Needed, including Video Clips
 Trainer Scripts
 Trainer PowerPoint Slides
 Participant Handouts
CSEFEL - What Works Briefs
Practical Ideas - Book Nooks
On Monday
When
it Rained
Glad Monster
Sad Monster
Hands Are Not
for Hitting
TACSEI
National TA center funded by
OSEP, US Dept. of Education

To
identify, disseminate and
promote the implementation of
evidence-based practices to
improve the social, emotional,
and behavioral functioning of
young children with or at risk for
delays or disabilities ages birth
through age 5.
Providing Evidence-Based Models
Implementation and evaluation of the
use of the Pyramid Model with children
with or at risk for delays or disabilities
Analysis of implementation and
sustainability factors
Implementation guidance
Support for selected states in the
implementation, sustainability, and
scale-up of models
Consultant Bank
Bank of consultants organized
by expertise
Web-based process of matching
request to consultant
Accountability procedures
Primary Partners
State-wide
v Pyramid
Implementation
Initiatives
Lessons Learned Thus Far
State Implementation
CSEFEL State Partnerships
CO, MD, IA, NE, NC, VT, HI, TN
TACSEI State Partnerships (to be
selected in 2009 through an application
process)
Implementation Purpose
and Model
Purpose: PD system to support adoption
and sustainability of Pyramid Model and
practices
Model of state-wide implementation based
on literature and experience re: how to:
Disseminate info on what works to program
level staff and families
Support adoption of what works
Support sustained use over time of what works
Implementation Strategies
Literature and experience indicates the
following strategies:
State level collaborative planning and
support
State-wide trainers
Community/program level coaches
Demonstration sites
State Level Planning and Support
State level collaborative planning team
Planful group decision making processes that
promote shared ownership and limits feelings of
“winners and losers”
Written, shared: vision, language, agendas,
meeting summaries, action plans
Shared decision making
Ground rules for conducting meetings and
decision making
See www.vanderbilt.edu/csefel for some examples
Trainers and Coaches
State wide Pyramid Model Trainers
Trained to train on Pyramid and practices
Trained on effective training techniques
coaches
Pyramid Model Coaches
Trained on Pyramid Model and practices
Trained on effective training practices
Trained on effective coaching strategies
Demonstration Sites
Demonstration sites
High quality setting, committed leadership,
enthusiastic about the Pyramid Model and being a
demonstration site
Supported in implementation and sustainability of
Pyramid Model and practices
Supported in data collection to ensure fidelity of
implementation and positive outcomes
Supported as a site that stakeholders can visit to see
the Pyramid in action!
Lessons Learned So Far
Programs and families like the Pyramid
Model and practices
Programs and coaches can implement
the model and practices to fidelity
Programs report improved outcomes
Lessons Learned So Far
It takes time, time, time, time
Time for training
Time for providers to be coached
Time for coaches to coach
Time for program planning
Time for data collection
Time for helping families implement the
practices
What Do We Mean by
Implementation?
A specified set of activities designed to
put into practice an activity or program of
known dimensions.
Processes are purposeful and defined in
sufficient detail such that independent
observers can detect the presence and
strength of these “specified activities”
Insufficient Methods
Implementation by laws/ compliance by itself does not
work
Implementation by “following the money” by itself does
not work
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
OUTCOMES
(% of Participants who Demonstrate Knowledge,
Demonstrate new Skills in a Training Setting,
and Use new Skills in the Classroom)
Knowledge
Skill
Demonstration
Use in the
Classroom
Theory and
Discussion
10%
5%
0%
..+Demonstratio
n in Training
30%
…+ Practice &
Feedback in
Training
60%
60%
5%
…+ Coaching in
Classroom
95%
95%
95%
TRAINING
COMPONENTS
20%
0%
Joyce and Showers, 2002
“What” AND “How”
To successfully implement and sustain
the use of the Pyramid Model you need to
understand:
The intervention framework (What - the
Pyramid Model)
AND
Effective implementation and sustainability
frameworks (How)
TACSEI Logic Model for Implementation & Sustainability
Population of Concern
Children Birth through 5
with or at risk for delays or
disabilities including
children with challenging
behavior
Intervention (the WHAT)
Strategies
Competent use of the “Pyramid
Model” framework and
intervention strategies over
time and across staff
Intervention
Outcomes
Improved social and
emotional competence,
behavior & relationships
among children, their
families & other caregivers
TACSEI and the TA Center for State Implementation and Scaling Up of Evidence-Based Practices
TACSEI Logic Model for Implementation & Sustainability
Population of Concern
Children Birth through 5
with or at risk for delays or
disabilities including
children with challenging
behavior
Intervention (the WHAT)
Strategies
Competent use of the “Teaching
Pyramid” framework and
intervention strategies over
time and across staff
Intervention
Outcomes
Improved social and
emotional competence,
behavior & relationships
among children, their
families & other caregivers
How?
TACSEI and the TA Center for State Implementation and Scaling Up of Evidence-Based Practices
TACSEI Logic Model for Implementation & Sustainability
Population of Concern
Intervention
Strategies
Intervention
Outcomes
Children Birth through 5
with or at risk for delays or
disabilities including
children with challenging
behavior
Competent use of the “Teaching
Pyramid” framework and
intervention strategies over time
and across staff
Populations of Concern
Implementation & Sustainability
Strategies
Implementation &
Sustainability Outcomes
Adults: Caregivers, early
childhood service providers,
family members, early
interventionists, child care
staff, preschool teachers
Science-Based Strategies:
Skill-based Training
Competent Coaching and
Support
Collection and use of fidelity
and outcome data
Development of facilitative
administrative practices and
policies within the organization to
support implementation
Competent use of the
Teaching Pyramid
framework and
intervention strategies
over time and across staff.
Improved social and
emotional competence,
behavior & relationships
among children, their
families & other caregivers
TACSEI and the TA Center for State Implementation and Scaling Up of Evidence-Based Practices
TACSEI Logic Model for Implementation and Sustainability
Population of Concern
Intervention Strategies
Children Birth through 5
with or at risk for delays or
disabilities including
children with challenging
behavior
Competent use of the “Teaching
Pyramid” framework and
intervention strategies over
time and across staff
Populations of Concern
Implementation & Sustainability
Strategies
Adults: Caregivers, early
Science-Based Strategies:
childhood service providers,
Skill-based Training
family members, early
Competent Coaching and Support
interventionists, child care
Collection and use of fidelity and
staff, preschool teachers
outcome data
Development of facilitative
administrative practices and policies
within the organization to support
implementation
Intervention Outcomes
Improved social and
emotional competence,
behavior & relationships
among children, their
families & other caregivers
Implementation &
Sustainability Outcomes
Competent use of the
Teaching Pyramid
framework and
intervention strategies
over time and across
staff.
How?
TACSEI and the TA Center for State Implementation and Scaling Up of Evidence-Based Practices
TACSEI Logic Model for Implementation & Sustainability
Population of Concern
Children Birth through 5
with or at risk for delays or
disabilities including
children with challenging
behavior
Populations of Concern
Intervention Strategies
Competent use of the “Pyramid
Model” framework and
intervention strategies over
time and across staff
Implementation &
Sustainability Strategies
Adults: Caregivers, early
Science-Based Strategies
Skill-based Training
childhood service providers,
Competent Coaching
family members, early
Collection and use of fidelity and
interventionists, child care
outcome measures and data
staff, preschool teachers
Development of facilitative administrative
practices to support implementation
Formal Implementation
Teams at State, regional,
and agency levels
Collaborative planning, advocacy,
and execution to advocate for,
install, monitor, and support the
use of Science-Based
Implementation & Sustainability
Strategies focused on the
Pyramid Model content
Intervention Outcomes
Improved social and
emotional competence,
behavior & relationships
among children, their
families & other caregivers
Implementation &
Sustainability Outcomes
Competent use of the
Pyramid Model framework
to problem-solve, plan
system change and
competently use the
intervention strategies
over time and across staff
Competent, Sustainable
state, regional and agency
infrastructure to support the
development and use of
Science-Based
Implementation &
Sustainability Strategies
TACSEI and the TA Center for State Implementation and Scaling Up of Evidence-Based Practices
There are evidence-based practices that are effective in
changing the developmental trajectory of children with
or at risk for social, emotional and behavioral
concerns…the problem is not what to do, but rests in
ensuring access to intervention and support