Transcript Slide 1

Promoting Social Emotional
Competence
Leadership Strategies for
Supporting Children’s Social
and Emotional Development
and Addressing Challenging
Behavior
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Purpose of Workshop
•Time to Reflect and Focus
•Tools for Problem Solving
and “Working Smart”
• Resources on Evidence-
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based practices
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Agenda of the Day
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• Reflection Questionnaire
• Introduction, Purpose, Principles
• Evidence-based Practices and Systems
• Roles for Leadership
• Challenges to Evidence-based
Practices/Strategies
• Collaborative Planning Model
• Action Planning
• Take Home Activities
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Learner Objectives
1.
2.
3.
4.
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Participants will identify common barriers to
implementing evidence-based practices in local
programs
Participants will identify at least one strategy to
remedy each barrier.
Participants will practice developing program
polices and staff development plans to promote
the sustained use of evidence-based practices.
Participants will identify steps to collaborative
planning for programs and systems that support
all young children’s social and emotional
development and provide evidence-based
interventions for children’s challenging behavior
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Link Between Program
Administration and Child &
Family Outcomes
“..an adequate infrastructure increases the
likelihood that recommended practices will
be used to deliver services and supports to
young children and their families…”
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“..When quality [evidence-based] practices
are used consistently it is more likely that
children and their families will experience
positive outcomes.”
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Link Between Program
Administration and Child &
Family Outcomes (cont.)
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“..The interdependent relationships between
structure, services, supports, and outcomes
are consistent with ecological theories of
development….these theories suggest that
the child’s development is influence not
only by the family, neighborhood,
subculture, and community, but by the
systems of services and supports that
serve them as well.”
-- Harbin & Salisbury, in Sandall, McLean & Smith, 2000
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Effective, Evidence-based “directservices” to children and families
Need…
Effective, Evidence-based “indirect
supports”, e.g. administrative
policies and procedures, systems,
training, etc.
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Guiding Principles/Values
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• Intensity
• Clear Criteria for Efficacy
• Cost and Time Efficiency
• Long-term Essential Outcomes
• Family Centeredness
• Cultural Sensitivity and
Competence
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Activity
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1. Silently read your 1/3 of the
DEC Concept Paper on the
Identification of and
Intervention with Challenging
Behavior
2. Be prepared to answer the
question: what is one
important concept or idea?
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Workshop Philosophy and
Terminology
Most children’s behavior and development
does not require intensive intervention
Most social/emotional development and
behavior is promoted through positive
preventive measures
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Promotional, preventive and intervention
practices should be based on proven
approaches (“Evidence-based”)
Question to ask about practices/standards:
what is the evidence that it works?
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Workshop Philosophy and
Terminology (cont.)
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• Most children’s behavior and
development does not require
intensive intervention
• Most social/emotional
development and behavior is
promoted through positive
preventive measures
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Workshop Philosophy and
Terminology (cont.)
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• Promotional, preventive and
intervention practices should be
based on proven approaches
(“Evidence-based”)
• Question to ask about practices/
standards: what is the evidence
that it works?
•Published research findings
•National Consensus positions
(NIMH, NAEYC, DEC, etc.)
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Promoting Social and Emotional Competence
Individualized
Intensive
Interventions
Social and Emotional
Teaching Strategies
Classroom Preventive Practices
Building Positive Relationships
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Evidence-Based Practices
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• What do we know about evidence-based
practices in:
• services
• systems/programs
• service utilization
• The Center for Evidence-based Practices:
Young Children with Challenging Behavior
(www.challengingbehavior.org) syntheses
• CSEFEL “What Works Briefs”
(www.csefel.uiuc.edu)
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Synthesis of Evidence Related to
Systems of Service
Center for Evidence-based Practice:
Young Children with Challenging
Behaviors
Funded by the Office of Special Education
Programs, U.S. Department of Education
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Defining a Service System
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• Differentiated funding streams
• “Programs” versus “system of services”
• Definitions used:
- System:..interdependent group of
items (e.g. funding streams, programs
forming a unified whole
- System of services: system (unified
whole) of programs/resources/
policies/services (federal, state, local,
program level) that impact positively
on children’s social-emotional
development and behavior
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Recommendations for
Systems
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• Systems must provide a range or
continuum of service from
promotion to prevention to
intervention
• Systems must provide a
comprehensive array of services.
• Services must be individualized
related to child and family needs,
culture and language.
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Recommendations for
Systems (cont).
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The “systems of care” concept used
in mental health offers promising
guidelines. “System of care” refers to
the weaving together of multiple
existing services or programs into a
cohesive, collaborative system that
reduces overlap, fills gaps and
addresses transition issues for
children moving from one service to
another or needing to access
multiple services
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Recommendations for
Systems (cont).
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• Systems should be family-centered and
include both child-focused services and
family supports to addressing
challenging behavior
• Personnel need the resources and
working conditions to provide evidencebased services.
• System must ensure there is adequate
funding, reasonable case loads,
collaborative arrangements, professional
development opportunities,wages, and
benefits to ensure that they know about
and can practice what works
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Activity
• For your table, list two
common practices related to
challenging behavior and what
you think the evidence is.
• Where could you find out?
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Summary Thus Far
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1. Philosophy
2. Link between
administration/systems and
children’s/families outcomes
3. Terms
- promotion, prevention,
intervention
- Evidence-based practice
- Systems
4. Evidence supporting systems
and procedures
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Roles and Evidence-based
Practices of Program Leadership
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• Set Tone and Vision
• Ensure Child Well-being and
Progress
• Ensure Compliance with
Requirements
• Establish Fiscal, Administrative
and Personnel Procedures
• Other?
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Setting the Tone/Vision
•“Outcomes Oriented”
•“Work Smart”
•“Cost Effectiveness”
•“Personal Effectiveness”
•“Evidence-based”
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•“Can’t is a 4-letter Word”
•“Leadership = Team”
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Setting the Tone and
Vision
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Do We:
•Reflect on our expectations for children’s
behavior? Are they developmentally and
culturally appropriate?
•Reflect on the relationship of our behavior
and children’s behavior?
•Set a vision that our expectations and
practices are evidence-based?
•View all stakeholders (program personnel,
families, community) as partners?
•Other?
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Ensuring Child Well-Being
and Progress
We:
• Help others understand the relationship
between program quality and child
progress?
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• Raise awareness of the national
standards for quality, e.g.
•Head Start Performance Standards
•NAEYC Accreditation Criteria
•DEC Recommended Practices
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Ensuring Child Well-Being
and Progress (cont.)
We:
• Create an environment of
continuous quality improvement
• Hold ourselves and our program
accountable for child progress
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Ensuring Child Well-Being
and Progress (cont.)
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We:
• Support access to and use of
evidence-based practices by staff
and families
• Meet needs that our program can’t
meet through community
partnerships
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Ensuring Compliance
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•What are the requirements related to
children’s social/emotional
development and challenging
behavior?
• Head Start Performance Standards
• IDEA, ADA
• State and Local requirements
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Establishing Fiscal,
Administrative and Personnel
Procedures
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Procedures:
• Are necessary to support children’s
social/emotional development and
address challenging behavior
• Are needed to ensure staff and
consultants use evidence-based
practices
• Are needed to promote better use of
community resources
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Administrative/Systems Challenges to
Evidence-Based Practice to Promote
Social/Emotional Development and Address
Challenging Behavior
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Focus groups with T/TA providers, state
policy makers, program personnel and
families identified challenges
•Four Categories of Challenges:
•Lack of knowledge/skill
•Beliefs/Attitudes
•Lack of adequate fiscal resources and
procedures
•Lack of collaboration within programs,
with families, within communities
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Activity
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• List some strategies for
addressing challenges by the
category of challenge your
table has been assigned (see
samples in your “Participant’s
Workbook”)
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Address Challenges Through
Collaborative Action Planning
• Many heads are better than one
• Stakeholder ownership and
commitment
• Shared beliefs, values, and
understanding
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Steps for Collaborative Planning for
Program Improvement and Systems
Change
•Make the commitment and provide
leadership
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• Build commitment among
stakeholders (staff, families, other
agencies, consultants, etc.)
through information and
experiences
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Steps for Collaborative
Planning (cont.)
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• Build leadership and commitment
through team decision-making
• Build a vision with the Stakeholders
Team of supporting children’s
social/emotional development and
addressing challenging behavior through
evidence-based practices
• Identify challenges to vision with the
Team (beliefs, policies, systems, fear of
change)
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Steps for Collaborative
Planning (cont.)
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• Engage in action planning with the Team
• Continue to build and expand the
commitment through incentives,
recognition, T/TA, fiscal and other
resources
• Continuously evaluate the process and
the outcomes of the collaboration and
action planning
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Collaborative Planning Model for Program Improvement and Systems Change
Information
Experiences
Leadership:
Commitment
•Administration
•Stakeholder Team
Vision
Setting
Evaluation:
•Process
Outcome
Action Planning:
•Objectives/Strategies
Action Steps
Resources
Timelines
Outcome/Impact
Assessment of
Challenges to Vision
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Action Planning:
Identify Challenges
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• Follow steps of Collaborative Planning
Model (commitment, team, vision, etc.)
• Develop Team Definitions and Philosophy
(Evidence-based, Promotion, Prevention,
Intervention, etc.)
• Brainstorm the Statement: “We’d like to
use evidence based-practices to promote
social/emotional development and
address challenging behavior, but…
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Action Planning:
Identify Challenges (cont.)
• List the challenges that emerge from
brainstorming
• Transfer to Action Plan Form
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• If a challenge is believed to be a written
policy or procedure…GET A COPY!
Don’t believe it ‘til you see it!
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Action Planning:
Identify Strategies (Objectives)
• Establish criteria for trying possible
strategies (ease, timelines, durability, etc.)
• For each challenge, brainstorm this
statement: “We could remedy this
challenge by….”
• Select strategies from the brainstorming
• Transfer to Action Plan Form
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ACTION PLANNING FORM
Team Members
Challenge to be
addressed:____________________________________________________________________________________________________________
Objective/
Strategy
Action Steps to be Taken
Date to be
completed &
Persons
Responsible
Resources &
Supports
Needed
Date
Accomplished
Impact
Date: _________________________ Status: _______________________________________________________________________
Date: _________________________ Status: _______________________________________________________________________
Date: _________________________ Status: _______________________________________________________________________
Date: _________________________ Status: _______________________________________________________________________
Date: _________________________ Status: _______________________________________________________________________
Date: _________________________ Status: _______________________________________________________________________
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Take Home Activity
(20 minutes)
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2.
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3.
4.
Identify two challenges to using
evidence-based practices that are
related to:
1) An administrative/fiscal issue
2) Skill development/ supervision
Identify a strategy for each of the two
challenges
Name team members for extra planning
Draft an action plan for both challenges
(action plans are in workbook)
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Resources for Evidencebased Practices
• CESFEL-www.csefel.uiuc.edu
• Center for Evidence-based Practices:
Young Children with Challenging Behavior
- challengingbehavior.org
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Take Home Activity
(5 minutes)
• Reflect on implementing the
Collaborative Planning Model in
your community with the goal of
planning a system of care for
young children
• Write who should be on the team
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• Write how you might get started?
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