An overview of the SEAMAn overview of the SEAM™™

A Social Emotional Assessment / Evaluation Measure

for Infants, Toddlers & Preschoolers

What is the SEAM?

• Social Emotional Assessment/Evaluation Measure

• Programmatic tool for use with children and their adults/caregivers to foster positive social emotional development

• Curriculum-based assessment

SEAM™ Purpose

• Assists practitioners in – prevention and early identification of social

emotional difficulties and behavior disorders

– development of functional, meaningful, measurable, high-quality goals and intervention content for children and caregivers

– optimizing positive parent-child interactions in the first years of life.

An Activity-Based Approach to Developing Young Children's Social Emotional Competence

• Jane Squires & Diane Bricker, authors

• Published by Paul Brookes Publishing (2007)

• Includes experimental editions of

– Infant and Toddler SEAM™, professional and caregiver versions

– Environmental Screening Questionnaire (ESQ™)

• Forms may be copied

SEAM Research: Year 1

• Collect SEAM reliability and validity data

• 4 counties in OR and PA

– 160 infants and toddlers in Part C programs

– 80 typically developing infants and toddlers

• Grant Number: R324070255

Research: Parent Participation

• Parents complete the following:– Consent form

– Demographic form

– Ages and Stages Questionnaire (ASQ)

– SEAM Infant or Toddler • interview format, 45-60 minutes

– SEAM Caregiver Utility Survey

Research: Parent Incentives

• Participating parents receive choice of gift card: Borders, Starbucks, or Target

• $15 for children with disabilities

• $10 for typically developing children

Research: Practitioners

• Practitioners complete the following:

– Consent form

– Demographics form

– SEAM Practitioner Utility Survey

• Practitioners receive $25 gift card for:

– Participating in 2-hour SEAM Training

– Completing 3 Child SEAMs

SEAM™ User Criterion

The SEAM assessment is designed for:

1. programs that focus on children who are environmentally at risk, or children who have disabilities, or both

2. personnel who do not have extensive mental health preparation

Social Emotional Development

• Children’s reactions and responses that produce:

– satisfying interactions between the individual and his or her social world,

– comfortable self-images and perceptions by others, and

– matching and modulation of emotional and social responses to internal and external events.

Why Assess Social Emotional Development?

• Part C of IDEA requires assessment of the social emotional area and provision of services if necessary

• Program performance standards may mandate that social emotional development be addressed

• Links exist between early social emotional behaviors and later social emotional outcomes

Social Emotional (SE) Research

• Links exist between earliest emotional development and later social behavior (Cicchetti & Cohen, 1995a, 1995b; Reynolds et al., 2001).

• Behaviors, even in infancy, signal the need for intervention (DeGangi, 1991; Shonkoff & Phillips, 2000).

• Links exist between early risk factors, poor outcomes, and violence (Conroy & Brown, 2004).

• By third grade, programs for children with antisocial behavior are mostly ineffective (Greenberg et al., 2003; Walker, 2004).

Activity Based Intervention (ABI)

• Conceptual framework underlying SEAM

• Understands development as

– Transactional (Sameroff & Chandler, 1975)

– Organizational (Cichetti, Ganiban, & Barnett, 1991)

ABI-SE Approach

• Transactional:

– The ongoing interaction between children and their daily environment produces developmental change

• Organizational:

– The ongoing interaction between children and their daily environment produces qualitative reorganizations in development over time

ABI-SE Approach

Other factors impacting development:

– Child characteristics (genetic, biological, physiological)

– Environmental context (social and physical)

– Goodness of fit between child’s characteristics and environment

– Risk/protective factors

ABI-SE

ToddlerInfant

Successive Qualitative Reorganizations

The Linked System Framework

Screening EvaluationGoal Development InterventionAssessment

ABI-SE & the Linked System

Screening EvaluationGoal Development InterventionAssessment

Screen forsocial

emotional problems

orpotential problems

Assess todetermine

socialemotional

competence

Developand select

socialemotional

goals

Interveneusing dailyactivities

Evaluateprogress

towardselected

goals

Social Emotional Domain

• Social Emotional Development Screening – Ages & Stages Questionnaire (ASQ:SE™)

– Identifies children with potential social emotional problems

• Social Emotional Curriculum-Based Assessment– SEAM

– Produces outcomes to assist in development of intervention goals and content for children who show signs of SE problems or potential problems

SEAM™ Components

• Child Benchmarks & Assessment Items

• Adult/Caregiver Benchmarks & Assessment Items

SEAM Child

• Comprehensive SE assessment

• Age ranges:– Infants (3-18 months)

– Toddlers (18-36 months)

– Preschools (36-63 months)

• Completed by caregiver or by professional through interview with caregiver– Professional Version includes

age intervals for items

SEAM: Child Benchmarks

• INFANTS– 10 Benchmarks

• TODDLERS

– 10 Benchmarks

SEAM InfantBenchmarks

1.0 Baby participates in healthy interactions. (4)

2.0 Baby expresses a range of emotions. (3)

3.0 Baby regulates his social emotional responses, with caregiver support. (3)

4.0 Baby begins to show empathy for others. (4)

5.0 Baby attends to and engages with others. (4)

SEAM Infant

Benchmarks

6.0 Baby explores hands and feet and surroundings. (4)

7.0 Baby displays a positive self-image. (3)

8.0 regulates activity level. (3)

9.0 Baby cooperates with daily routines and requests. (3)

10.0 Baby shows a range of adaptive skills. (4)

SEAM Toddler

Benchmarks

1.0 Toddler participates in healthy interactions. (4)

2.0 Toddler expresses a range of emotions. (4)

3.0 Toddler regulates his social emotional responses. (3)

4.0 Toddler begins to show empathy for others. (3)

5.0 Toddler shares attention and engages with others. (5)

SEAM Toddler

Benchmarks

6.0 Toddler begins to demonstrate independence. (3)

7.0 Toddler displays a positive self-image. (3)

8.0 Toddler regulates attention and activity level. (4)

9.0 Toddler cooperates with daily routines and requests. (2)

10.0 Toddler shows a range of adaptive skills. (4)

SEAM: Child Assessment Items

• INFANTS– 35 Assessment Items

• TODDLERS

– 35 Assessment Items

SEAM: Child Assessment Items

• Allow caregiver to:– rate child’s performance on developmental items

– indicate whether item is a concern

– select item as intervention goal

SEAM InfantBenchmarks

1.01.0 Baby participates in healthy interactions. (4)Baby participates in healthy interactions. (4)

2.0 Baby expresses a range of emotions. (3)

3.0 Baby regulates his social emotional responses, with caregiver support. (3)

4.0 Baby begins to show empathy for others. (4)

5.0 Baby attends to and engages with others. (4)

Sample SEAM Assessment ItemInfant (for developmental range 3-18 months)

A-1.0 Most of the time

Some-times

Rarely or never

Is a concern

Focus Area

1.1 I understand my baby’s nonverbal communication and know how to respond

• For example:• Quiets when talked to• Looks at you when

touched• Shows pleasure when you

return

X X X

SEAM Scoring

• Practitioners can score SEAM to compare child performance over time– Most of the Time = 2 – Sometimes = 1– Not Yet = 0

SEAM Assessment Process

1. Prepare with the caregiver for the SEAM assessment process

2. Complete the SEAM assessment

3. Review results

Preparing with the Caregiver

• Build relationship with caregiver over time

• Arrange time and place that is comfortable for the caregiver

• Explain assessment purpose and procedures

• Tailor caregiver participation to match individual needs and desires

• Explain SEAM interval’s developmental range and omit questions developmentally irrelevant or culturally inappropriate

Completing SEAM Assessment

• The SEAM Child and SEAM Adult can be completed by caregiver

• Interview format is recommended

• Include family members / friends if desired

• Practitioner may need to observe home and child-caregiver interactions prior to assisting with assessment or afterwards to verify accuracy

Reviewing the Results

• Review information with the caregiver

• Clarify discrepancies between professional’s perception and caregiver’s perceptions

• Summarize information for use during goal development process

– Goal Development and Intervention Plan (chapter 7)

SEAM Adult/Caregiver

• Assessment items address adult knowledge and behaviors that foster social emotional development in children

• Assessment identifies areas where caregivers / parents need support and resources in order to provide a safe and responsive environment for their children.

SEAM Adult/Caregiver

• Uses caregiver-friendly language

• Allows caregivers to:

– rate their understanding of, and ability to foster their child’s development in, several developmental areas

– indicate whether they need more information about an assessment item

– select assessment items that are “focus areas” or areas of concern

Adult/Caregiver Benchmarks

INFANT Benchmarks

1.0 Responding to my baby’s needs. (3)

2.0 Providing activities and playing with my baby. (2)

3.0 Providing predictable schedules/ routines and appropriate environment for my baby. (4)

4.0 Providing my baby with a safe home and play environment. (6)

Sample SEAM Adult / Caregiver Assessment ItemInfant (for developmental rage 3-18 months)

A-1.0 Most of the time

Some-times

Not Yet Not sure/ Need more

info

Focus Area

1.1 I understand my baby’s nonverbal communication and know how to respond

• For example:–When my baby is squirmy, I know s/he’s had enough to eat

X X

Adult/Caregiver Considerations

• Check the box if the caregiver needs resources or more information from a professional.

• Check the “Focus Area” triangle next to an item if the caregiver(s) would like to target the content addressed in the item as an intervention goal.

• Consider cultural appropriateness of each item and omit items that caregivers may find intrusive, disrespectful, or inappropriate.

Summary Form

• Includes child’s (C) name and adult / caregiver’s (A) name

• Administration date

• Record of observations to assist in the development of goals and objectives.– Strength

– Concern/continue monitoring

– Identified as goal

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Child/AdultBenchmark C-1.0

Item 1.1

Item 1.2

Item 1.3

Item 1.4

SEAM Summary Form

Functional Behavioral Assessment

• A systematic process for developing hypotheses about factors that contribute to the occurrence and maintenance of problem behaviors

• Assists in developing effective, function-based interventions and supports for decreasing problem behavior and increasing prosocial behaviors

FBA Features or Goals

1. Attending to environmental context and adult behavior

2. Determining the “purpose” or function of the problem behavior

3. Teaching appropriate behaviors

FBA / BSP Process

1. Define the problem behavior

2. Develop a hypothesis statement:– what the behavior is,

– when it’s most likely to occur and

– what usually takes place afterward

3. Identify the hypothesized purpose or function of the behavior

4. Collect observational data

5. Develop intervention strategies

Early ChildhoodFunctional Assessment

Interview

Early ChildhoodFunctional Assessment

Interview

1: Define Problem Behavior

• Use Early Childhood Functional Assessment Interview Form

• Use terms that are observable and measurable – e.g. “Hitting” rather than “aggressive”

• Consider various dimensions of the behavior– Frequency --Latency

– Duration --Function or focus

– Intensity

Early Childhood Functional Assessment Interview Part A

Child strengths (identify at least three strengths and contributions that the child brings to school and/or home):___________________________________________________________

Identify the problem behavior(s):

Withdrawn Physically aggressive Disruptive Steals Unresponsive Verbally inappropriate Does not do work Tantrums Engages in self-injury Verbally harassing Is noncompliant/Does not follow directions Other_________________________________________________

What does the problem behavior look like?______________

What do you do now when problem behavior occurs/_______

Early Childhood Functional Assessment Interview Part B

Activity / routine

Type of problem behavior

How likely is problem behavior

during this routine?

What strategies

are you currently using?

Low High

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

Early Childhood Functional Assessment Interview Part B (continued)

How often does the problem behavior occur?______

How long does it last when it does occur?_________

How concerned are you about the problem behavior?

a little somewhat very

1 2 3 4 5 6

2: Develop Hypothesis

• Complete problem behavior section of Early Childhood Functional Assessment Interview form (Part A)

• Use Part B to identify

– antecedent events that precede or trigger the problem

– Identify response or consequence that usually follows problem behavior

Early Childhood Functional Assessment Interview Part B (continued)

What happens before the problem behavior (antecedents / triggers)?

structured activity unstructured time/transition socially isolated with peers reprimand/correction physical demand difficult task tasks too boring activity too long other, describe:__________________________________________

What happens after the problem behavior (response / consequences)?

adult attention (including correction/reprimand) peer attention preferred activity gets money/things escapes a hard

task escapes undesired activity escapes physical effort escapes reprimand escapes adult attention escapes peer negatives other, describe:__________________________________________

3: Identify Purpose/Function

• Formulate hypothesis statement of problem behavior that identifies the function the problem behavior serves for the child (Part C)

• Choose function that is most likely or occurs the majority of the time

Early Childhood Functional Assessment Interview Part C

Antecedents / Triggers

Problem Behavior

Response/ Consequences

Maintaining function

Get peer attention

Get adult attention

Access preferred activity

Access tangible

Escape task item

Escape peer attention

SensoryHow concerned are you about this problem behavior?

1 2 3 4 5 6

4: Collect Observation Data

• Review problem behavior definition developed in Part A

• Identify your biggest concern about the problem (e.g. frequency, duration…)

• Tailor observations and data collection specifically to problem behavior

5: Develop Intervention Strategies

1. Fill in problem behaviors, antecedents and consequences (from steps 1-3) on Early Childhood Competing Behavior Pathway: Behavior Support Planning (BSP) form

2. Identify desired behaviors & consequences

3. Identify acceptable alternate behaviors

Early ChildhoodCompeting Behavior

Pathway:Behavior Support

Planning Form

Antecedent / Trigger

ConsequencesDesired Behavior

(long-term goal)

Problem Behavior

Alternate Behavior(short-term goal)

Consequences

Early Childhood Competing Behavior Pathway: Behavior Support Planning Source: Crone & Horner [2003]; adapted by permission

Teacher asks Deidre to clean up after Free Choice time

Deirdre kicks/hitsteacher for 1-3

seconds

Comply with adult requests

Help teacher set upfor next small group

activity.

Follows routinesMakes friends with

peers

Gets adultattention

5: Develop Intervention Strategies

4. Develop Antecedent Strategies (prevention strategies)

5. Develop Behavior Teaching Strategies (teaching new skills)

6. Develop Consequence Strategies (new adult responses)

Antecedent Strategies(prevention strategies)

Behavior Teaching Strategies

(teaching new skills)

Consequence Strategies

(new adult responses)

Early Childhood Competing Behavior Pathway: Behavior Support Planning Source: Crone & Horner [2003]; adapted by permission

Strategies to preventantecedents/triggers fromoccurring

Strategies to alterantecedents to decreasetriggering effects

Strategies to minimize effects of antecedents/triggers if they do occur

Strategies for teachingnew skill #1 (replacementbehavior)

Strategy for teaching new skill # 2:

Strategy for teaching new skill # 3:

Adult response to problem behavior (minimize access to desired consequence)

Adult response to appropriate behavior (reward—access to desired consequence)

Punishment strategy (if needed)

Safety procedures (if needed)

Antecedent Strategies(prevention strategies)

• Strategies to prevent antecedents/triggers from occurring

– Teacher asks Deirdre to help her set up next group activity before cleanup time

• Strategies to alter antecedents to decrease triggering effects

– Have teacher help Deirdre clean up and transition

• Strategies to minimize effects of antecedents / triggers if they do occur

– Teacher physically assists Deirdre to clean up and transition

Behavior Teaching Strategies(teaching new skills)

• Strategies for teaching new skill #1 (replacement behavior)

– Clean up, transition to next activity and help her set up. Practice during clean up.

• Strategy for teaching new skill # 2:

– Teach Deirdre to ask teacher if she can be helper after she’s cleaned up.

• Strategy for teaching new skill # 3:

– Teach Deirdre to clean up fast and be first in activity corner.

Consequence Strategies(new adult responses)

• Adult response to appropriate behavior (reward—access to desired consequence):– When Deirdre engages in appropriate behavior, allow her to be

teacher helper

• Adult response to problem behavior (minimize access to desired consequence):– When Deirdre hits/kicks, tell her “no hitting” and physically

prompt her to clean up and transition

• Punishment strategy (if needed):

– Isolate in corner of room.

• Safety procedure (if needed):

– Standard safety procedures will apply

SEAM Training

Jantina Clifford jsquires@uoregon.edu

Kristin Funkkristinf@uoregon.edu

Jane Squiresjsquires@uoregon.edu

Misti Waddellwaddemis@uoregon.edu

Early Intervention ProgramUniversity of Oregon

541-346-0807