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Promoting the Social, Promoting the Social, Emotional and Emotional and
Behavioral Development Behavioral Development of Young Children of Young Children
Barbara J. Smith, Ph.D.University of Colorado Denver
Alaska Statewide Special Education ConferenceFebruary 18, 2009
Anchorage, AK
Campbell (1995) estimated that approximately 10-Campbell (1995) estimated that approximately 10-15% of all typically developing preschool children have 15% of all typically developing preschool children have chronic mild to moderate levels of behavior problems.chronic mild to moderate levels of behavior problems.
Children who are poor are much more likely to develop Children who are poor are much more likely to develop behavior problems with prevalence rates that approach behavior problems with prevalence rates that approach 30% (Qi & Kaiser, 2003).30% (Qi & Kaiser, 2003).
Center for Evidence Based Practice: Young Children with Challenging Behavior www.challengingbehavior.org
The proportion of preschool The proportion of preschool children meeting the criteria children meeting the criteria for the clinical diagnosis of for the clinical diagnosis of ODD (Oppositional Defiant ODD (Oppositional Defiant Disorder) ranges from 7% to Disorder) ranges from 7% to 25% of children in the United 25% of children in the United States, depending on the States, depending on the population surveyed population surveyed ( Webster-Stratton, 1997)( Webster-Stratton, 1997) . .
Center for Evidence Based Practice: Young Children with Challenging Behavior www.challengingbehavior.org
Children who are identified as hard to manage Children who are identified as hard to manage at ages 3 and 4 have a high probability (50:50) at ages 3 and 4 have a high probability (50:50) of continuing to have difficulties into of continuing to have difficulties into adolescence (Campbell & Ewing, 1990; Egeland adolescence (Campbell & Ewing, 1990; Egeland et al., 1990; Fischer, Rolf, Hasazi, & Cummings, et al., 1990; Fischer, Rolf, Hasazi, & Cummings, 1984).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 The correlation between preschool-age aggression and preschool-age aggression and aggression at age 10 is higher aggression at age 10 is higher
than that for IQ.than that for IQ. (Kazdin, 1995)(Kazdin, 1995)
Center for Evidence Based Practice: Young Children with Challenging Behavior www.challengingbehavior.org
Early appearing Early appearing aggressive behaviors aggressive behaviors
are the best predictor of are the best predictor of juvenile gang juvenile gang membership membership
and and violence.violence. (Reid, 1993)(Reid, 1993)
Center for Evidence Based Practice: Young Children with Challenging Behavior www.challengingbehavior.org
When aggressive and When aggressive and antisocial behavior has antisocial behavior has
persisted to age 9, persisted to age 9, further intervention has further intervention has
a poor chance of a poor chance of
success.success. (Dodge, 1993)(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 Young Children with Challenging Behavior:Challenging Behavior:
Are rejected by peersAre rejected by peersReceive less positive Receive less positive
feedbackfeedbackDo worse in schoolDo worse in schoolAre less likely to be Are less likely to be
successful in successful in kindergartenkindergarten
Center for Evidence Based Practice: Young Children with Challenging Behavior www.challengingbehavior.org
Social Competence
“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)
Part C and 619 Child Outcomes
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
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
vThe Technical Assistance
Center on Social Emotional Intervention
(TACSEI)
The Technical Assistance 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
UniversalPromotion
SecondaryPrevention
TertiaryIntervention
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
On Monday When
it Rained
Glad MonsterSad Monster
Hands Are Not for Hitting
Practical Ideas - Book Nooks
TACSEITACSEI
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
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 BankConsultant Bank
Bank of consultants organized by
expertise
Web-based process of matching
request to consultant
Accountability procedures
Primary Partners Primary Partners
v
Lessons Learned Thus Far
State-wide Pyramid Implementation
Initiatives
State-wide Pyramid Implementation
Initiatives
State ImplementationState Implementation
CSEFEL State PartnershipsCO, MD, IA, NE, NC, VT, HI, TN
TACSEI State Partnerships (to be selected in 2009 through an application process)
Implementation Purpose and Model
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 worksSupport sustained use over time of what works
Implementation StrategiesImplementation 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 Planning and Support
State level collaborative planning teamPlanful 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 makingGround rules for conducting meetings and
decision making See www.vanderbilt.edu/csefel for some examples
Trainers and CoachesTrainers and Coaches
State wide Pyramid Model TrainersTrained to train on Pyramid and practicesTrained on effective training techniques
coaches
Pyramid Model CoachesTrained on Pyramid Model and practicesTrained on effective training practicesTrained on effective coaching strategies
Demonstration SitesDemonstration Sites
Demonstration sitesHigh 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 FarLessons 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 FarLessons Learned So Far
It takes time, time, time, timeTime for trainingTime for providers to be coachedTime for coaches to coachTime for program planning Time for data collectionTime for helping families implement the
practices
What Do We Mean by Implementation?
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 MethodsInsufficient 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 MethodsInsufficient 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)
TRAININGCOMPONENTS
KnowledgeSkill
DemonstrationUse in the Classroom
Theory and Discussion
10%
5% 0%
..+Demonstration in Training
30%20%
0%
…+ Practice & Feedback in Training
60% 60% 5%
…+ Coaching in Classroom
95% 95% 95%
Joyce and Showers, 2002
“What” AND “How”“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)
Population of Concern Intervention (the WHAT)
Strategies
Intervention
Outcomes
Children Birth through 5 with or at risk for delays or disabilities including children with challenging behavior
Competent use of the “Pyramid Model” framework and intervention strategies over time and across staff
Improved social and emotional competence, behavior & relationships among children, their families & other caregivers
TACSEI Logic Model for Implementation & Sustainability
TACSEI and the TA Center for State Implementation and Scaling Up of Evidence-Based Practices
Population of Concern Intervention (the WHAT)
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
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
How?
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
Improved social and emotional competence, behavior & relationships among children, their families & other caregivers
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.
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
Improved social and emotional competence, behavior & relationships among children, their families & other caregivers
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.
TACSEI and the TA Center for State Implementation and Scaling Up of Evidence-Based Practices
TACSEI Logic Model for Implementation and Sustainability
How?
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 “Pyramid Model” framework and intervention strategies over time and across staff
Improved social and emotional competence, behavior & relationships among children, their families & other caregivers
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
Collection and use of fidelity and outcome measures and data
Development of facilitative administrative practices to support implementation
Competent use of the Pyramid Model framework to problem-solve, plan system change and competently use the intervention strategies over time and across staff
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
Competent, Sustainable state, regional and agency infrastructure to support the development and use of Science-Based Implementation & Sustainability Strategies
TACSEI Logic Model for Implementation & Sustainability
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