Promoting Social Emotional Competence

1. Promoting Social Emotional Competence Leadership Strategies for Supporting Children’s Social and Emotional Development and Addressing Challenging Behavior 4 CSEFEL

2. Purpose of Workshop Time to Reflect and Focus Tools for Problem Solving and “Working Smart” Resources on Evidence- based practices 4 CSEFEL

3. Agenda of the Day 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 4 CSEFEL

4. Learner Objectives 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 4 CSEFEL

5. 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…” “..When quality [evidence-based] practices are used consistently it is more likely that children and their families will experience positive outcomes.” 4 CSEFEL

6. Link Between Program Administration and Child & Family Outcomes (cont.) “..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 4 CSEFEL

7. Effective, Evidence-based “direct- services” to children and families Need… Effective, Evidence-based “indirect supports”, e.g. administrative policies and procedures, systems, training, etc. 4 CSEFEL

8. CSEFELGuiding Principles/Values Intensity Clear Criteria for Efficacy Cost and Time Efficiency Long-term Essential Outcomes Family Centeredness Cultural Sensitivity and Competence 4 CSEFEL

9. Activity Silently read your 1/3 of the DEC Concept Paper on the Identification of and Intervention with Challenging Behavior Be prepared to answer the question: what is one important concept or idea? 4 CSEFEL

10. Workshop Philosophy and Terminology Most children’s behavior and development does not require intensive interventionMost social/emotional development and behavior is promoted through positive preventive measures 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? 4 CSEFEL

11. Workshop Philosophy and Terminology (cont.) Most children’s behavior and development does not require intensive intervention Most social/emotional development and behavior is promoted through positive preventive measures 4 CSEFEL

12. Workshop Philosophy and Terminology (cont.) 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.) 4 CSEFEL

13. Promoting Social and Emotional Competence Individualized Intensive Interventions Social and Emotional Teaching Strategies Classroom Preventive Practices Building Positive Relationships

14. Evidence-Based Practices 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) 4 CSEFEL

15. Synthesis of Evidence Related to Systems of Service Center for Evidence-based Practice: Young Children with Challenging BehaviorsFunded by the Office of Special Education Programs, U.S. Department of Education 4 CSEFEL

16. Defining a Service System 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 4 CSEFEL

17. Recommendations for Systems 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. 4 CSEFEL

18. Recommendations for Systems (cont). 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 4 CSEFEL

19. Recommendations for Systems (cont). 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 evidence- based 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 4 CSEFEL

20. Activity For your table, list two common practices related to challenging behavior and what you think the evidence is. Where could you find out? 4 CSEFEL

21. Summary Thus Far Philosophy Link between administration/systems and children’s/families outcomes Terms promotion, prevention, intervention Evidence-based practice Systems Evidence supporting systems and procedures 4 CSEFEL

22. Roles and Evidence-based Practices of Program Leadership Set Tone and Vision Ensure Child Well-being and Progress Ensure Compliance with Requirements Establish Fiscal, Administrative and Personnel Procedures Other? 4 CSEFEL

23. Setting the Tone/Vision “Outcomes Oriented” “Work Smart” “Cost Effectiveness” “Personal Effectiveness” “Evidence-based” “Can’t is a 4-letter Word” “Leadership = Team” 4 CSEFEL

24. Setting the Tone and Vision 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? 4 CSEFEL

25. Ensuring Child Well-Being and Progress We: Help others understand the relationship between program quality and child progress? Raise awareness of the national standards for quality, e.g. Head Start Performance Standards NAEYC Accreditation Criteria DEC Recommended Practices 4 CSEFEL

26. Ensuring Child Well-Being and Progress (cont.) We: Create an environment of continuous quality improvement Hold ourselves and our program accountable for child progress 4 CSEFEL

27. Ensuring Child Well-Being and Progress (cont.) 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 4 CSEFEL

28. Ensuring Compliance What are the requirements related to children’s social/emotional development and challenging behavior? Head Start Performance Standards IDEA, ADA State and Local requirements 4 CSEFEL

29. Establishing Fiscal, Administrative and Personnel Procedures 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 4 CSEFEL

30. Administrative/Systems Challenges to Evidence-Based Practice to Promote Social/Emotional Development and Address Challenging Behavior 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 4 CSEFEL

31. Activity List some strategies for addressing challenges by the category of challenge your table has been assigned (see samples in your “Participant’s Workbook”) 4 CSEFEL

32. Address Challenges Through Collaborative Action Planning Many heads are better than one Stakeholder ownership and commitment Shared beliefs, values, and understanding 4 CSEFEL

33. Steps for Collaborative Planning for Program Improvement and Systems Change Make the commitment and provide leadership Build commitment among stakeholders (staff, families, other agencies, consultants, etc.) through information and experiences 4 CSEFEL

34. Steps for Collaborative Planning (cont.) 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) 4 CSEFEL

35. Steps for Collaborative Planning (cont.) 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 4 CSEFEL

36. Information Experiences Commitment • Leadership: • Administration • Stakeholder Team Vision Setting • Evaluation: • Process • Outcome • Action Planning: • Objectives/Strategies • Action Steps • Resources • Timelines • Outcome/Impact Assessment of Challenges to Vision Collaborative Planning Model for Program Improvement and Systems Change

37. Action Planning:Identify Challenges 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… 4 CSEFEL

38. Action Planning:Identify Challenges (cont.) List the challenges that emerge from brainstorming Transfer to Action Plan Form If a challenge is believed to be a written policy or procedure…GET A COPY! Don’t believe it ‘til you see it! 4 CSEFEL

39. 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 4 CSEFEL

41. Take Home Activity(20 minutes) Identify two challenges to using evidence-based practices that are related to: An administrative/fiscal issue 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) 4 CSEFEL

42. Resources for Evidence-based Practices CESFEL-www.csefel.uiuc.edu Center for Evidence-based Practices: Young Children with Challenging Behavior - challengingbehavior.org 4 CSEFEL

43. 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 Write how you might get started? 4 CSEFEL