Implementation of Interventions to Promote Young Children’s Social and Behavioral Outcomes

1. Implementation of Interventions to Promote Young Children’s Social and Behavioral Outcomes

2. Center Mission • Identify, disseminate and promote the implementation of evidence-based practices in order to improve the social, emotional, and behavioral functioning of young children with or at risk for delays or disabilities.

3. Center Management Team Building upon the work of the Center for Evidence-Based Practice: Young Children with Challenging Behavior • Lise Fox (Co-PI)- University of South Florida • Glen Dunlap (Co-PI) – University of South Florida • Barbara Smith (Co-PI) – University of Colorado at Denver • Phil Strain (Co-PI) – University of Colorado at Denver

7. Center Faculty • Judith Carta, University of Kansas • Karen Blase, National Implementation Research Network, University of South Florida • Diane Powell, University of South Florida • Roxane Kaufmann, Georgetown University • Mary Louise Hemmeter, Vanderbilt University • Jill Giacomini, University of Colorado Denver

8. Center Partners • Division for Early Childhood, Council for Exceptional Children (DEC) • National Association for the Education of Young Children (NAEYC) • National Association of State Mental Health Program Directors (NASMHPD) • National Head Start Association (NHSA) • Parent Advocacy Coalition for Educational Rights (PACER) • National Association of State Directors of Special Education (NASDSE) • IDEA Infant and Toddler Coordinators Association (ITCA)

9. The Teaching Pyramid: Promoting Social and Emotional Competence and Addressing Challenging Behavior Treatment/Focused Intervention Intensive Interventions Targeted Social Emotional Supports Prevention High Quality Supportive Environments Universal Promotion Nurturing and Responsive Relationships

11. Our Focus • Provide a unified message and approach to the field • Work in collaboration with existing organizations and technical assistance providers • Develop and evaluate models of effective practice • Support states to sustain scaled-up implementation of evidence-based models and evidence-based practices

12. Providing Evidence-Based Models • Years One and Two • Guide the implementation and evaluation of the Pyramid Model within a variety of programs that serve children (0-5) with or at risk for delays or disabilities • Conduct an analysis of the factors that facilitate fidelity of implementation and sustainability • Develop model implementation guidance that includes professional development activities, methods for assessing implementation fidelity, evaluation activities, and elements needed to promote sustainability. • Years Three to Five • Support states in the implementation, sustainability, and scale-up of models with a focus on the development of an infrastructure for ongoing professional development and support

13. Products • Description of Pyramid model and its application for children served by IDEA in multiple formats • Pyramid model within a RTI framework • Syntheses of knowledge related to: • Evidence-based and developmentally appropriate intervention methods and curricula for promoting social development and addressing challenging behavior; • Delivery of interventions in inclusive settings and natural environments; • Delivery of family-centered services to promote the social-emotional development of children in the Part C system; • Assessment instruments and methods for monitoring growth and progress; and • TA strategies that lead to utilization, sustainability of change, and outcomes.

14. Products • Policy Briefs • Voice-over power points • FAQs • Personnel development materials • Recommended practices fact sheets • Web based learning formats

15. Outreach and Dissemination • Coordinate a cadre of experts who can serve as consultants and trainers to states and programs • Collaborate with CSEFEL and National Partners in the hosting of the National Training Institute on Young Children with Challenging Behavior

16. Technical Assistance Activities • Universal outreach – web site with downloadable resources, recommended practices, PowerPoint presentations, policy briefs, practitioner guidance, and access to cadre of experts • Targeted TA - to distinct audiences through community of practice areas on the web site that provide message boards, chats, teleconferences, webinars • Intensive TA - to 6 states for building state infrastructure and systems needed for effective, collaborative, professional development to ensure that early intervention and early childhood service providers have the knowledge needed to support positive social-emotional development in young children (birth through five) receiving services under IDEA.

17. Adapted from National TA Center for Children’s Mental Health, Georgetown University

18. Bottom Line • Provide you with the information, resources, and supports that you need to ensure that young children with and at-risk for disabilities will achieve outcomes in: • positive social-emotional skills (including social relationships) • acquisition and use of knowledge and skills (including early language/communication [and early literacy for preschool]), and • use of appropriate behavior to meet needs

19. Let’s Talk • What are the children and families’ needs? • What are the needs of personnel? • What are the current resources? • What works? What doesn’t work? • What resources and TA do you need? • Child and family • Programs and personnel • State infrastructure

20. Contact the Center • Lise Fox – fox@fmhi.usf.edu • Barbara Smith -barbara.smith@cudenver.edu • www.challengingbehavior.org or www.tacsei.org