CSEFEL Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children

1. CSEFEL Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children

2. 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.

3. CSEFEL • Vanderbilt University • University of Illinois • University of South Florida • University of Colorado at Denver and Health Sciences Center • Georgetown University Center for Child and Human Development • ZERO TO THREE

4. Primary Partners • National Network thru Primary Partner Associations • NAEYC • NACCRRA • DEC • NASMHPD • NABE • NHSA

5. CSEFEL Pyramid in MT • Head Start • Early Head Start • Montana Behavioral Initiative-MBI • Positive Behavior Intervention and Supports (PBIS or PBS) • Best Beginnings STARS to Quality • Quality Rating Improvement System

6. CSEFEL • Analyze and synthesize the research on the social emotional development of low-income children and translate the findings into materials that are practical and accessible. • Engage in intensive T/TA to selected states, territories and/or tribal partners to foster professional development that sustains the use of effective practices at the local level. • Disseminate evidence-based practices and materials via an interactive website.

7. What is Social-Emotional Development? The developmentally and culturally appropriate ability to:

8. What is challenging behavior? • Any repeated pattern of behavior that interferes with learning or engagement in pro social interactions with peers or adults • Behaviors that are not responsive to the use of developmentally appropriate guidance procedures • Prolonged tantrums, physical and verbal aggression, disruptive vocal or motor behavior, property destruction, self-injury, noncompliance, and withdrawal

9. CSEFEL Pyramid Model: Promoting Social Emotional Competence in Infants and Young Children Intensive Intervention  Systematic approaches have preventive and remedial effects on social emotional develop- ment. Targeted Social Emotional Supports  • Supportive, responsive relationships among adults and children are necessary for promoting social emotional development • High quality environments promote positive outcomes for all young children Nurturing and Responsive Relationships AND High Quality Environments

10. An Overview of the Teaching Pyramid: Video Promoting Social and Emotional Competence

11. Preschool Training Materials Module 1 – Promoting Children’s Success: Building Relationship and Creating Supportive Environment Module 2 – Social Emotional Teaching Strategies Module 3a/b – Individualized Intensive Intervention Module 4 - Leadership Strategies

12. Infant Toddler Training Modules • Same conceptual framework – Pyramid • Similar format • Presenter scripts • PowerPoint slides • Handouts • Videoclips • Many activities, reflections, inventories/self assessments for learning and planning

13. Infant Toddler Training Materials Module 1 – Social Emotional Development within the Context of Relationships Module 2 – Responsive Routines Environments, and Strategies Module 3 – Individualized Intensive Intervention with Infants and Toddlers Module 4 - Leadership Strategies

14. Parent Modules • Evidence-based • User-friendly parent training series • Six, 90 minute sessions for Parents of Preschool Children • Help professionals working with parents to promote positive and effective parenting behaviors • Parents Interacting With Infants • PIWI

15. Preschool Parent Modules • Session 1: Quality Relationships • Session 2: Play as a powerful parenting practice/supporting the development of friendship skills • Session 3: Making expectations clear/ developing and teaching household rules

16. PS Parent Modules cont. • Session 4: Managing anger, handling disappointment and problem solving • Session 5: Strategies to promote positive behavior • Session 6: Problem solving, challenging behavior, and everyday routines

17. PIWI • Introduction to the PIWI Model • Dyadic Interaction and Strategies • Triadic Interactions and Strategies • Parents as Observers: Developmental Observation Topics • Parents as Observers: Creating Responsive PIWI Environments • Home Visiting and the PIWI Model

18. CSEFEL - What Works Briefs

19. What Works Briefs Training Kits • Provide trainers with the materials needed to conduct a short staff development program on a focused topics based on the What Works Briefs topics. Materials include: • PowerPoint slides • Activities • Handouts http://www.vanderbilt.edu/csefel/trainingkits.html

20. Promoting Social Emotional Competence” Video • Feature length video • Overview of Framework • Facilitator Guide in progress • English and Spanish • open captioning

21. “Practical Strategies for • Teaching Social Emotional • Skills” ” Video • - 28 min. feature length video • - Highlights strategies and • approaches that early • childhood personnel and • families can use to • systematically target • social emotional supports that • build young children’s skills

22. Practical Ideas - Book Nookshttp://www.csefel.uiuc.edu/practical-ideas.html On Monday When it Rained Glad Monster Sad Monster Hands Are Not for Hitting

23. Tucker Turtle Takes Time to Tuck and Think A scripted story to assist with teaching the “Turtle Technique” By Rochelle Lentini March 2005

24. The Pyramid to Promote Social & Emotional Competence Behavior Support Plans Focus on individual children Functional behavior assessment Individualized Intensive Interventions Few children, 3-5% Module 3 Social-Emotional Teaching Strategies Second Step Visual Strategies Scripted Stories Conscious Discipline Children at-risk Module 2 Supportive Environments Module 1 Conscious Discipline Strengthening Families, Creative Curriculum, High Scope, etc All Children Positive Relationships with Children, Families, and Colleagues Module 4: Leadership & Parent Modules 24

25. Coaching Impact Joyce and Showers, 2002

26. Coaching Materials • Model for applying best practices related to learning theories for coach workforce development • Critical for the replication of evidence-based practices • Supports and requires skill-based learning; requires the demonstration of these skills for fidelity

27. Coaching Materials • Orientation to Pyramid Model and Coaching • Understanding of Fidelity • Environmental scan utilizing the TPOT • Individualized understanding of provider strengths, culture and stated needs • Action planning for implementation of Pyramid strategies to fidelity • Ongoing feedback loop • Conflict resolution and performance issues

28. Coaching Approach • Nurturing Relationships • Meet with teams • Meet one-on-one • Creating Supportive Environments • Discuss TPOT data, curriculum, strategies and focus efforts • Teaching Targeted Social Emotional Supports • Coaching strategies and identifying effects of implementation • Stages of Learning • Intensive Interventions - All Levels • Ongoing professional development opportunities/ resources are offered • Data-based decisions guide all steps

29. Data-driven Decision-making • TPOT • TPITOS • Inventory of Practices • PBS Benchmarks of Quality • Behavior Incident Reports (BIRS) • Social Skills Intervention System (SSIS) • Ages and Stages Question: Social Emotional (ASQ:SE)

30. QUESTIONS? Christy Hill Larson Early Childhood Project christyhl@montana.edu 406-444-7067