This Session

1. Training, Connecting, Coaching:Guiding Early Intervention Professionals to Implement Evidence-Based Practices

2. This Session • Where is Juliann? • Approach to Early Intervention Professional Development • Focus on Implementation Fidelity and Sustainability

3. The Pyramid Model: Promoting Social and Emotional Competence and Addressing Challenging Behavior Tertiary Few Families Secondary Some Families Universal All Families

4. Implementing the Pyramid Model • State implementation and scale-up • State, cross-sector leadership team • Work side-by-side with a master cadre • Install high fidelity demonstration sites • Scale-up and expansion

5. Challenges • Demonstration site versus Professional • Statewide reach • Ongoing PD and support • Coaching of professionals

6. Professional Development Goals • Demonstrate the use of a social emotional lens to guide family coaching (home visiting) practices • Enhance caregiver’s capacity to promote their child’s social emotional competence • Identify and implement targeted supports at home for supporting caregivers in promoting social emotional development and competence and preventing challenging behaviors • Conduct functional assessment and individualized behavior support plans with caregivers in the home

7. Professional Development Components • Targeted Practices • Delivery Methods • Data Systems • Outcomes

8. 1. Targeted Practices Intensive, Individualized • Positive behavior support • Functional assessments • Behavior support plan • Supporting implementation in homes • Targeted • SE assessment • Writing participation-based goals • Family coaching • Targeted, intentional teaching • Positive parenting practices Universal • Building and sustaining relationships • Self-reflection • Culturally relevant family support • High-quality environments • Universal & periodic screenings

9. Evidence-based Family Coaching Strategies • Use adult learning strategies • Motivation, Hear, See, Do, Reflect • Avoid directly intervening with the child • Use modeling • Video or live • Engage parents in reflection of models • Support parents in trying out new skills • Reflection of session skills practice • Build motivation and support clear between-visit parent practice • Follow-up with parents • Performance-based feedback (Jung, 2003; McWilliam, 2010; Powell & Dunlap, 2010; Rush & Shelden, 2011)

10. 2. PD Delivery Components • Identification of “experts” and “experts in training” • Master Cadre • Demonstration Professionals • On-Site Training • Evidence-based content • Distance Coaching • Peer Mentors • Social Networking

11. On-Site Training • Adult learning strategies • Frequent activities • Demonstration videos • Case studies • Organized, meaningful handouts • Evidence-based content

14. Distance Coaching • Monthly, web supported, phone calls • New content • Reviewed strategies • Discussed successes and challenges • Shared data

15. Peer Mentors • Master cadre members who have similar responsibilities, but more sophisticated skill set • Ongoing support to colleagues • Will be mentors of new cohorts in future

16. Social Networking

18. 3. Data Systems • Program Elements • Practitioner Implementation • Family and Child Outcomes

20. Practitioner Implementation • Family Coaching Checklists • Self-video reflections • Monthly conference calls

22. Family Coaching Checklist • YES: you are proficient with this practice • NO: you need support with this practice Circle specific practices • N/O: no opportunity • N/A: not applicable Notes: include anything about the visit you want to review

25. Family and Child Outcomes • Quarterly ASQ-SE • Direct Behavior Rating Scales • Individual level progress monitoring

26. ASQ:SE Procedures • After administering ASQ:SE and calculating score for each page, use the summary sheet to tabulate score. This is the sheet you will be sending to USF. Use the labels to fill in your ID, child’s ID, child’s date of birth, date. Your ID: WVDP5 Child ID: WVDP501c1 Child DOB: 4/20/2010 Today’s Date: 8/2/2011 We don’t need this info Insert scores for each page & total

27. So Which Questionnaire do I use? After calculating the child’s age, use the table below to choose the questionnaire

29. 4. Overall Outcomes • Implementation • Family Outcomes • Child Outcomes • Reflections

33. Family Outcomes

34. Child Outcomes

36. Reflections “I have learned to step back, examine my own practices, and most importantly, shift the focus of my work to mirror the goals and needs of the family”

37. Reflections ...I completed my first visit today [after the IFSP meeting] and at the end of the visit, Mom told me how much better she felt in this last week since this process started. She said we validated her concerns, but didn't overreact to her family despite our concerns. She said she felt so much better about strategies and had already started using some strategies since the IFSP and was already seeing some progress….The family is carrying over and following through on our strategies already and already feel empowered by what they see. I am excited to see what the future holds for this little one.

38. Discussion • Approaches you are using to ensure that EBPs are implemented with fidelity. • Approaches for measuring fidelity. • Preservice • Inservice • Innovations for Ongoing Supports and Professional Development