What is the IEP process

1. Dr Wendi Beamish (Griffith University) 1

2. Dr Wendi Beamish (Griffith University) 2 Session Overview Conceptual framework levels of practice & linkages across model strengths of model Center on the Social & Emotional Foundations for Early Learning (CSEFEL) on-line materials supporting the model including Inventory of Practices Level-by-level analysis emphases, skills, & CSEFEL examples activity involving Inventory of Practices Summary & comment

3. Dr Wendi Beamish (Griffith University) 3 Levels of Practice & Linkages four hierarchal & interrelated levels of practice aimed to: build healthy relationships promote positive & rewarding learning environments facilitate children’s social-emotional development provide individualised behavioural intervention (when necessary) each level in the Teaching Pyramid provides  a foundation for the next level collaborative teaming with the family  at each level is seen as essential

4. Dr Wendi Beamish (Griffith University) 4 Strengths of Model Preventative & educative model that does not view behavioural interventions in isolation promotes individualised, multi-focused behavioural interventions Ethical model that uses nonpunitive procedures promotes respect, dignity, rights, & positive attitudes Collaborative model that promotes teaming among staff and between staff & families Effective model that uses evidence-based practices promotes a systematic approach to planning-teaching-intervention is easy to implement

5. Dr Wendi Beamish (Griffith University) 5 CSEFEL Materials

6. Dr Wendi Beamish (Griffith University) 6 Level 1: Positive Relationships Emphasis on Staff investing time & attention in getting to know each Child As Staff build +ve relationships with a child,  their potential influence on child’s behaviour grows As Staff build +ve relationships with a child,  child’s self-esteem, confidence, & sense of safety grows

7. Dr Wendi Beamish (Griffith University) 7 Level 1: CSEFEL Example

8. Dr Wendi Beamish (Griffith University) 8 Level 1: Activity

9. Dr Wendi Beamish (Griffith University) 9 Level 2: Supportive Environs Emphasis on a supportive environment aimed to: promote child engagement reduce/prevent problem behaviour

10. Dr Wendi Beamish (Griffith University) 10 Level 2: CSEFEL Examples

11. Dr Wendi Beamish (Griffith University) 11 Level 2: Activity

12. Dr Wendi Beamish (Griffith University) 12 Level 3: SE Teaching Strats

13. Dr Wendi Beamish (Griffith University) 13 Level 3: SE Teaching Strats

14. Dr Wendi Beamish (Griffith University) 14 Level 3: CSEFEL Examples

15. Dr Wendi Beamish (Griffith University) 15 Level 3: Activity

16. Dr Wendi Beamish (Griffith University) 16 Level 4: Individualised Interventions Determining the meaning of the problem behaviour Emphases on viewing problem behaviour as a form of communication observing with intention conducting a functional assessment interview developing a hypothesis re function of problem behaviour

17. Dr Wendi Beamish (Griffith University) 17

18. Dr Wendi Beamish (Griffith University) 18 Level 4: Individualised Interventions

19. Dr Wendi Beamish (Griffith University) 19 Level 4: CSEFEL Examples

20. Dr Wendi Beamish (Griffith University) 20 Level 4: Activity

21. Dr Wendi Beamish (Griffith University) 21 Summary: My View

22. Dr Wendi Beamish (Griffith University) 22 Recommended Websites Center on the Social and Emotional Foundations for Early Learning (CSEFEL)http://www.csefel.uiuc.edu Center for Evidence-Based Practice: Young Children with Challenging Behaviorhttp://www.challengingbehavior.org/ Illinois Early Learning Projecthttp://illinoisearlylearning.org/about.htm Positive Approaches to Challenging Behavior for Young Children with Disabilitieshttp://ici2.umn.edu/preschoolbehavior/ OSEP Technical Assistance Center on Positive Behavioral Interventions & Supportshttp://pbis.org/ Rehabilitation Research & Training Center on Positive Behavior Supporthttp://www.rrtcpbs.org/ The Collaborative Center for Academic, Social, and Emotional Learninghttp://www.casel.org University of Minnesota, Early Childhood Behavior Projecthttp://ici2.umn.edu/preschoolbehavior/ University of South Florida, PBS projecthttp://flpbs.fmhi.usf.edu/ University of Tennessee and Tennessee Department of Educationhttp://web.utk.edu/~lre4life/

23. Dr Wendi Beamish (Griffith University) 23 Recommended Texts ?? Kaiser, B., & Rasminsky, J. S. (2007). Challenging behavior in  young children: Understanding, preventing, and responding  effectively (2nd ed.). Boston, MA: Pearson. ? Bell, S. H., Carr, V., Denno, D., Johnson, L. J., & Phillips, L. R.  (Eds.). (2004). Challenging behaviors in early childhood settings:  Creating a place for all children. Baltimore, MD: Paul H. Brookes. ?? Landy, S. (2002). Pathways to competence: Encouraging healthy  social and emotional development in young children. Baltimore,  MD: Paul H. Brookes. ? Hyson, M. (2004). The emotional development of young children:  Building an emotional-centered curriculum (2nd ed.). New York:  Teachers College Press.

24. Dr Wendi Beamish (Griffith University) 24 Key Article Fox, L., Dunlap, G., Hemmeter, M. L., Joseph, G. E.,  & Strain, P. S. (2003). The teaching pyramid:  A model for supporting social competence and  preventing challenging behavior in young children.  Young Children, 58(4), 48-52, 57.

25. Dr Wendi Beamish (Griffith University) 25 Summary: Your Views?

26. Dr Wendi Beamish (Griffith University) 26