promoting the social, emotional and behavioral development of young children barbara j. smith, ph.d....

Promoting the Social, Promoting the Social, Emotional and Emotional and

Behavioral Development Behavioral Development of Young Children of Young Children

Barbara J. Smith, Ph.D.University of Colorado Denver

Alaska Statewide Special Education ConferenceFebruary 18, 2009

Anchorage, AK

Campbell (1995) estimated that approximately 10-Campbell (1995) estimated that approximately 10-15% of all typically developing preschool children have 15% of all typically developing preschool children have chronic mild to moderate levels of behavior problems.chronic mild to moderate levels of behavior problems.

Children who are poor are much more likely to develop Children who are poor are much more likely to develop behavior problems with prevalence rates that approach behavior problems with prevalence rates that approach 30% (Qi & Kaiser, 2003).30% (Qi & Kaiser, 2003).

Center for Evidence Based Practice: Young Children with Challenging Behavior www.challengingbehavior.org

The proportion of preschool The proportion of preschool children meeting the criteria children meeting the criteria for the clinical diagnosis of for the clinical diagnosis of ODD (Oppositional Defiant ODD (Oppositional Defiant Disorder) ranges from 7% to Disorder) ranges from 7% to 25% of children in the United 25% of children in the United States, depending on the States, depending on the population surveyed population surveyed ( Webster-Stratton, 1997)( Webster-Stratton, 1997) . .


Children who are identified as hard to manage Children who are identified as hard to manage at ages 3 and 4 have a high probability (50:50) at ages 3 and 4 have a high probability (50:50) of continuing to have difficulties into of continuing to have difficulties into adolescence (Campbell & Ewing, 1990; Egeland adolescence (Campbell & Ewing, 1990; Egeland et al., 1990; Fischer, Rolf, Hasazi, & Cummings, et al., 1990; Fischer, Rolf, Hasazi, & Cummings, 1984).1984).


Early Predictors•Temperamental Difficulties

•Early Aggression

•Language Difficulties

•Noncompliance


The correlation between The correlation between preschool-age aggression and preschool-age aggression and aggression at age 10 is higher aggression at age 10 is higher

than that for IQ.than that for IQ. (Kazdin, 1995)(Kazdin, 1995)


Early appearing Early appearing aggressive behaviors aggressive behaviors

are the best predictor of are the best predictor of juvenile gang juvenile gang membership membership

and and violence.violence. (Reid, 1993)(Reid, 1993)


When aggressive and When aggressive and antisocial behavior has antisocial behavior has

persisted to age 9, persisted to age 9, further intervention has further intervention has

a poor chance of a poor chance of

success.success. (Dodge, 1993)(Dodge, 1993)


Preschool children are three times

more likely to be “expelled” then

children in grades K-12

(Gilliam, 2005)

Young Children with Young Children with Challenging Behavior:Challenging Behavior:

Are rejected by peersAre rejected by peersReceive less positive Receive less positive

feedbackfeedbackDo worse in schoolDo worse in schoolAre less likely to be Are less likely to be

successful in successful in kindergartenkindergarten


Social Competence

“Emotional well-being and social competence provide a strong foundation for emerging cognitive abilities, and together they are the bricks and mortar that comprise the foundation of human development.”

(National Scientific Council on the Developing Child, 2007)

Part C and 619 Child Outcomes

Percent of children who demonstrate improved:◦Positive social emotional skills (including positive social relationships)

◦Acquisition and use of knowledge and skills (including early language/ communication [and early literacy])

◦Use of appropriate behaviors to meet their needs

Key Social and Emotional Skills Children Need as They Enter School Key Skills

◦ Confidence◦ Capacity to develop good relationships with peers◦ Concentration and persistence on challenging tasks◦ Ability to effectively communicate emotions◦ Ability to listen to instructions and be attentive

When children don’t have these skills, they often exhibit challenging behaviors

The Center on the Social and Emotional

Foundations for Early Learning(CSEFEL)

www.vanderbilt.edu/csefel

vThe Technical Assistance

Center on Social Emotional Intervention

(TACSEI)

The Technical Assistance Center on Social

Emotional Intervention(TACSEI)

www.challengingbehavior.org

The Pyramid Model: Effective Practices to Promote Social Emotional Competence and Prevent and Address Young

Children’s Challenging Behavior

Pyramid Model

UniversalPromotion

SecondaryPrevention

TertiaryIntervention

Nurturing and Responsive Relationships

• Foundation of the pyramid: for ALL children• Essential to healthy social development• Includes relationships with children, families and

team members

High Quality Environments

• Inclusive early care and education environments: for ALL children

• Supportive home

environments

Supportive Home Environments

• Supporting families and other caregivers to promote development within natural routines and community settings

• Providing families and other caregivers with information, support, and new skills

Targeted Social Emotional Supports

• Explicit instruction and support for learning social skills

• Self-regulation, expressing and understanding emotions, developing social relationships

Individualized Intensive Interventions

• Family-centered, comprehensive interventions

• Assessment-based

• Skill-building

• Team based

• PBS

Pyramid Foundation=Effective Workforce

• Training and technical assistance

• Coaching

• Ongoing professional development

• Fidelity of implementation

• Policies, resources and procedures

Evaluation/Data Collection

• Implementation• Coaching• Teaching Pyramid Observation Tool

• Program• Program Incidents (calls to families, dismissals, transfer,

requests for assistance, family conferences)• Behavior Incidents

• Child• Social Skills Rating System or other measure (social skills; problem behavior)

Outcomes Associated with Adopting the Pyramid Model

Program-Wide

• Improved staff confidence in supporting children with challenges

• Active instruction of social emotional competence

• Elimination of time-out as a practice

• Development of a process for addressing the needs of children with the most problem behaviors

• Enhancement of partnerships with families

Outcomes Associated with Adopting the Pyramid Model

Program-Wide

• Increased use of comprehensive strategies and team planning

• Capacity to support all children rather than asking children to leave

• Internal capacity to deal with problem behaviors

• Reallocation of mental health dollars to focus more on prevention

• Reduced staff attrition, increase staff job satisfaction

• Improvement in overall program quality

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.

Resources

• Research syntheses in usable formats: what works briefs, etc.

• Practice resources and materials

• Training modules

• Planning strategies for adopting the Pyramid Model and Practices

• Webinars, voice over power points

• Video/DVDs

Pyramid Training Modules

Suggested Agenda

List of Materials Needed, including Video Clips

Trainer Scripts

Trainer PowerPoint Slides

Participant Handouts

CSEFEL - What Works Briefs

On Monday When

it Rained

Glad MonsterSad Monster

Hands Are Not for Hitting

Practical Ideas - Book Nooks

TACSEITACSEI

National TA center funded by OSEP, US Dept. of Education

To identify, disseminate and promote the implementation of evidence-based practices to improve the social, emotional, and behavioral functioning of young children with or at risk for delays or disabilities ages birth through age 5.

Providing Evidence-Based Models

Providing Evidence-Based Models

Implementation and evaluation of the

use of the Pyramid Model with children

with or at risk for delays or disabilities

Analysis of implementation and

sustainability factors

Implementation guidance

Support for selected states in the

implementation, sustainability, and

scale-up of models

Consultant BankConsultant Bank

Bank of consultants organized by

expertise

Web-based process of matching

request to consultant

Accountability procedures

Primary Partners Primary Partners

v

Lessons Learned Thus Far

State-wide Pyramid Implementation

Initiatives

State-wide Pyramid Implementation

Initiatives

State ImplementationState Implementation

CSEFEL State PartnershipsCO, MD, IA, NE, NC, VT, HI, TN

TACSEI State Partnerships (to be selected in 2009 through an application process)

Implementation Purpose and Model

Implementation Purpose and Model

Purpose: PD system to support adoption and sustainability of Pyramid Model and practices

Model of state-wide implementation based on literature and experience re: how to:

Disseminate info on what works to program level staff and families

Support adoption of what worksSupport sustained use over time of what works

Implementation StrategiesImplementation Strategies

Literature and experience indicates the following strategies:

State level collaborative planning and support

State-wide trainers

Community/program level coaches

Demonstration sites

State Level Planning and Support

State Level Planning and Support

State level collaborative planning teamPlanful group decision making processes that

promote shared ownership and limits feelings of “winners and losers”

Written, shared: vision, language, agendas, meeting summaries, action plans

Shared decision makingGround rules for conducting meetings and

decision making See www.vanderbilt.edu/csefel for some examples

Trainers and CoachesTrainers and Coaches

State wide Pyramid Model TrainersTrained to train on Pyramid and practicesTrained on effective training techniques

coaches

Pyramid Model CoachesTrained on Pyramid Model and practicesTrained on effective training practicesTrained on effective coaching strategies

Demonstration SitesDemonstration Sites

Demonstration sitesHigh quality setting, committed leadership,

enthusiastic about the Pyramid Model and being a demonstration site

Supported in implementation and sustainability of Pyramid Model and practices

Supported in data collection to ensure fidelity of implementation and positive outcomes

Supported as a site that stakeholders can visit to see the Pyramid in action!

Lessons Learned So FarLessons Learned So Far

Programs and families like the Pyramid Model and practices

Programs and coaches can implement the model and practices to fidelity

Programs report improved outcomes

Lessons Learned So FarLessons Learned So Far

It takes time, time, time, timeTime for trainingTime for providers to be coachedTime for coaches to coachTime for program planning Time for data collectionTime for helping families implement the

practices

What Do We Mean by Implementation?

What Do We Mean by Implementation?

A specified set of activities designed to put into practice an activity or program of known dimensions.

Processes are purposeful and defined in sufficient detail such that independent observers can detect the presence and strength of these “specified activities”

Insufficient MethodsInsufficient Methods

Implementation by laws/ compliance by itself does not work

Implementation by “following the money” by itself does not work

Implementation without changing supporting roles and functions does not work

Fixsen, Naoom, Blase, Friedman, Wallace, 2005

Insufficient MethodsInsufficient Methods

Diffusion/dissemination of information by itself does

not lead to successful implementation

Training alone, no matter how well done, does not

lead to successful implementation

Fixsen, Naoom, Blase, Friedman, Wallace, 2005

OUTCOMES

(% of Participants who Demonstrate Knowledge, Demonstrate new Skills in a Training Setting,

and Use new Skills in the Classroom)

TRAININGCOMPONENTS

KnowledgeSkill

DemonstrationUse in the Classroom

Theory and Discussion

10%

5% 0%

..+Demonstration in Training

30%20%

0%

…+ Practice & Feedback in Training

60% 60% 5%

…+ Coaching in Classroom

95% 95% 95%

Joyce and Showers, 2002

“What” AND “How”“What” AND “How”

To successfully implement and sustain the use of the Pyramid Model you need to understand:

The intervention framework (What - the Pyramid Model)

AND

Effective implementation and sustainability frameworks (How)

Population of Concern Intervention (the WHAT)

Strategies

Intervention

Outcomes

Children Birth through 5 with or at risk for delays or disabilities including children with challenging behavior

Competent use of the “Pyramid Model” framework and intervention strategies over time and across staff

Improved social and emotional competence, behavior & relationships among children, their families & other caregivers

TACSEI Logic Model for Implementation & Sustainability

TACSEI and the TA Center for State Implementation and Scaling Up of Evidence-Based Practices

Population of Concern Intervention (the WHAT)

Strategies

Intervention

Outcomes


Competent use of the “Teaching Pyramid” framework and intervention strategies over time and across staff



How?


Population of Concern Intervention

Strategies

Intervention

Outcomes




Populations of Concern Implementation & Sustainability Strategies

Implementation & Sustainability Outcomes

Adults: Caregivers, early childhood service providers, family members, early interventionists, child care staff, preschool teachers

Science-Based Strategies:

Skill-based Training

Competent Coaching and Support

Collection and use of fidelity and outcome data

Development of facilitative administrative practices and policies within the organization to support implementation

Competent use of the Teaching Pyramid framework and intervention strategies over time and across staff.



Population of Concern Intervention Strategies Intervention Outcomes







Science-Based Strategies:

Skill-based Training

Competent Coaching and Support

Collection and use of fidelity and outcome data

Development of facilitative administrative practices and policies within the organization to support implementation

Competent use of the Teaching Pyramid framework and intervention strategies over time and across staff.


TACSEI Logic Model for Implementation and Sustainability

How?

Population of Concern Intervention Strategies Intervention Outcomes


Competent use of the “Pyramid Model” framework and intervention strategies over time and across staff





Science-Based Strategies Skill-based Training

Competent Coaching

Collection and use of fidelity and outcome measures and data

Development of facilitative administrative practices to support implementation

Competent use of the Pyramid Model framework to problem-solve, plan system change and competently use the intervention strategies over time and across staff

Formal Implementation Teams at State, regional, and agency levels

Collaborative planning, advocacy, and execution to advocate for, install, monitor, and support the use of Science-Based Implementation & Sustainability Strategies focused on the Pyramid Model content

Competent, Sustainable state, regional and agency infrastructure to support the development and use of Science-Based Implementation & Sustainability Strategies



There are evidence-based practices that are effective in changing the developmental trajectory of children with or at risk for social, emotional and behavioral concerns…the problem is not what to do, but rests in ensuring access to intervention and support

promoting the social, emotional and behavioral development of young children barbara j. smith, ph.d....

Documents

challenging behavior

antisocial behavior

ak slide

kindergarten center

preschoolage aggression

developing child

strong foundation

aggressive behaviors