Promoting Social Emotional Competence

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Promoting Social Emotional Competence

• Leadership Strategies for Supporting Childrens
  Social and Emotional Development and Addressing
  Challenging Behavior

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Purpose of Workshop

• Time to Reflect and Focus
• Tools for Problem Solving
• and Working Smart
• Resources on Evidence-
• based practices

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Agenda of the Day

• Reflection Questionnaire
• Introduction, Purpose, Principles
• Evidence-based Practices and Systems
• Roles for Leadership
• Challenges to Evidence-based
• Practices/Strategies
• Collaborative Planning Model
• Action Planning
• Take Home Activities

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Learner Objectives

1. Participants will identify common barriers to
   implementing evidence-based practices in local
   programs
2. Participants will identify at least one strategy
   to remedy each barrier.
3. Participants will practice developing program
   polices and staff development plans to promote
   the sustained use of evidence-based practices.
4. Participants will identify steps to collaborative
   planning for programs and systems that support
   all young childrens social and emotional
   development and provide evidence-based
   interventions for childrens challenging behavior

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Link Between Program Administration and Child
Family Outcomes

• ..an adequate infrastructure increases the
  likelihood that recommended practices will be
  used to deliver services and supports to young
  children and their families
• ..When quality evidence-based practices are
  used consistently it is more likely that children
  and their families will experience positive
  outcomes.

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Link Between Program Administration and Child
Family Outcomes (cont.)

• ..The interdependent relationships between
  structure, services, supports, and outcomes are
  consistent with ecological theories of
  development.these theories suggest that the
  childs development is influence not only by the
  family, neighborhood, subculture, and community,
  but by the systems of services and supports that
  serve them as well.
• -- Harbin Salisbury, in Sandall, McLean
  Smith, 2000

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• Effective, Evidence-based direct- services to
  children and families
• Need
• Effective, Evidence-based indirect supports,
  e.g. administrative policies and procedures,
  systems, training, etc.

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CSEFELGuiding Principles/Values

• Intensity
• Clear Criteria for Efficacy
• Cost and Time Efficiency
• Long-term Essential Outcomes
• Family Centeredness
• Cultural Sensitivity and
• Competence

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Activity

1. Silently read your 1/3 of the DEC Concept Paper
   on the Identification of and Intervention with
   Challenging Behavior
2. Be prepared to answer the question what is one
   important concept or idea?

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Workshop Philosophy and Terminology
Most childrens behavior and development does
not require intensive interventionMost
social/emotional development and behavior is
promoted through positive preventive
measures Promotional, preventive and
intervention practices should be based on
proven approaches (Evidence-based)
Question to ask about practices/standards what
is the evidence that it works?

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Workshop Philosophy and Terminology (cont.)

• Most childrens behavior and
• development does not require
• intensive intervention
• Most social/emotional
• development and behavior is
• promoted through positive
• preventive measures

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Workshop Philosophy and Terminology (cont.)

• Promotional, preventive and
• intervention practices should be
• based on proven approaches
• (Evidence-based)
• Question to ask about practices/
• standards what is the evidence
• that it works?
• Published research findings
• National Consensus positions (NIMH, NAEYC, DEC,
  etc.)

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Promoting Social and Emotional Competence
Individualized Intensive Interventions
Social and Emotional Teaching Strategies
Classroom Preventive Practices

Building Positive Relationships

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Evidence-Based Practices

• What do we know about evidence-based
• practices in
• services
• systems/programs
• service utilization
• The Center for Evidence-based Practices
• Young Children with Challenging Behavior
• (www.challengingbehavior.org) syntheses
• CSEFEL What Works Briefs
• (www.csefel.uiuc.edu)

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Synthesis of Evidence Related to Systems of
Service

• Center for Evidence-based Practice Young
  Children with Challenging BehaviorsFunded by
  the Office of Special Education Programs, U.S.
  Department of Education

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Defining a Service System

• Differentiated funding streams
• Programs versus system of services
• Definitions used
• - System..interdependent group of
• items (e.g. funding streams, programs
• forming a unified whole
• - System of services system (unified
• whole) of programs/resources/
• policies/services (federal, state, local,
• program level) that impact positively
• on childrens social-emotional
• development and behavior

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Recommendations for Systems

• Systems must provide a range or
• continuum of service from
• promotion to prevention to
• intervention
• Systems must provide a
• comprehensive array of services.
• Services must be individualized
• related to child and family needs,
• culture and language.

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Recommendations for Systems (cont).

• The systems of care concept used in mental
  health offers promising guidelines. System of
  care refers to the weaving together of multiple
  existing services or programs into a cohesive,
  collaborative system that reduces overlap, fills
  gaps and addresses transition issues for children
  moving from one service to another or needing to
  access multiple services

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Recommendations for Systems (cont).

• Systems should be family-centered and
• include both child-focused services and
• family supports to addressing
• challenging behavior
• Personnel need the resources and
• working conditions to provide evidence-
• based services.
• System must ensure there is adequate
• funding, reasonable case loads,
• collaborative arrangements, professional
• development opportunities,wages, and
• benefits to ensure that they know about
• and can practice what works

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Activity

• For your table, list two
• common practices related to
• challenging behavior and what
• you think the evidence is.
• Where could you find out?

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Summary Thus Far

• Philosophy
• Link between administration/systems and
  childrens/families outcomes
• Terms
• promotion, prevention, intervention
• Evidence-based practice
• Systems
• Evidence supporting systems and procedures

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Roles and Evidence-based Practices of Program
Leadership

• Set Tone and Vision
• Ensure Child Well-being and
• Progress
• Ensure Compliance with
• Requirements
• Establish Fiscal, Administrative
• and Personnel Procedures
• Other?

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Setting the Tone/Vision

• Outcomes Oriented
• Work Smart
• Cost Effectiveness
• Personal Effectiveness
• Evidence-based
• Cant is a 4-letter Word
• Leadership Team

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Setting the Tone and Vision

• Do We
• Reflect on our expectations for childrens
  behavior? Are they developmentally and culturally
  appropriate?
• Reflect on the relationship of our behavior and
  childrens behavior?
• Set a vision that our expectations and practices
  are evidence-based?
• View all stakeholders (program personnel,
  families, community) as partners?
• Other?

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Ensuring Child Well-Being and Progress

• We
• Help others understand the relationship
• between program quality and child
• progress?
• Raise awareness of the national
• standards for quality, e.g.
• Head Start Performance Standards
• NAEYC Accreditation Criteria
• DEC Recommended Practices

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Ensuring Child Well-Being and Progress (cont.)

• We
• Create an environment of
• continuous quality improvement
• Hold ourselves and our program
• accountable for child progress

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Ensuring Child Well-Being and Progress (cont.)

• We
• Support access to and use of
• evidence-based practices by staff
• and families
• Meet needs that our program cant
• meet through community
• partnerships

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Ensuring Compliance

• What are the requirements related to
• childrens social/emotional
• development and challenging
• behavior?
• Head Start Performance Standards
• IDEA, ADA
• State and Local requirements

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Establishing Fiscal, Administrative and Personnel
Procedures

• Procedures
• Are necessary to support childrens
• social/emotional development and
• address challenging behavior
• Are needed to ensure staff and
• consultants use evidence-based
• practices
• Are needed to promote better use of
• community resources

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Administrative/Systems Challenges to
Evidence-Based Practice to Promote
Social/Emotional Development and Address
Challenging Behavior

• Focus groups with T/TA providers, state policy
  makers, program personnel and families identified
  challenges
• Four Categories of Challenges
• Lack of knowledge/skill
• Beliefs/Attitudes
• Lack of adequate fiscal resources and procedures
• Lack of collaboration within programs, with
  families, within communities

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Activity

• List some strategies for
• addressing challenges by the
• category of challenge your
• table has been assigned (see
• samples in your Participants
• Workbook)

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Address Challenges Through Collaborative Action
Planning

• Many heads are better than one
• Stakeholder ownership and
• commitment
• Shared beliefs, values, and
• understanding

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Steps for Collaborative Planning for Program
Improvement and Systems Change

• Make the commitment and provide
• leadership
• Build commitment among
• stakeholders (staff, families, other
• agencies, consultants, etc.)
• through information and
• experiences

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Steps for Collaborative Planning (cont.)

• Build leadership and commitment
• through team decision-making
• Build a vision with the Stakeholders
• Team of supporting childrens
• social/emotional development and
• addressing challenging behavior through
• evidence-based practices
• Identify challenges to vision with the
• Team (beliefs, policies, systems, fear of
• change)

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Steps for Collaborative Planning (cont.)

• Engage in action planning with the Team
• Continue to build and expand the
• commitment through incentives,
• recognition, T/TA, fiscal and other
• resources
• Continuously evaluate the process and
• the outcomes of the collaboration and
• action planning

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Collaborative Planning Model for Program
Improvement and Systems Change


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Action PlanningIdentify Challenges

• Follow steps of Collaborative Planning
• Model (commitment, team, vision, etc.)
• Develop Team Definitions and Philosophy
• (Evidence-based, Promotion, Prevention,
• Intervention, etc.)
• Brainstorm the Statement Wed like to
• use evidence based-practices to promote
• social/emotional development and
• address challenging behavior, but

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Action PlanningIdentify Challenges (cont.)

• List the challenges that emerge from
• brainstorming
• Transfer to Action Plan Form
• If a challenge is believed to be a written
• policy or procedureGET A COPY!
• Dont believe it til you see it!

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Action PlanningIdentify Strategies (Objectives)

• Establish criteria for trying possible
• strategies (ease, timelines, durability, etc.)
• For each challenge, brainstorm this
• statement We could remedy this
• challenge by.
• Select strategies from the brainstorming
• Transfer to Action Plan Form

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Take Home Activity(20 minutes)

• Identify two challenges to using evidence-based
  practices that are related to
• An administrative/fiscal issue
• Skill development/ supervision
• Identify a strategy for each of the two
  challenges
• Name team members for extra planning
• Draft an action plan for both challenges (action
  plans are in workbook)

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Resources for Evidence-based Practices

• CESFEL-www.csefel.uiuc.edu
• Center for Evidence-based Practices
• Young Children with Challenging Behavior
• - challengingbehavior.org

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Take Home Activity(5 minutes)

• Reflect on implementing the
• Collaborative Planning Model in
• your community with the goal of
• planning a system of care for
• young children
• Write who should be on the team
• Write how you might get started?

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