WELCOME! Please complete the “Reflection on Concerns and Vision” Questionnaire Before the session begins. Thank you!

1. WELCOME! Please complete the “Reflection on Concerns and Vision” Questionnaire Before the session begins. Thank you!

2. Promoting SocialEmotional Competence • Leadership Strategies for • Supporting Children’s Social and Emotional Development and Addressing Challenging Behavior • (Revised) • Barbara J. Smith, Jacqueline L. Dempsey, • Beth Rous, and Philip Printz

3. Promoting SocialEmotional Competence Leadership Strategies for Supporting Children’s Social and Emotional Development and Addressing Challenging Behavior (Revised) Barbara J. Smith, Jacqueline L. Dempsey, Beth Rous, and Philip Printz Module 4

4. Purpose of Workshop Provide Time to Reflect and Focus Present an Evidence-based Framework Provide Evidence-based Leadership Tools Provide Resources on Evidence-based Practices 4

5. Learner Objectives Participants will: Describe an evidence-based framework for addressing social emotional development and challenging behavior. Identify strategies to address common barriers to evidence-based practices. Identify effective leadership strategies including collaborative planning, program-wide planning and professional development. Apply collaborative action planning strategies for improving children’s social emotional and behavioral outcomes. 5

6. Agenda for the Day • Reflection Activity • Pyramid Framework • Significance of Challenging Behavior • Challenges to Evidence-based Practices • Evidence-based Effective Practices • Leadership Strategies • Collaborative Leadership and Planning • Enhancing Professional Competence • Take Home Activity and Evaluation 6

7. Introductory Activity • Knowledge and skills of professionals and parents • Collaboration and coordination • Beliefs and Attitudes • Other • Which of the following do you think is the most significant barrier to effectively addressing social/emotional development and challenging behavior in young children? • * Introduce yourself: name and role, agency, etc. 7

8. Evidence-Based Practice: A Definition Evidence-based practice refers to the use of interventions and supports that have research documenting their effectiveness. The identification of evidence-based practices promotes the use of approaches that are linked to positive outcomes for children and families. Practices that are considered evidence-based are ones that have been demonstrated as effective within multiple research studies that document similar outcomes. Dunst, Trivette, and Cutspec (2002) offer the following operational definition of evidence-based practice that is particularly meaningful for the field of early education and intervention. Evidence-based practices are “Practices that are informed by research, in which the characteristics and consequences of environmental variables are empirically established and the relationship directly informs what a practitioner can do to produce a desired outcome. Dunst, C. J., Trivett, C. M., & Cutspec, P. A. (2002). Toward an operational definition of evidence-based practice. Centerscope, 1(1), 1-10. Available at http://www.evidencebasedpractices.org/centerscope . 8

9. What does “Evidence-BasedPractice” Mean? • “Evidence: the data on which a conclusion or judgment may be based” (Webster’s II New College Dictionary1995) • Proven to work • Levels of evidence or levels of confidence that the practice will have the desired outcome: • Peer-reviewed published research findings (high) • Published synthesis of research • Multi-authored position papers • Government reports • Consensus/values • Opinion, etc. (low) 9

10. Evidence-Based Practices: Resources What are evidence-based practices in: - services - systems/programs - service utilization The Center for Evidence-Based Practices: Young Children with Challenging Behavior (CEBP) Research Syntheses, power point, “Recommended Practices” (www.challengingbehavior.org) Center on the Social and Emotional Foundations for Early Learning (CSEFEL) “What Works Briefs,” “modules,” Inventory or Practices” (www.csefel.uiuc.edu) 10

11. An Evidence-Based Framework:the Pyramid Approach • PROMOTION • PREVENTION • INTERVENTION • Child-level • Program-level • System/community-level 11

12. Child-Level 1-10% Children with Persistent Challenges Focused Interventions 5-15% Children at-Risk Intervention and Support All Children Universal Interventions 12

13. Program-Level 1-10-% of children Intensive Individualized Interventions Social and Emotional Learning Strategies & Preventive Practices All Children Building Positive Relationships with Children and Families 13

14. Community/System-Level Children with Delays & Persistent Challenges (Family-Centered Intervention Focused on Targeted Outcomes) Children at-Risk (Parenting Support and Education, Health Care, Home Visiting, Quality Early Care, Family Supports and Services, Screening and Assessment, Service Coordination and Case Management, Mental Health Consultation, etc.) All Children (Nurturing Relationships, Health Care, Parent Education,Screening, Quality Early Care, etc.) 14 Fox, L. (2003), Policy Summit, Center for Evidence Based Practices: Young Children with Challenging Behavior, http://challengingbehavior.fmhi.usf.edu/summit11.2003.htm

15. ? 15

16. What Are Challenging Behaviors? • They are defined by adult within the context of his/her culture. • Sometimes the behaviors decrease with age and use of appropriate guidance strategies. • Sometimes they are developmentally expected behaviors. DEC Concept Paper on Identification of and Intervention with Challenging Behavior, 1999 16

17. What Are ChallengingBehaviors? (Cont.) Any repeated pattern or perception of behavior that interferes with or is at risk of interfering with optimal learning or engagement in pro-social interactions with peers and adults that is persistent or unresponsive to evidence-based approaches. Challenging behavior is thus defined on the basis of its effects. Center for Evidence-Based Practices: Young Children with Challenging Behavior, www.challengingbehavior.org 17

18. Examples of Challenging Behaviors • Physical and Verbal Aggression • Noncompliance/Defiance • Self-Injury • Disruptive vocal/motor responses (screaming, stereotypic behavior) • Destruction of property • Withdrawal Center for Evidence-Based Practices: Young Children with Challenging Behavior, www.challengingbehavior.org 18

19. Examples of Challenging Behaviors (Cont.)For Infants and Toddlers: • Attachment difficulties • Sleeping/eating difficulties • Excessive crying • Difficulty in soothing Center for Evidence-Based Practices: Young Children with Challenging Behavior, www.challengingbehavior.org 19

20. Challenging Behaviors • Behaviors may: • Result in self-injury or injury to others • Cause damage to the physical environment • Interfere with the acquisition of new skills • And/or socially isolate the child • Serious behaviors seldom resolve themselves without systematic intervention • Usually children progress through a predictable course of ever-escalating challenging behaviors DEC Concept Paper on Identification of and Intervention with Challenging Behavior, 1999 20

21. Too Many Children Are: • Being kicked out of early childhood programs because of their behavior • Struggling with the effects of violence • Showing the impacts of maternal depression • Described as: “bad, mad and sad” • Not going to school “ready to learn” Knitzer, J. (2003) Policy Summit, Center for Evidence-Based Practices: Young Children With Challenging Behavior, www.challengingbehavior.org. 21

22. How Widespread Are the Problems? • No national epidemiological data. • 10 percent of all kindergarten children show problematic behavior (ECLS). • Rates are 2 to 3 times as high in low-income samples. • Clinical level problems are lower, probably between 4 to 10%. Knitzer, J. (2003) Policy Summit, Center for Evidence-Based Practices: Young Children With Challenging Behavior, www.challengingbehavior.org. 22

23. Costs of Ineffective Approaches • School failure, violence, abuse, loneliness and anxiety • Single best predictor of delinquency, gang and adult incarceration • Not altered by end of third grade: chronic condition and ever more costly intervention • The developmental course is predictably negative for those who are “non-treated” or “poorly treated” Center for Evidence-Based Practices: Young Children with Challenging Behavior, www.challengingbehavior.org 23

24. Effective Practices • Changing adult behavior and expectations • Overall high program quality • Promoting social skills, preventing & addressing challenging behavior (pyramid model) • Teaching parents effective techniques • Dozens of empirically validated interventions: • Comprehensive strategies e.g., adaptations to activities, rehearsals of class rules, role-playing alternative behaviors, arranging for peer models & reinforcing desirable behaviors • Individualized approach • Positive programming, e.g., Positive Behavior Support (PBS) • Team-based multidisciplinary • Data-based 24

25. What Positive Outcomes Can Be Expected from Evidence-based Practices? • Decrease in: • Withdrawal, aggression, non-compliance, and disruption • Teen pregnancy, juvenile delinquency, and special education placement • Increase in: • Positive peer relationships including understanding of friendship, cooperation, and sharing • Self-control, self-monitoring, and self-correction and improved social-emotional health • Academic success 25

26. Challenges to Effective Practices Focus groups with T/TA providers, state policy makers, program personnel and families identified Four Categories of Challenges: • Lack of knowledge/skill • Beliefs/Attitudes • Lack of collaboration within programs, with families, within communities • Lack of adequate fiscal resources and procedures 26

27. Inventory of Practices for Promoting Social Competence Designed to be used by individuals and/or teams to identify training needs related to four areas: • Building positive relationships • Classroom preventive practices • Social and emotional teaching strategies • Individualized and intensive interventions 27

28. Promoting Social and Emotional Competence within EarlyEducation and Care Environments Children with Intensive persistent challenges Individualized Interventions Social and Emotional - Learning Strategies Preventive Practices Preventive Practices All Children Building Positive Relationships with Children and Families 28

29. Inventory of Practices forPromoting Social Competence • Best used in a manner to generate reflection and discussion • Allows for development of an Action Plan that: • Targets skills for training • Strategies to support the team in implementing the new practices • Identify resources and supports needed to complete the activities or strategies 29

30. Activity • As a group, discuss a set of practices from the inventory’s action plan. • What can you, as a leader, do in your work with direct service personnel and families that would lead to the use of these practices? Note these under “Supports and Resources.” • Have one member of your team be prepared to report to the entire group: 1) The practices and what they mean, and 2) the leadership supports and resources needed. 30

31. Workshop Review Framework Significance of the Issue Terms promotion, prevention, intervention evidence-based practice Barriers to and strategies for evidence-based practices Inventory of Effective Practices 31

32. Workshop Review • Most children’s behavior and development does not require intensive intervention • Most social/emotional development and behavior is promoted through positive preventive measures 32

33. Framework Individualized Intensive Interventions Social and Emotional Teaching Strategies & Classroom Preventive Practices Building Positive Relationships 33

34. Workshop Review (Cont.) • Promotional, preventive and intervention practices should be based on “what works” (“Evidence-based”) • Question to ask about practices:What is the evidence that it works? 34

35. Link between Program Administrationand 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.” 35

36. Link between Program Administrationand 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 child’s 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 36

37. Shared Vision/Collaborative Leadership Adm. Policies/Resources Evidence-based Direct Services Staff Development & Support Evidence-Based “Direct Services” Require: 37 Evidence-Based “Indirect Supports” (policies, vision, support, etc.)

38. Leaders Must Be Well-Trained Program administrators should have training in early childhood education, early intervention, child development, or early childhood special education; and administration, supervision. Smith, Barbara J. (2000). Administrators Essentials, in S. Sandall, M. McLean and B. Smth (eds.) DEC Recommended Practices in Early Intervention/Early Childhood Special Education. www.dec-sped.org; NAEYC accreditation standards and performance criterion (2004). Leadership and Management, www.naeyc.org. 38

39. 5 Practices ofExemplary Leadership • Model the way • Inspire a shared vision • Challenge the process • Enable others to act • Encourage the heart Kouzes & Posner (2003). The Leadership Challenge. San Francisco: Jossey-Bass 39

40. Evidence-based Practices:Role of Program Leadership Leadership and Vision Compliance with Requirements Ensure Child Well-being/Progress Effective Policies/Resources Support Staff Knowledge and Skills Collaborative Leadership & Planning Others? 40

41. Leadership/Vision Do We: Reflect on our expectations for children’s behavior? Are they developmentally and culturally appropriate? Reflect on the relationship of our behavior and children’s behavior? Set a vision that our expectations and practices are evidence-based? View all stakeholders (program personnel, families, community) as partners? Other? 41

42. Ensuring Compliance What are the requirements related to children’s social/emotional development and challenging behavior? ADA Head Start Performance Standards IDEA State and Local requirements (Curriculum, expulsion, suspension, restraint, etc.) Other? 42

43. Ensuring Child Well-Beingand Progress Do we: Create an environment of continuous quality improvement? Hold ourselves and our program accountable for child progress? Support use of evidence-based practices by staff and families? Meet needs that our program can’t meet through community partnerships? 43

44. Providing Effective Policy and Fiscal Management • Do we: • Provide policies/procedures that support the use of effective practices and that ensure continuous quality improvement using data on child progress, staff and family satisfaction? • Use resources to ensure program goals are met including child progress? 44

45. Collaborative Leadership Do We: • Strengthen others by sharing power? • Foster collaboration by promoting cooperative vision/goals & building trust? • Enlist others in a common vision by appealing to shared aspirations? Kouzes & Posner (2003). The Leadership Challenge. San Francisco: Jossey-Bass 45

46. Ensure Staff Competence Do We Support: Professional Development? Transfer of Learning? Coaching? Evaluation & Acknowledgement? 46

47. Activity Working with the DEC Administrators’ Essentials Checklist 47

48. Collaborative Leadership, Planning and Decision Making: A Model 1.Make the commitment and provide leadership. 2. Share decision making with stakeholders (staff, families, other agencies, consultants, etc.) to build commitment: create a decision making team. 48

49. Steps for CollaborativePlanning (Cont.) 3. Build a vision with the Stakeholder Team related to supporting children’s social/emotional development and addressing challenging behavior through evidence-based practices. 4. Identify challenges to the vision with the Team (beliefs, policies, systems, knowledge/skills). 5. Engage in action planning with the Team to address the challenges. 49

50. Steps for CollaborativePlanning (Cont.) 6. Continue to build and expand the commitment through incentives, recognition, T/TA, fiscal and other resources. 7. Evaluate the process and the outcomes of the collaboration and action planning. 50