The Technical Assistance Center on Social Emotional Interventions TACSEI

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The Technical Assistance Center on Social
Emotional Interventions (TACSEI) The Center on
Social and Emotional Foundations for Early
Learning (CSEFEL)

• Resources for Promoting Social Emotional
  Competence in Young Children and Addressing
  Challenging Behavior
• Barbara J. Smith, Ph.D.
• University of Colorado Denver
• OSEP Leadership Conference
• August, 2009

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Challenging Behavior It begins early...
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• Children who are identified as hard to manage at
  ages 3 and 4 have a high probability (5050) of
  continuing to have difficulties into adolescence
  (Campbell Ewing, 1990 Campbell, 1997 Egeland
  et al., 1990).

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• The correlation between preschool-age aggression
  and aggression at age 10 is higher than that for
  IQ. (Kazdin, 1995)

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• Early appearing aggressive behaviors are the best
  predictor of juvenile gang membership
• and violence.
• (Reid, 1993)

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• When aggressive and antisocial behavior has
  persisted to age 9, further intervention has a
  poor chance of success.
• (Dodge, 1993)

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• Young Children with Challenging Behavior
• Are rejected by peers
• Receive less positive feedback
• Do worse in school
• Are less likely to be successful in
  kindergarten

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• Preschool children are three times more likely to
  be expelled than children in grades K-12
• (Gilliam, 2005)

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• Faculty in higher education early childhood
  programs report that their graduates are least
  likely to be prepared to work with children with
  persistently challenging behavior
• (Hemmeter, Santos, Ostrosky, 2004)

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• Of the young children who need mental health
  services, it has been estimated that fewer than
  10 receive services for these difficulties.
• (Kataoka, Zhang, Wells, 2002)

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• There are evidence-based practices that are
  effective in changing this developmental
  trajectorythe problem is not what to do, but
  rests in ensuring access to intervention and
  support (Kazdin Whitley, 2006)

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Technical Assistance Center on Social Emotional
Intervention (TACSEI)
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TACSEI Mission

• Funded by the US Dept of Ed, Office of Special
  Education Programs (OSEP)
• To identify, disseminate and promote the
  implementation of evidence-based practices in
  order to improve the social, emotional, and
  behavioral functioning of young children with or
  at risk for delays or disabilities.

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TACSEI Management Team

• Lise Fox,
• University of South Florida
• Glen Dunlap,
• University of South Florida
• Barbara J. Smith,
• University of Colorado- Denver
• Phil Strain,
• University of Colorado-Denver

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TACSEI Center Faculty
Roxane Kaufmann Georgetown University Mary
Louise Hemmeter Vanderbilt University Jill
Giacomini University of Colorado Denver

• Judith Carta
• University of Kansas
• Diane Powell
• University of South Florida
• Karen Blase
• National Implementation
• Research Network

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TACSEI Focus

• Unified message
• Collaboration
• Models of effective practice
• Support states

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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

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An Evidence Based FrameworkThe Pyramid Approach

• PROMOTION
• PREVENTION
• INTERVENTION

4.7
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Pyramid Model
Tertiary Intervention
Secondary Prevention
Universal Promotion
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Nurturing and Responsive Relationships

• Foundation of the pyramid
• Essential to healthy social development
• Includes relationships with children, families
  and team members

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High Quality Environments

• Inclusive early care and education environments
• Supportive home environments

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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

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Targeted Social Emotional Supports

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

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Individualized Intensive Interventions

• Family-centered, comprehensive interventions
• Assessment-based
• Skill-building

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Effective Workforce

• Training and technical assistance
• Coaching of teachers
• Ongoing professional development
• Fidelity of implementation

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The Teaching Pyramid Observation Tool (TPOT)

• The TPOT was developed to measure the extent to
  which Teaching Pyramid practices are being
  implemented in a classroom
• Provides information that can be used to
• Describe quality of implementation of TPOT
  practices
• Compare implementation within and across
  teachers/classrooms
• Identify needs of teachers for training and
  support

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Evidence-Based Resources

• Implementation and evaluation of the use of the
  Pyramid Model with children with or at risk for
  delays or disabilities
• Synthesis of evidence-based literature into
  usable products
• Implementation and sustainability guidance
• Web based consultant bank
• Intensive TA to 2 states/yr

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Web-based Technical Assistance

• Resources
• Communities of Practice
• Interactive opportunities
• State Technical Assistance pages

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Consultant Bank

• Bank of consultants organized by expertise
• Web-based process of matching request to
  consultant
• Accountability procedures

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Primary Partners
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Contact TACSEI
Mailing Address University of South Florida
Louis de la Parte Florida Mental Health
Institute Department of Child Family
Studies 13301 N. Bruce. B. Downs Blvd,
MHC2-1134 Tampa, FL 33612-3807 Phone (813)
974-9803
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The Center on Social and Emotional Foundations
for Early Learning (CSEFEL)

• www.vanderbilt.edu/csefel

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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.

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CSEFEL

• Analyze and synthesize the research on the
  social
• emotional development of low-income children
  and
• translate the findings into materials that are
  practical
• and accessible.
• Engage in intensive T/TA to selected states,
  territories
• and/or tribal partners to foster professional
  development
• that sustains the use of effective practices
  at the local
• level.
• Disseminate evidence-based practices and
  materials via
• an interactive website.

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Pyramid Model
Tertiary Intervention
Secondary Prevention
Universal Promotion
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Primary Partners

• National Network thru Primary Partner
  Associations
• NAEYC
• NACCRRA
• DEC
• NASMHPD
• NABE
• NHSA

Jan. 25, 2007
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Training and Teaching Materials

• Research Syntheses
• What Works Briefs
• What Works Briefs Training Kits
• Training Modules (birth 2) (2-5)
• Decision-making Guidelines
• Tools for Families
• Videos
• Book Nooks

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Preschool Training Materials

• Module 1 Promoting Childrens Success Building
  Relationship and Creating Supportive Environment
• Module 2 Social Emotional Teaching Strategies
• Module 3a/b Individualized Intensive
  Intervention
• Module 4 - Leadership Strategies

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Training Modules

• Suggested Agenda
• List of Materials Needed, including Video Clips
• Trainer Scripts
• Trainer PowerPoint Slides
• Participant Handouts

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Infant Toddler Training Modules

• Same conceptual framework Pyramid
• Similar format
• Presenter scripts
• PowerPoint slides
• Handouts
• Videoclips
• Many activities, reflections,
• inventories/self assessments
• for learning and planning

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State Partnership Model

• Convene an interagency, collaborative team to
  develop policies, procedures and other mechanisms
  to implement, evaluate and sustain the Pyramid
  Model
• Train trainers and coaches to build the capacity
  of the workforce and support local implementation
  of Model and practices with fidelity
• Identify at least 3 local programs to serve as
  demonstration sites to demonstrate the
  effectiveness of the Pyramid Model and practices
  and
• Evaluate outcomes.

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Why is this our Model?

• Literature and experience indicates these
  strategies are necessary for fidelity of
  implementation of EBP and sustainability

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Insufficient 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

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Insufficient 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

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Joyce and Showers, 2002
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Phases of State T/TA

• Phase I (Year 1) State Planning
• commit to engage with the Center in a
  collaborative effort
• identify a facilitator who will conduct meetings,
  coordinate the work, and a training coordinator
  (may be same person)
• establish a collaborative /team for state
  planning
• have at least monthly team meetings

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Phase I, Cont.

• Team has in place after one year
• a goal/vision,
• a written action plan,
• strategies to implement and evaluate the plan
• the leadership and structure to support intensive
  training and support for
• Trainers, coaches, demonstration sites
• At end of first year have in place
• progress monitoring and evaluation plan
• sustainability plan (resources, staffing, etc)
• mentoring plan (other states)

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• Phase 2 (Year two/three) Sustainability
• engage in quarterly individualized checkup to
  monitor sustainability of the PD system and
  problem solve
• Implement, sustain and evaluate all components
  planning team meetings, action plans, policies,
  agreements, resources, etc. training and
  coaching, demonstration sites, outcomes
• participate in distance TA involving all
  partnership states in the following
  sustainability initiatives

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Evaluation/Data Collection

• Systems planning
• Team meeting evaluations
• Action Plans objectives met, policies,
  procedures, resources allocated, etc.
• Survey of team members
• Training and coaching implementation
• Quarterly training cadre report (optional)
• Coaching log
• Teaching Pyramid Observation Tool (TPOT) Infant
  TPITOS
• Program and child outcomes
• Demographics
• Behavior Incidents (optional)
• Social Skills Improvement System (SSIS) or
• Ages and Stages Questionnaire Social-Emotional
• (ASQSE)

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Lessons 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
• Our state partnership Model works!

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Lessons Learned So Far

• It takes time, time, time, time
• Time for training
• Time for providers to be coached to fidelity
• Time for coaches to coach to fidelity
• Time for helping families to implement the
  practices to fidelity
• Time for system/program planning
• Time for data collection and analysis

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Progress to Date

• Current Eight CSEFEL States CO, MD, IA, VT, NE,
  TN, HI, NC
• New CSEFEL States CA, MA, WI
• 2 TACSEI States will be selected
• Fall 09

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Progress to Date

• All 8 CSEFEL States
• Interagency State Teams to plan, implement, and
  sustain the state-wide use of the Pyramid Model
• Developed shared Vision
• Developed and implemented interagency action
  plans
• Held monthly meetings
• Developed evaluation, data systems
• Trained Pyramid Trainers (thousands of trainers)
• Selected and trained Coaches (over 100)
• Selected Demonstration sites (appx. 50)
• Have OWNERSHIP!

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Progress to Date

• The earliest states have moved toward
• sustainability through policies, funding,
  embedding the Pyramid work within on-going state
  initiatives, establishing a home for the
  sustained effort

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Ripple Effects

• Pyramid College courses created
• Pyramid content embedded in other college courses
• Agencies providing stipends to attend courses
• Program teams attending courses together
• Part C adopting the Pyramid Model for training
  providers
• Higher education faculty trained to deliver
  Pyramid content to fidelity
• Developing Pyramid trainer certification process
• Plans to require Pyramid training and/or course
  work for child care administrators
• Pyramid approach adopted as PBS for preschool
  programs in PBS schools
• MH consultants required to take Pyramid training
• Agencies jointly funding a Pyramid Model Center
  
• to sustain the effort across systems (Ed, MH,
  CC, HS, etc.)

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7th Annual National Training Institute on
Effective Practices

• Addressing Challenging Behavior-Supporting Young
  Children's Social/Emotional Development
• March 17-20, 2010 at theSheraton Sand Key Resort
  in Clearwater Beach, Florida
• www.addressingchallengingbehavior.org for
  registration and information