Promoting Young Children

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Promoting Young Childrens Social Emotional
Development and Addressing Challenging Behavior

• Lise Fox
• Mary Louise Hemmeter

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Promoting Childrens Social and Emotional
Development and Addressing Challenging Behavior
1-10 Children with Persistent
Challenges Focused Interventions 5-15 Children
at-Risk Intervention and Support All
Children Universal Interventions
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A Continuum of Community Services
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.)
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Promoting Social and Emotional Competence within
Early Education and Care Environments
Intensive Individualized Interventions
Children with delays and/or persistent challenges
Social and Emotional Learning Strategies
Children At-Risk
Preventive Practices
Building Positive Relationships with Children and
Families
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Positive Behavior Support

• A values-based, empirically-valid approach for
  resolving problem behaviors and helping people
  lead enhanced lifestyles

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Research on PBS

• Effective for all ages of individuals with
  disabilities 2-50 years.
• Effective for diverse groups of individuals with
  challenges mental retardation, oppositional
  defiant disorder, autism, emotional behavioral
  disorders, children at-risk.
• The only comprehensive approach to address
  problem behavior within a variety of natural
  settings.

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Program Perspectives

• Individualized
• Natural environments
• Family systems
• Cultural competence
• Ecological
• Strength-based
• Focused on instruction
• Comprehensive

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Process of Positive Behavior Support

• Step 1 Convene a team and identify goals of
  intervention
• Step 2 Gathering information (functional
  assessment)
• Step 3 Developing hypotheses
• Step 4 Designing behavior support plans
• Step 5 Implementing, monitoring, and
  evaluating outcomes

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Intervention Components- Home-visiting Programs

• Screening to determine potential eligibility
• Family/Child Care visit to determine severity of
  behavior within natural environment and daily
  routines
• Development of team or circle of support
• Person-centered planning with family system and
  circle of support
• Functional assessment within home, child care,
  and community environments

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Intervention (continued)

• Family-centered, comprehensive behavior support
  plan development
• Modeling and coaching in natural environments
• Family support and education
• Assistance with linkages to other essential
  supports
• Ongoing evaluation and monitoring

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Implementation in Community Based Programs

• Community Wide
• Build collaborative relationships among community
  agencies (e.g., Part C, mental health agencies,
  early care and education programs)
• Build capacity of community t/ta providers to
  support implementation in local programs
• Within programs
• Build a foundation that focuses on promotion and
  prevention
• Avoid blame - work collaboratively with all team
  members to develop a proactive, supportive plan

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Implementation in Community Based Programs

• Positive outcomes for children and families
  depend on
• Buy-in from team members
• Individualized, comprehensive assessment
• Consistent implementation of all aspects of the
  plan
• Training and supports to the adults who are
  implementing the plan

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Project Resources

• Research Syntheses
• Pathways to Service Utilization
• Systems of Service Delivery
• Effective Intervention Procedures
• Training Materials
• What works briefs
• Training modules
• Ongoing work with 2 and 4 year
• colleges and universities