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Evidence-Based Family-School Partnerships for Early Childhood

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Title: Evidence-Based Family-School Partnerships for Early Childhood


1
Evidence-Based Family-School Partnerships for
Early Childhood
The Future of School Psychology Task Force on
Family-School Partnerships Jon Lasser and
Kathryn Woods
2
Efforts to provide early childhood programs,
collaborations, and resources to children,
families, and schools are a critical component of
a proactive, prevention oriented, comprehensive
plan for positive child outcomesSee FSP
Handout 1 for More Information
Overview
3
Rationale for a Multi-Tiered Approach to
Family-School Partnerships
  • Family-school partnerships provide a context for
    families and educators to collaboratively
    identify and prioritize concerns across a
    continuum of opportunities and intensities
  • Prevention and intervention efforts and supports
    are delivered toward a universal and targeted
    audience
  • A multi-tiered approach enables families and
    educators to provide services based on a
    students responsiveness to previous preventions,
    interventions, and supports
  • See FSP Handout 2 for More Information

4
Explanation for a Multi-Tiered Approach to
Family-School Partnerships
  • Provides various levels of family-school supports
    based on a students identified need and
    responsiveness to previous efforts
  • Universal Family-school collaboration provided
    to support all students and families (e.g., 4 As,
    Parent-School Collaboration, Parent Involvement,
    Parent Education).
  • Targeted Family-school collaboration provided
    to support identified students and families
    unresponsive to previous universal efforts (e.g.,
    Parent Education and Intervention, Parent
    Consultation).
  • Intensive Family-school collaboration provided
    to students and families unresponsive to previous
    targeted efforts (e.g., Parent Consultation
    conjoint behavioral consultation and Parent
    Intervention).

5
The Multi-Tiered Approach to Family-School
Partnerships
Tier 3 Intensive, Individual Interventions Indivi
dualized supports for families and students
unresponsive to the first two tiers (e.g., Parent
Consultation conjoint behavioral consultation
and Family Intervention)
Tier 3 1-7
Tier 2 Targeted Group Interventions Specific
preventions and remedial interventions for
targeted groups of families and students
identified as at risk and unresponsive to the
first tier (e.g., Parent Training and
Intervention, Parent Consultation)
Tier 2 5-15
Tier 1 Universal Interventions Engaging all
families as collaborative partners (e.g., 4 As,
Family-School Collaboration, Parent Involvement,
Parent Education)
Tier 1 80-90
6
Evidence-Based Interventions in this Module
  • Dialogic Reading
  • Parents and teachers learn how to build emergent
    literacy and language skills by encouraging young
    children to become active participants through
    interactive and shared picture book reading
    practices
  • Incredible Years
  • Parent and teacher training programs designed to
    promote social adjustment of preschool and
    elementary school children through positive
    discipline and involvement
  • Parent-Child Interaction Therapy
  • An intervention designed to restructure
    parent-child interaction patterns to facilitate a
    more positive relationship, often used to treat
    children with disruptive behavior disorders

7
Early Intervention
  • The goal of early intervention is to prevent or
    reduce the effects of academic, social,
    emotional, and behavioral difficulties for
    children who are at risk due to physical, mental,
    or environmental conditions (Bates, 2005)
  • These services may prevent developmental delays
    from worsening and ameliorate later disabilities
    that require special education services (Jacob
    Hartshorne, 2003)
  • Federal mandates such as IDEA outline the
    importance of early intervention and family
    involvement
  • Part B mandates services for children ages 3 to 5
  • Part C mandates services for infants and toddlers
    as well as family involvement in intervention
    programs

8
Importance of Working with Families
  • Parents have enormous influence over their
    childrens behavioral, emotional, and social
    development
  • At no time is this influence more important than
    during a childs preschool years
  • Many of the behavioral problems that young
    children exhibit are established through their
    earliest interactions with their parents
  • Even in cases where the childs problems may
    originate due to biological or developmental
    characteristics, many problem behaviors may
    worsen due to the interaction patterns between
    parents and children

9
Early Childhood Education
  • Early childhood learning experiences are more
    important for children today than ever before
  • Many children enter school unprepared to learn
    and many lack basic knowledge regarding letters,
    vocabulary, sentence structure and numbers
    crucial to school success
  • Parents and teachers must work together to
    optimize learning environments and prepare
    children for school success

10
Emergent Literacy Skills
  • Emergent literacy skills include the knowledge
    and attitudes that are presumed to be
    developmental precursors to conventional forms of
    reading and writing, as well as the environments
    that support these precursors
  • As children develop their emergent literacy
    skills, they will be better prepared to learn
    essential school skills related to reading and
    writing
  • Children will also be more likely to maintain
    these skills throughout their early learning
    years
  • (Whitehurst Lonigan, 1998)

11
Early Literacy Experiences
  • Childrens preschool experiences with books also
    plays an important role in academic performance
    in later years
  • Wells (1985) found that the frequency of
    listening to stories between 1 and 3 years of age
    was associated to teacher ratings of oral
    language skills at 5 years of age and reading
    comprehension at 7 years of age

12
Early Literacy Experiences cont.
  • Providing children with early literacy
    experiences is particularly important for
    children living in low income environments
  • These children may experience a limited amount of
    time exposed to books due to lack of availability
    and limited time available for parents to read
    with their children (Whitehurst et al., 1994)

13
Social Skills Development
  • Children develop appropriate social skills across
    home and school settings when parents and
    teachers model positive problem-solving and
    manage misbehavior effectively (Patterson, 1982
    Webster-Stratton, 2000)
  • Because children with conduct problems often
    experience academic failures, prevention and
    intervention efforts should target all facets of
    problem situations
  • Early intervention may prevent more serious,
    chronic difficulties

14
References
  • Bates, S.L. (2005). Evidence-based family-school
    interventions. School Psychology Quarterly, 20,
    352-370.
  • Jacob, S., Hartshorne, T. (2003). Ethics and
    law for school psychologists (4th ed.). New
    York John Wiley Sons, Inc.
  • Patterson, G.R. (1982). Coercive Family Process.
    Eugene, OR Castalia.
  • Webster-Stratton, C. (June, 2000). The
    Incredible Years Training Series. Juvenile
    Justice Bulletin. US Department of Justice.
  • Wells, G. (1985). Language development in the
    preschool years. Cambridge Cambridge University
    Press.
  • Whitehurst, G. J., Arnold, D. S., Epstein, J. N.,
    Angell, A. L., Smith, M., Fischel, J. E.
    (1994). A picture book reading intervention in
    daycare and home for children from low-income
    families. Developmental Psychology, 30, 679689.
  • Whitehurst, G. J. Lonigan, C. J. (1998). Child
    development and emergent literacy. Child
    Development, 69, 848-872.
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