project seed - day 1 - part i

Leadership Strategies for Supporting Infant and Toddler Social Emotional Development and Addressing Challenging

Behavior

Module 4November 28-29, 2016

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Leadership Strategies for Supporting Infant and Toddler Social Emotional Development and Addressing Challenging

Behavior

Module 4November 28-29, 2016

WELCOME!

Please have with you “Participant Workbook” (H 4.2) “Inventory of Practices” (H 4.8)

“Administrator’s Essentials” (H 4.10) From Google drive SENT TO

PARTICIPANTS DURING REGISTRATION

Funding is provided with support from the Virginia Department of Social Services (VDSS) Grant # 93.575,

with funds made available to Virginia from the U.S. Department of Health and Human Services. Points of

view or opinions contained within this document are those of the author and do not necessarily represent the official

position or policies of VDSS or the U.S. Department of Health and Human Services.

INTRODUCTIONS

Presenter: Diana Bermudez, Ph.D., LPC

Mental Health ConsultantMH Coordinator of Head Start/EHSNorthern Virginia Family Service

Introductory Activity

Please briefly share: name and agency/company

Use your pointer tool to select your role

Center Directors

Family Daycare Owners

Other

Learner ObjectivesParticipants 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.

Agenda • Introduction to Topic• Evidence Based Practices

BREAK• The Pyramid Approach• Role of Program Leadership• 3 Evidence Based Leadership Strategies

1. Leadership/Vision2. Collaborative Leadership3. Professional Development

BREAK• Three Levels of Change: Child, Program, Community

Session 1

Session 2

Some Sobering Facts

15

13%-20% of American children (ages 3-17)* have a mental disorder in a given year

Estimated annual cost: $247 billion

(CDC, 2013 Mental Health Surveillance Among Children, US, 2005-2011)

*Prevalence for 2-5 year-old children is estimated to be similar(Egger and Angold (2006). Common emotional and behavioral disorders in preschool children: Presentation, nosology and epidemiology)

16

Childhood mental disorders might result in serious difficulties at home, with peer relationships, school, substance use, criminal behavior, and other risk-taking behaviors.

(CDC, 2013. Mental Health Surveillance Among Children, US, 2005-2011)

17

70% of juvenile delinquents have had a mental disorder since childhood

Shufelt, J. & Cocozza, J. (2006). Youth with mental health disorders in the juvenile justice system: Results from a multi-state prevalence survey

18

Students do not finish school due to mental disorders at rates of:

3.9% for elementary school10% for high school

(Breslau et. Al., 2008. Mental Disorders and Subsequent Educational Attainment in a US National Sample) 19

20

21

10-15% of children from birth to age 5 experience social-emotional difficulties that interfere with functioning and school readiness.

Brauner and Stephens, 2006. Estimating the prevalence of early childhood serious emotional/behavioral disorder: Challenges and recommendations.

Infants and toddlers who have behavior difficulties and poor attachment tend to have maladjustment and negative developmental

outcomes later on(Frey et al., 2015, Expanding the Range of the First Step to Success intervention. Poulou, 2015, Emotional and behavioral difficulties in preschool)

22

Of the young children who have a mental disorder, only 20% receive services for these difficulties

(Voices for Virginia’s Children, 2016, www.vakids.orgKataoka et. al. 2002, Unmet Need for Mental Health Care Among US Children ) 23

Preschool children are 3 times more likely to be “expelled” than children in

grades K-12,with higher rates for males, racial

minorities and children with disabilities (Gilliam, 2006. Pre-kindergarteners left behind: Expulsion rates

in state pre-kindergarten programs.

24

Infants and toddlers are

dismissed from day care centers at

similar rates(North Dakota State Data Center, 2008. Licensed child care dismissal study)

There are evidence based practices that are effective

in changing this developmental

trajectory…the problem is not what to do, but where and how we can support

children and help families access services

25

Evidence Based Practice:A Definition

Evidence based practice refers to the use of interventions and supports that have many research studies documenting their effectiveness.

Using evidence based practices promotes positive outcomes for children and families.

Available at http://www.evidencebasedpractices.org/centerscope  

Levels of of confidence that the practice will yield an outcome– Peer-reviewed published research articles (high)– Published summary of research– Multi-authored position papers– Government reports– Consensus/values– Opinion, etc. (low)

Effective Practices can Involve:• Changing adult behavior and expectations• Promoting overall high program quality• Teaching parents effective techniques• Using interventions which include:

– Classroom strategies – Individualizing approaches– Positive programming, e.g., Positive Behavior Support

(PBS)– Team-based and multidisciplinary approaches– Data-based decision making

What Positive Social Emotional Outcomes Can Be Expected from

Evidence Based Practices?

Example of Social Emotional Outcomes Expected from Evidence Based Practices

• Decrease in: – Withdrawal, aggression, noncompliance, 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, self-correction, and improved social emotional health

– Academic success

Evidence Based Practices Resources

TACSEI • “Recommended Practices” http://challengingbehavior.fmhi.usf.edu/do/resources/handouts.htm• “Research Syntheses on Effective Intervention Procedures”http://challengingbehavior.fmhi.usf.edu/explore/publications_docs/research_synthesis.pdf

CSEFEL “What Works Briefs”http://csefel.vanderbilt.edu/resources/what_works.html

Child Care & Early Education Research Connectionshttp://www.researchconnections.org/childcare/welcome

Using Effective Practices sounds like a no-brainer, right?

But it is challenging in daily work!

Categories are based on focus groups with T/TA providers, state policy makers, program personnel, and families

Most significant CHALLENGE?Based on your reflection from PARTICIPANT WORKBOOK(H 4.2). P. 3-4

Skill & knowledge

Believes & attitudes

Lack of collaboration

An Evidence Based Framework:The Pyramid Approach

Children with challenges

1-10%

Children at-risk

10-15%

All children

Role of Program Leadership

Inventory of Practices forPromoting Social Competence

H 4.8• Best used for self-reflection and discussion about

staff skills

• Allows for development of an Action Plan that:– Targets skills for training– Identifies strategies to support the team in

implementing the new practices– Identifies resources and supports needed

to complete the activities or strategies

Quick Practice• Select a set of practices from the

Inventory’s action plan to reflect on.

• What can you do, as a leader, with direct care providers and families that would promote this set of practices?

• Write these under “Supports and Resources” (right hand column,

page 15, Handout 4.8)

What Are Challenging Behaviors Needing Intensive Individualized

Intervention?Any repeated pattern that interferes 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

Examples of Challenging Behaviors• Attachment difficulties• Sleeping/eating difficulties• Excessive crying• Difficulty in soothing• Physical and verbal aggression• Not following/Defiance• Self-Injury• Screaming • Stereotypic behavior• Lack of interaction

Center for Evidence-Based Practices: Young Children with Challenging Behavior, www.challengingbehavior.org

We have evidence based practices• Earlier is better• Support for parents matters• High-quality environments are

key• A comprehensive approach is

needed• Behavior consultation makes a

differenceParents and teachers can implement the practices in natural settings

Good news!

The ChallengeHow do we ensure that effective practices are accessible to all children and families?

How do we build systems within programs and communities that support teachers and families to implement the practices?

High preschool expulsion rates are due to programs not having adequate policies and workforce.

Only 20% of teachers receive training for promoting social-emotional development.

(DHHS & Department of Education (2014). Policy statement on expulsion and suspension in early childhood settings.

Link between Program Administrationand Child & Family Outcomes

Link between Program Administration and Child & Family Outcomes (Cont.)

There is growing evidence that the Pyramid Model is an effective approach to professional development likely to yield positive child outcomes and reduce

rates of expulsion for challenging behavior.

Hallet et al. (2016). The Pyramid Plus Center: Scaling up and sustaining evidence-based practices for young children with

challenging behavior

Evidence Based “Direct Services” Require: Shared Vision/Collaborative Leadership

Adm

. Pol

icies

/Res

ourc

es

Evidence Based Direct

Services

Staff Development & Support

Evidence Based “Indirect Supports”

Shared Vision/Collaborative Leadership

Adm

. Pol

icies

/Res

ourc

es

Evidence Based Direct

Services

Staff Development & Support

Exemplary LeadershipLeaders develop and implement an evidence-based professional development approach that provides practitioners the supports to ensure they have the knowledge and skills needed

Division of Early Childhood (2014) DEC Recommended Practices in Early Intervention/Early Childhood Special Education.

Leaders Must Be Well TrainedLeaders who supervise or mentor other staff members have specialized college-level course work or professional development training in adult supervision, mentoring, and leadership development NAEYC accreditation standards and performance criterion (2004), www.naeyc.org.

3 Evidence Based Leadership Strategies

1. Leadership & Vision

2. Collaborative Leadership

3. Supporting Prof. Dev.

Your Vision

Children

Community

Program

1. Leadership & Vision • Leaders model developmentally and culturally

appropriate expectations for children’s behavior.• Leaders help staff reflect on the relationship of their

behavior and children’s behavior.• Leaders set a vision that expectations and practices

are evidence based.• Leaders view all stakeholders (program personnel,

families, community) as partners.

DEC Recommended Practices: Creating Policies and Procedures that Support

Recommended Practices in Early Childhood\

1. Ensure that leaders and staff have

knowledge, training, and credentials.2. Ensure that families are partners.3. Promote the use of standards. 4. Promote interagency and interdisciplinary

collaboration.5. Plan for program evaluation and systems

changes.

ActivityDEC Administrator Essentials Checklist

Handout 4.10

Read and reflect on the 4 items on page 8 only

Respond to the polls

• Leadership capacity, risk taking, and shared decision-making among professionals and families at all levels of the organization are cultivated.

Administrator Essentials Checklist 1

a. Yesb. Emergingc. No

• …attention to: timely job-embedded professional development, funding, program evaluation, accountability, governance, program accreditation, curriculum and naturalistic instruction/supports.

Administrator Essentials Checklist 2

a. Yesb. Emergingc. No

• …strong relationships and collaboration within and across systems: between consumer and system, across systems that deal with children and families, among components within a system, and among professionals from diverse disciplines.

Administrator Essentials Checklist 3

a. Yesb. Emergingc. No

• Leadership is committed and willing to change organizational structures (staffing, schedules,

teaming) to be responsive to individual needs

Administrator Essentials Checklist 4

a. Yesb. Emergingc. No

2. Collaborative Leadership, Planning and Decision Making

Collaborative Planning StepsIn Handout 4.12

1. Commit and lead

2. Decision making with stakeholders to maximize commitment and input: create a leadership team.

Collaborative Planning Steps (Cont.)

3. Build vision with the Leadership Team

4. Identify challenges to the vision with the Team

5. Action Plan with the Team: set goals and address challenges.

Collaborative Planning Steps (Cont.)

6. Cultivate leadership and risk taking.

7. Rekindle commitment through incentives, recognition, T/TA, fiscal, etc.

8. Continuously evaluate process and outcomes.

Action Planning:Identify Challenges

• Brainstorm the Statement: “We’d like to use evidence based practices to promote social emotional development and address challenging behavior, but…

• List the challenges that emerge from brainstorming, in Action Plan Form.

• If a challenge is believed to be a written policy or procedure…GET A COPY! Don’t believe it‘til you see it!

Action Planning:Identify Strategies ( )

• 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 and Transfer to Action Plan Form.

ACTION PLANNING FORM Team Members Challenge to be addressed:_______________________________________________________________________

Objective/ Strategy

Action Steps to be Taken

Date to be completed &

Persons Responsible

Resources & Supports Needed

Date Accomplished Impact

Date: _________________________ Status: _______________________________________________________________________ Date: _________________________ Status: _______________________________________________________________________ Date: _________________________ Status: _______________________________________________________________________ Date: _________________________ Status: _______________________________________________________________________ Date: _________________________ Status: _______________________________________________________________________ Date: _________________________ Status: _______________________________________________________________________

Sample

Methods: • Direct in-service training• Use of professional materials – (e.g.,

readings, webinars)• Coaching/mentoring• Supervision• Evaluation and recognition

3. Supporting Professional Development

What Is Transferof Learning?

Applied atWork

Transfer of Learning

Effective and continuing application of knowledge, skills, and behaviors gained through instructional experiences by staff to their job over a period of time

Instructional Experiences

However, research says:

“While American industries annually spend up to $100 billion on training and development, not more than 10% of these expenditures actually result in transfer to the job.”

Transfer of Training: A Review and Directions for Future Research in Personnel Psychology, 1988, 31, pg. 63

Transfer of Learning Strategies

A. Match professional development to needs.B. Communicate importance and expectations.C. Help staff prepare for training/instruction.D. Support application of new knowledge/skills.E. Recognize staff for applying new

knowledge/skills.

Kentucky Training into Practice Project, Director’s Seminar, 2003

A. Match Professional Development to Need

• What are the needs?• Conduct staff needs assessment.• Respond to needs assessment and pre-instruction

activities (director/trainee).• Help instructor design “real-life work-related” exercises,

examples, etc.• Determine post activity outcomes to be measured.

How can the Inventory of Practices be used to identify need?

A. Match Professional Development to Need (Cont.)

Ensure a link between practices/methods being promoted and supportive evidence.

Determine the link between program philosophy and practice being promoted.

Select instruction based on gaps in knowledge base and competency levels.

Offer staff choices of relevant instruction Support peer-to-peer learning (i.e., professional

development partners).

B. Communicate

• Expectations related to the application of new knowledge/skills during and through:

Interviews Job descriptions New/old staff orientation Professional development plans

• Build transfer of learning into performance standards.

C. Help Staff Prepare for Learning Experiences

• Conduct a pre-training/instruction meeting to…

• Encourage staff to: Set professional development goals. Explore content beforehand (is it based on

evidence of effectiveness?). Complete pre-training/instruction activities. Identify current situation related to instruction

that needs a solution. Identify a follow-up activity.

Individual Growth Plan

Resources Needed

EvaluationActivities

GOALAREA

D. Support Application of New Knowledge/Skills

• Conduct post-instructional meetings.• Help staff develop an individual action plan

and monitor/supervise progress.• Modify the work environment to support

application.• Provide opportunities to practice new skills.

E. Support Application of New Knowledge/Skills (Cont.)

• Provide resources and supervision needed for application.

• Schedule briefings for co-workers.

• Provide coach/mentor and/or establish peer/coaching program.

The Coaching Process

ObservationTeaching

Performance

Planning Conference

Debriefing Conference

Reflection Time

Four Critical Levels of EvaluationReaction

– What was the general reaction to the professional development activity?

Learning– What did the staff member learn as a result of the event?

Behavior Change– Did the activity result in a change in behavior within the

classroom or program?Results

– Did the activity result in positive outcomes for:• the program?• the children?• the families?

Gusky, T. R. (2002) Does it make a difference? Evaluating professional development. Educational Review, vol.. 59, no. 6, pp. 45-51, March; Kirkpatrick, D. (2000). Techniques for evaluation training programs. In John A. Woods and James W. Cortada (Eds.). The 2000 ASTD training and performance yearbook, pp. 3-10, New York: McGraw-Hill.

E. Recognize Staff for ApplyingNew Knowledge/Skills

Acknowledge and recognize success:• Hats-off bulletin board• Special certificates• “Pats on the back” notes

Create incentives:• Promotions• Pay increases• Rewards

How Can You Reward Employees?

• Informal rewards– Communication– Public recognitions– Activities/celebrations– Cash/gift certificates– Recognition items/Trophies/Plaques– Time-off

Nelson, Bob (1994). 1001 Ways to Reward Employees. NY: Workman Publishing Co.

How Can You Reward Employees?• More formal awards for specific

achievements and activities– Outstanding employee/team awards– Quality awards

Other rewards?

Nelson, Bob (1994). 1001 Ways to Reward Employees. NY: Workman Publishing Co.

Challenge ActivityParticipant Workbook

(H 4.2, p. 3-4)• Recall the most significant challenge you

identified

• Find strategies for solving the challenge (examples in p. 5)

• Draft an action plan (p. 8 of workbook).

Three Levels of Promoting Social

Emotional Development and

Addressing Challenging

Behavior

Children

Program

Community

Teaching Pyramid

Designing Supportive Environments

Building Positive Relationships

Social Emotional Teaching Strategies

Intensive Individualize

d Intervention

sChildren at-

risk

Children with persistent challenges

High quality Early Education

Social Skills Curricula

Positive Behavior Support

All children

Child Level• Create team of

administrators, families, direct services, staff members, and consultants.

• Commit to evidence based promotion, prevention, and intervention practices as needed.

Program- or Center-wide Level

Leadership Team

Staff Buy-In (80%+)Family involvement

Program-wide expectationsClas

sroom

imple

mentat

ion

Profess. Dev.

PBSData-based decisions

Program- or Center-wide Level (Cont.)

PBS Benchmarks of Quality(Additional Handout)

A self-assessment checklist of the components of program-wide adoption of the Pyramid Model,

to be completed by the Leadership Team

http://challengingbehavior.fmhi.usf.edu/do/program_wide/program_wide_components.htm

Example: SEK-CAP Head Start• Rural program in southeast Kansas• Covers over 7,000 square miles in 12 counties• Serves 768 children and families• Employs 174 staff in the Early Childhood

Services • 14 centers, 17 classrooms, 25 home visitors,

and19 child care partners

Why They Chose Program-wide Adoption

Even with training in behavior management techniques, Head Start staff reported:

• leaving work in tears• inability to deal with all children• high levels of stress and burnout• looking to outside “experts” to solve problems in

the classroom

Example: SEK-CAP Head Start

Please watch the video “How the Pyramid Model Helped Kansas Early Childhood Teachers…”

In your computer browser or smart phoneOtherwise, please read slides 82-94

http://challengingbehavior.fmhi.usf.edu/do/pyramid_model/pyramid_model_story_project.html

Administrative Support for Program-Wide Adoption

Shared Decision making,

Collaboration

Data-based, Intentional Planning

Leadership

Commitment

Shared Decision making,

Collaboration

Resource Deployment

Staff Development

Data-based, Intentional Planning

Leadership/Commitment

• Leader as resource & support to staff• Leader as listener and data collector• Shared decision making• I.D. consultant re: evidence based

practices• Develop collaborative plan• Deployed resources/$ as dictated by plan

Resource Deployment/Budget• Resources re-focused to support promotion and

prevention, e.g., MH consultants assisted with promotion & prevention not just intervention

• Resources for staff development & support; transfer of knowledge activities; and continuing education

• Resources were targeted for data collection, management, consultants for ongoing analysis and evaluation

Resource Deployment/Budget• Resources were used for consultants to i.d.

evidence based practices, training, facilitation

• Resources and time were allocated for acknowledging staff work

• Resources for staff well-being, benefits• Resources were allocated for teaming• Satisfied, trained staff = less turnover, better

outcomes

Staff Development & Support

• Embed Pyramid throughout the program

• Staff/interviewees learn expectations

• Initial training provided

Staff Development & Support

• Following initial training, each center worked as a team to identify needs

• Met with supervisory staff person to

develop an Implementation Plan

• Program, staff, and site professional development plans

Staff Development & Support

Attend to transfer of knowledge by:• Mentoring: staff and sites can mentor based

on assessed strengths• Acknowledging work• Employing “substitutes”• Continuing education support

Planning & Accountability

Ongoing evaluation and Data-based planning meetings. Data collected through:

• Classroom Observations

• Staff Interviews & Satisfaction Surveys

• Referral Data

• Staff self-assessments and development plans

Planning & Accountability

• Build a data management system

• Child and family outcome data

• All data used by Team for short and long range

planning and evaluation• Consultant hired to analyze data and develop

reports

Collaboration• Collaboration! Takes time, effort, and patience.• With families: Partner from beginning. What are their

objectives? What does the child like? Policy Council approved initiative.

• With staff: Core and staff teams collaborate in planning and decision making; home-visitor program is transdisciplinary.

• With community: Share training opportunities; collaborate with higher education (courses, field placements); ensure child care and other community programs at table when planning for a child.

• Challenges: Philosophies, beliefs, turf, and finances.

Outcomes

• Staff view themselves as having the skills to better support children in classrooms.

• Staff look to each other as sources of additional information and support.

• Staff can demonstrate the fundamental elements in their classrooms.

Outcomes• A culture of support is created throughout the

program.

• Staff become intentional and purposeful in interactions with children in order to build on their strengths.

• Staff turn over is reduced; staff satisfaction is increased.

Outcomes• Staff ask for fewer suggestions from mental health

professionals.

• The number of children receiving individual counseling from psychologists decreased.

• The number of children identified as having challenging behavior and referred for mental health services decreased.

• Program spends less time and resources on intervention level and more on prevention level of the Pyramid.

Community or System-wide Level

“System of VCare”

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.

Community or System-wide (cont.)• Systems must provide range or continuum of

services: promotion to prevention to intervention.

•Systems should be family-centered and include both child-focused services and family supports.

• Personnel need resources and working conditions to provide evidence based services (all that we have learned)

Smith, B. & Fox, L., Synthesis of Evidence Related to Systems of Services, Center for Evidence-Based Practice: Young Children with Challenging Behavior, www.challengingbehavior.org

Community/System Pyramid

Children withDelays & Persistent

Challenges(Evaluation,

Family-Centered MH Intervention Focused on Targeted Outcomes)

Children At-Risk(Early intervention, Parenting Support,

Home Visiting, 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, High Quality Early Care, parks and recreation, public

libraries.)

Our sources of support in Virginiawww.ecmhva.org

and across the USwww.pyramidmodel.org

Trainers and coaches!

Take-Home Activity• Write one idea for using Collaborative Action

Planning: 1. For a child-level issue2. For a program-wide planning, and3. For a systems/community-level issue

• Write: who should be on the team, how you might start, and a few objectives and activities.

BE THE CHANGEYOU WISH TO SEE

Mahatma Gandhi