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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