Project SEED - Day 1 - Part I

Leadership Strategies for
Supporting Infant and Toddler
Social Emotional Development
and Addressing Challenging
Behavior
Module 4
November 28-29, 2016

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Tool Bar - Pointers
Which of these personality traits
describes you?
EXAMPLE

Polling
A. Food
B. Music
C. Television
D. Book
E. A companion
On a deserted island, you would most like to have…

Raise Hand
Located on the left side of the
screen under your name.

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 Consultant
MH Coordinator of Head Start/EHS
Northern 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 Objectives
Participants 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/Vision
2. Collaborative Leadership
3. Professional Development
BREAK
• Three Levels of Change: Child, Program, Community

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 school
10% for high school
(Breslau et. Al., 2008. Mental Disorders and Subsequent Educational Attainment in a US National
Sample)
19

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.org
Kataoka 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
and supports that have many
studies documenting their
.
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_do
cs/research_synthesis.pdf
CSEFEL “What Works Briefs”
http://csefel.vanderbilt.edu/resources/what_works.html
Child Care & Early Education Research Connections
http://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

Inventory of Practices for
Promoting 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
difference
Parents and teachers can implement
the practices in natural settings
Good news!

The Challenge
How 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 Administration
and 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:
Evidence
Based Direct
Services
Staff Development & Support
Evidence Based “Indirect Supports”

Evidence
Based
Direct
Services

Exemplary Leadership
Leaders 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 Trained
Leaders 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
• 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.

Activity
DEC 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
a. Yes
b. Emerging
c. No

• …attention to: timely job-embedded
professional development, funding, program
evaluation, accountability, governance,
program accreditation, curriculum and
naturalistic instruction/supports.
a. Yes
b. Emerging
c. 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.
a. Yes
b. Emerging
c. No

• Leadership is committed and willing to change
organizational structures (staffing, schedules,
teaming) to be responsive to individual needs
a. Yes
b. Emerging
c. No

2. Collaborative
Leadership, Planning
and Decision Making

Collaborative Planning Steps
In Handout 4.12
1. Commit and lead
2. Decision making with
stakeholders to maximize
commitment and input:
create a leadership team.

(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.

(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 Stepsto 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 Transfer
of Learning?
Applied at
Work
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
Observation
Teaching
Performance
Planning
Conference
Debriefing
Conference
Reflection
Time

Four Critical Levels of Evaluation
Reaction
– 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 Applying
New 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 Activity
Participant 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
Individualized
Interventions
Children 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 Profess. Dev.

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_compo
nents.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 phone
Otherwise, please read slides 82-94
http://challengingbehavior.fmhi.usf.edu/do/pyrami
d_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

• Embed Pyramid throughout the program
• Staff/interviewees learn expectations
• Initial training provided

• 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

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 with
Delays & 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 Virginia
www.ecmhva.org
and across the US
www.pyramidmodel.org
Trainers and coaches!

Take-Home Activity
• Write one idea for using Collaborative Action
Planning:
1. For a child-level issue
2. For a program-wide planning, and
3. 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 CHANGE
YOU WISH TO SEE
Mahatma Gandhi

Project SEED - Day 1 - Part I

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Project SEED - Day 1 - Part I