Promoting Social-Emotional DevelopmentLauren Jackson, OTS

Objectives• Domains of Early Interventions• Define Social-Emotional

Development in Early Intervention• Explain Effective Interventions for

Promoting Social-Emotional Development – Occupational Performance Coaching– The Getting Ready Intervention

• Discuss Fieldwork Experiences• Implications for OT

5 Domains of Early Intervention Services

• Birth - Age 3– Physical Skills– Cognitive Skills– Communication Skills– Social/Emotional Skills – Self Help Skills

Social-Emotional Development

• What are social-emotional skills?

• Why are these skills important?

Social-Emotional Milestones

• Birth to 3 months– Infants spend a lot of time getting to

know their own bodies.

• 3 months to 6 months– Infants are interested in other people and

learn to recognize primary caregivers.– Babies are more likely to initiate social

interaction

• 6 months to 9 months– Babies show a wider emotional range

and stronger preferences for familiar people

Milestones, Cont.• 9 to 12 months

– Imitation and self-regulation gain importance.

• 1 to 2 years– Become more aware of themselves

and their ability to make things happen.– Express a wider range of emotions.

• 2 to 3 years– Begin to experience themselves as

more powerful, creative "doers." They explore everything, show a stronger sense of self and expand their range of self-help skills.

Young Children In EI• Environmental constraints• Developmental delay

– Social Skills– Social Participation

Occupational Performance

Coaching• What is OPC?– Client-centered

• Parents design goal for child

– Coaching • Therapist guides caregivers to look at their

child’s goals in detail and identifies changes to the performance context that improves goal achievement.

• Observing, questioning, modeling • In the natural setting

– Promoting Parental Competence

The Getting Ready Intervention

• Strengths-based approach helping young children prepare for preschool

• Triadic Strategies• Collaborative Consultation Models

– Parent-Child Relationship– Parent-Professional Relationship

• http://www.youtube.com/watch?v=1fjH4CGIscg

Occupation and Family Centered

Approach • Promotes social participation in play and preschool readiness

• Parent-child interaction– Including parent in therapy

• Recording OT sessions • Teaching parents/caregivers specific

interventions

THANK YOU

Questions?

REFERENCESGraham, F., Rodger, S., & Ziviani, J. (2013). Effectiveness of occupational

performance coaching in improving children’s and mothers’ performance and mothers’ self-competence. American Journal of Occupational Therapy, 67, 10-18. doi:10.5014/ajot.2013.004648

Knoche, L. L., Sheridan, S. M., Clarke, B. L., Edwards, C. P., Marvin, C. A., Cline, K. D., & Kupzyk, K. A. (2012). Getting ready: Results of a randomized trial of a relationship-focused intervention on the

parent-infant relationship in rural early head start. Infant Mental Health Journal, 33(5), 439-458. doi: 10.1002/imhj.21320

Case-Smith, J. (2013). Systematic review of interventions to promote social-emotional development in young children with or at risk for

disability. American Journal of Occupational Therapy, 67, 395-404. http://dx.doi.org/10.5014/ajot.2013.004713

Case-Smith, J., & O'Brien, J. C. (2009). Occupational therapy for children. (6th ed.). St. Louis: Elsevier Health Sciences.