11/9/18 1 Social-Emotional Development and Supporting Interventions in the Home Juliann Woods, Florida State University Patricia Snyder, University of Florida Donna Miller, Consultant Early Intervention Technical Assistance November 14, 2018 2018 EI Leadership Institute on Supporting Social-Emotional Development, Seven Springs PA, November 14, 2018 Together We Will… • Identify why positive social-emotional child outcomes are important for all children • Analyze key constructs related to social-emotional development and learning, particularly from birth to age 3 • Evaluate how select assessment instruments “operationalize” key social-emotional constructs from birth to age 3 and strengths and limitations of existing assessments for informing decisions about social-emotional supports • Evaluate an approach to early intervention home visiting (EPIC) designed to support caregivers to implement social-emotional practices with their children, which is aligned with the universal and targeted levels of the Py ramid Model • Describe caregiver practices that support early social-emotional development and learning • Discuss how early intervention leaders and providers can effectively support implementation of EPIC with a focus on coaching social-emotional practices Reflect on the Keynote Address… • What was familiar or comfortable? • What aspects were new or unique? • What new ideas did you take away? • Questions or parts you are unsure about?
Transcript
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Social-Emotional Development and Supporting
Interventions in the HomeJuliann Woods, Florida State University
Patric ia Snyder, University of FloridaDonna Miller, Consultant Early Intervention Technical Assistance
November 14, 2018
2018 EI Leadership Institute on Supporting Social-Emotional Development, Seven Springs PA, November 14, 2018
Together We Will…
• Identify why positive social-emotional child outcomes are important for allchildren
• Analyze key constructs related to social-emotional development and learning, particularly from birth to age 3
• Evaluate how select assessment instruments “operationalize” key social-emotional constructs from birth to age 3 and strengths and limitations of existing assessments for informing decis ions about social-emotional supports
• Evaluate an approach to early intervention home vis iting (EPIC) designed to support caregivers to implement social-emotional practices with their children, which is aligned with the universal and targeted levels of the Pyramid Model
• Describe caregiver practices that support early social-emotional development and learning• Discuss how early intervention leaders and providers can effectively support implementation of EPIC
with a focus on coaching social-emotional practices
Reflect on the Keynote Address…
• What was familiar or comfortable?
• What aspects were new or unique?
• What new ideas did you take away?
• Questions or parts you are unsure about?
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What do we mean by social-emotional development and
learning and why is it important?
Let’s Think About It… Building the Foundation for Social-Emotional Learning• Social-emotional “development”
• Develop social-emotional competence through observations and experiences, including interactions with others
• Early [nurturing and responsive] relationships create a positive trajectory for future social-emotional learning
• Adverse experiences can negatively affect trajectories
• Born “wired” to learn, but learn through experiences and observations, including interactions with others
Social-emotional learning
(Co l labo rative fo rAcademicSo cial and Emo tional Learn in g,2 01 7 )
When I Hear the Words Social-Emotional…
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Why focus on social-emotional outcomes?
Kelsey Cooks Nuggets
Why social-emotional in Part C? Three Child Outcomes1. Positive social-emotional skills
(including social relationships)
2. Acquisition and use of knowledge and skills [including early language/communication (and literacy for preschool)]
3. Use of appropriate behaviors to meet their needs
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Assessment: Social-Emotional
Birth to age 3
Why is social-emotional assessment challenging?• What child brings to relationship or interaction (e.g., “temperament”) • What observations and experiences child has had to date• Complex construct changing rapidly during the first 3 years of life• Perspective of “development” versus learning• Few instruments or direct behavior observation measures with
adequate psychometric integrity, particularly for birth to 3
What are options for “Screening”?• “Formal” screening measures
(e.g., ASQ, ASQ-SE, TABS 11 to 71mo, BITSEA 12 to 36 mo)
• “Informal” screening
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Recommended Social-Emotional Screening Questions that could be part of Making First Contact• Does your child enjoy playing simple back-and-forth games such as peek-a-boo with you
or other family members?
• Is your child able to calm himself or herself easily when unhappy or upset?
• Does your child follow simple directions or requests during familiar routines and activ ities?
• Does your child use simple words, sounds, or gestures you understand to let you know when he or she needs or wants something?
• (Ask this question only for children age 24 months and older) Does your child share or play together with s iblings or other children?
Example Assessment Instruments• Comprehensive – include social-emotional
• Curriculum-based measures• Indiv idual Growth and Development Indicators (Early Social Indicator)
• Judgement- based (e.g. Child Outcome Summary- Process)
Table DiscussionsWh a t a s s e s s m e n ts a re w e u s in g n o wth a t p ro v id e s o c ia l-e m o tio n al
in fo rm a tio n ?
S c re e n in g :
O n g o in g a s s e s s m e nt:
O u tc o m e s :
Wh a t a re th e s tre n g th s a n d lim ita tio n s o f th e s e a s s e s s m en ts ?
S c re e n in g :
O n g o in g a s s e s s m e nt:
O u tc o m e s :
D o w e w a n t to c o n s id e r a c h a n g e o r a d d itio n ?
S c re e n in g :
O n g o in g a s s e s s m e nt:
O u tc o m e s :
If y e s , w h a t a s s e s s m e n t o r a s s e ss m e nt p ro c e s se s d o w e w a n t to e x p lo re
fu rth e r?
S c re e n in g :
O n g o in g a s s e s s m e nt:
O u tc o m e s :
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R324A130121Florida State Univ ers ity (J. Woods , PI),
Univ ers i ty of Florida (P. Snyder, Co-PI), Univ ers i ty of Ill ino is -Chicago (C. Sal is bury, Co-PI).
Institute of Education Sciences, National Center for Special Education Research
Pyramid Model
R324A07212, R324A120178Vanderb i l t Univ ersi ty (ML Hemmeter, PI)
Univ ers i ty of Florida (P. Snyder, Co-PI, J. Alg ina, Co-PI)Univ ers i ty of South Florida (L. Fox , Co-PI)
R324A070008, R324A150076Univ ers i ty of Florida (P. Snyder, PI, J. Algina, Co-PI, M.
Mc Lean, Co-PI, B. Reic how, Inves tigator)Vanderb i l t Univ ersi ty (ML Hemmeter, Co-PI)
H324C020091Florida State Univ ers ity (J. Woods )
Defining Our TermsCompetency:
• A statement about what coaches or providers know and are able to do (i.e., their knowledge and skills).
Practice: • Observable actions or behaviors that
demonstrate competencies.
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What makes it EPIC?2 components: S-O-O-P-R (Coaching) and 5Q
5Q Visual Model
What Is the S-O-O-P-R & 5Q Provider Home Visiting Checklist?
• Observable, measureable , meaningful, and learnable practices
• Appropriate for all disciplines and allows for individualization for families and children
• Guide for competency development
• Feasible as a measurement of fidelity of implementation
Adapted from Embedded Practices and In terv ention with Caregiv ers (EPIC) IES Res earc h Pro jec t Number: R324A130121
Adapted from Embedded Practices and Intervention with Caregivers (EPIC) - http://
epicintervention.com/
Home Visiting Checklist
Before the Session Yes No
Prepares for the session by reviewing past session notes, the family’s 5Q plan, the child and family IFSP outcomes, and other relevant information
Setting the Stage Yes Partial Not Observed
1. Gathers updates on child and family - listens and encourages caregiver reflection
2. Asks caregiver to update intervention implementation since last visit - listens, encouragescaregiver reflection and sets up problem solving as needed
3. Shares information related to social-emotional development and family interests -connects social-emotional learning targets to functional outcomes and IFSP priorities toincrease caregiver knowledge and resources
4. Clarifies session targets, strategies, and routines - jointly facilitates caregiver participationand decision making in the discussion of social-emotional practices
Observation and Opportunities to Embed Yes Partial Not Observed
5. Observes caregiver-child interaction in routines - provides feedback and builds on dyadstrengths
6. Uses coaching strategies, matched to caregiver and child behaviors as caregiver embedsintervention in routine - scaffolds and repeats to build competence and confidence (Thisindicator is repeated multiple times in 2 or more different routine categories)
7. Provides general and specific feedback on caregiver and child behaviors and interactions -teaches and encourages caregiver to participate (This indicator is repeated multiple timesthroughout session using both general and specific feedback for child and caregiver)
Problem Solving/Reflection and Review Yes Partial Not Observed
8. Problem solves with the caregiver about appropriate intervention strategies to embed -coaches caregiver on evidence based interventions for identified targets and routines
9. Problem solves when, where, and how to embed social-emotional targets and strategiesin addition to other child and family IFSP outcomes - supports caregiver in the decisionmaking
10. Asks questions and makes comments to promote caregiver reflection and review of aroutine or the session - identifies what works for the caregiver and child
11. Helps caregiver to identify which social and emotional practices worked for the caregiverand child during the routine or session - engages caregiver in discussion of social-emotional practices
12. Shares reflections on caregiver and child interaction and communication observed inroutines throughout the session focusing on social-emotional practices - identifiespractices with the caregiver that could promote positive social-emotional development
13. Encourages the caregiver to describe what it will look like when the intervention is working -specifies measurable targets, strategies, and routines for the plan
14. Engages caregiver to lead development of a “best plan of action” for embeddingintervention in multiple routines and activities throughout the day - facilitates caregiverleadership and decision making in embedding social and emotional practices and otherchild and family IFSP outcomes
After the Session Yes No Documents the family’s 5Q plan, relevant notes on child learning and family reflections, reflections on strengths of the session, adaptations, and plans for next.
A closer look at a few examples of provider home visiting practices…
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A Quick View of Each Q
WHAT?The child and f am ily’s t ar get - specif ic, sm all enough t o accom plish
WHY? Why t he t ar get , st r at egy or r out ine suppor t s t he
child’s lear ning
HO W? St r at egies t he car egiver
will use wit h t he child t o suppor t lear ning and
par t icipat ion
WHEN?/ WHER E ?/ W HO ? Places, t im es and people
who will suppor t t he child
I S I T WO RKI NG ? How will f am ily/ pr ovider
gauge whet her plan is wor king
Adapted from Embedded Practices and In terv ention with Caregiv ers (EPIC) IES Res earc h Pro jec t Number: R324A130121
Caregiving Routine Examples
*The ex amples are not an exhaus tiv e or preferred list o f routines or ac tiv ities wi th in routines . Fami ly and c h ild preferences, interes ts, and priorities should gu ide the se lec tion of routines and ac tiv i ties.
Play Routine Examples
*The ex amples are not an exhaus tiv e or preferred list o f routines or ac tiv ities wi th in routines . Fami ly and c h ild preferences, interes ts, and priorities should gu ide the se lec tion of routines and ac tiv i ties.
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Chores/Community Routine Examples
*The ex amples are not an exhaus tiv e or preferred list o f routines or ac tiv ities wi th in routines . Fami ly and c h ild preferences, interes ts, and priorities should gu ide the se lec tion of routines and ac tiv i ties.
Pre-Academic/Literacy Routine Examples
*The ex amples are not an exhaus tiv e or preferred list o f routines or ac tiv ities wi th in routines . Fami ly and c h ild preferences, interes ts, and priorities should gu ide the se lec tion of routines and ac tiv i ties.
HowStrategies
EnvironmentalArrangement
Continge n tRe spond ing
Wait Time
Extra Cue s
(P rompting)
Re spond ing to Challe nging Be havio r
Affe ction
Anticipato ryGu idance
Caregiver Social-Emotional Practices
Adapted from Embedded Instruction for Early Learning IES Researc h Pro jec t No: R324A150076
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Social, Emotional, and Communication Practices Aligned with the Pyramid Model
Getting from Child Outcomes to Child TargetsTarget
• Small steps that help reach the outcome• The “What?” component of the 5Q• Should be things the child is ready to learn right
now and things you can see and measure
What Progress Looks Like in 3 Months/Goals• May involve groups of skills that cluster or are used together and
take a little longer to learn than a Target• May include several individual skills or targets
What Progress Looks Like in 6 Months/Goals• May involve groups of skills that cluster or are used together and will likely take longer to
learn than 3 months• May include several individual skills or targets
IFSP Outcome • What you would like the child to learn, how it helps him or her participate in daily routines, and how it
will be measured• Should be functional, measurable, and meaningful to the family
OSEP Child Outcome
Adapted from Embedded Instruction for Early Learning IES Researc h Pro jec t No: R324A150076
Getting from Child Outcomes to Child Targets
Target• Kennedi will respond to others’ initiations by moving
closer, playing with shared materials, or using gestures or words
What Progress Looks Like in 3 Months/Goal• Initiates an interaction following a prompt
What Progress Looks Like in 6 Months/Goal• Initiates an interaction using gestures or words.
Adapted from Embedded Instruction for Early Learning IES Researc h Pro jec t No: R324A150076
IFSP Outcome • Kennedi will interact with caregivers during mealtimes and playtimes by initiating interactions or
Adapted from Embedded Instruction for Early Learning IES Researc h Pro jec t No: R324A150076
Practice with Alex and Mom
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Active Implementation Framework
Professional Development as
Competency “Driver”
Metz , A., & Bartley , L . (2012). Ac tiv e implementation frameworks for program s ucc es s: How to us e implementation s cience to improv e outcomes for ch ildren. Zero to Three, 32 (4) 11-18.
Key Attributes of Effective Coaches• Relational (e.g., empathy, respect, trust, presence, and availability)
• Communication (e.g., questioning, reformulating, encouraging reflection, providing feedback, “confronting”)
• Facilitate implementation and results (e.g., establishing an action plan, assessing and supporting implementation, identifying facilitators and obstacles)
From: Baron, L ., & Morin , L . (2009). The c oach-c oachee relationship in executive coac hing: A fie ld study. Human Resourc e Dev elopment Quarterly, 20 , 85-106.
Coaching Caregivers to Embed Social-Emotional Outcomes
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Home Visit ChecklistSetting the Stage1. Gathers updates on child and family- listens and
encourages caregiver reflection2. Gathers updates on intervention implementatio n
since last visit -listens, encourages caregiver reflection and sets up problem solving as needed.
3. Shares information related to: social-emoti ona l and child development and family interests - connects social-emoti onal and child learning targets to functional outcomes and IFSP priorities to increase caregiver knowledge and resources.
4. Clarifies session targets, strategies, and routines -jointly facilitates caregiver participation and decision making in the discussion of • social-emotional practices.• other practices to support learning targets.
Information Sharing is Key to Building Capacity
• Information is power• “Why” is the priority important to parent? • Connect to IFSP• Support parent learning• Connect updates to outcomes
Home Visit Checklist: Observation and Opportunities to Embed5. Observes caregiver-child interaction in routines prior to using any
specific coaching strategies- provides feedback and builds on dyad strengths
6. Uses coaching strategies matched to caregiver and child behaviors as caregiver embeds intervention in routine - scaffolds and repeats to build competence and confidence builds on dyad strengths
7. Provides general and specific feedback on caregiver and child behaviors and interactions - teaches and encourages caregiver to participate
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Feedback That Builds Caregiver Capacity
• Secure relationship - provide a safe and supportive environment• Individualize• Be specific with concrete examples • Review key points of your observations and then verify caregiver’s
perceptions• Encourage caregiver reflection• Use a variety of formats• Be positive but don’t be afraid to be honest
Home Visit Checklist- Problem Solving/Reflection and Review
8. Problem solves with the caregiver about appropriate social-emoti onal and appropriate other intervention strategies to embed – coaches caregiver on evidence-bas ed interventions for identified targets and routines.
9. Problem solves when, where, and who to embed social-emoti ona l and other targets and strategies that support caregiver in the decision making.
10. Asks questions and makes comments to promote caregiver reflection and review of a routine or the session - identifies what works for the caregiver and child.
11. Helps caregiver to identify which social and emotional and other intervention practices worked for the caregiver and child during the routine or session - engages caregiver in discussion of social-emoti onal practices.
12. Encourages the caregiver to describe what it will look like when the intervention is working - specifies measurable targets, strategies, and routines for the existing visual model plan or the updated plan.
13. Engages caregiver to lead development of a “best plan of action” for embedding intervention in multiple routines and activities throughout the day – facilitates caregiver leadership and decision making in embedding social and emotional and other practices.
Reflection• Reflection – process begins with
supporting caregivers to share their ideas, insights, successes and impressions
• Intentional• Purposeful• Systematic• Integrated
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Let’s watch Tyree washing his hands• What did we learn about the routine?• What do you think the targets are?• What did you learn about the child’s
participation?• How about the caregiver’s use of
strategies?
Let’s watch Tyree again• What are the targets for the routine?
How do you know?• What are the “How” strategies the
caregiver is using? • How will she know it is working?• What do you think the coach worked
on with the caregiver?
As a leader, why would you use achecklist?
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As a provider, when do you use the checklist?• As a guide for planning your session• During the home or center visit to stay on track (Bring ‘em with you!)• As documentation of activities• To share and compare with your coach & team members• To determine professional goals
Using Technology to Support Coaching
Summary• All children and caregivers
benefit from SE information and supports
• EI Providers are uniquely situated to provide this content within their interventions
• Coaching caregivers increases their confidence and capacity to engage their children in meaningful learning activities
