Improving Systems, Practices and Outcomes

Social-Emotional Development

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1. Adoption and Developmental Stages

Source: Child Welfare Information Gateway

It is National Adoption Month and the Child Welfare Information Gateway updates a valuable list of resources to assist families, caregivers, and educators sensitively guide the developmental stages for infants and preschoolers who've been adopted into a new family. Some of the resources include information about bonding with baby, the social-emotional effects of adoption, developmental milestones for adopted children, and children's mental health needs.

2. Thousands of Parents are Enrolling their Children in Online Preschool

Source: Hechinger Report

"Advocates say online preschool has the potential to address two serious problems with the current state of preschool: access and cost." However, experts like the American Academy of Pediatrics caution that extended media use for preschool children is harmful, causing poor executive functioning and impaired cognitive, language, motor, and social-emotional skills. A recent article from the Hechinger Report Early Education Series (November 2017) discusses this and the results of the UPSTART pilot program, an online kindergarten-readiness program, that several states have implemented. Currently, over 30 percent of Utah's 4-year-olds are using the program. UPSTART has also expanded into Idaho, Indiana, South Carolina, Ohio, and Philadelphia.

3. State Policy Strategy to Prevent Expulsion from Early Learning Setting

Source: U.S. Department of Health & Human Services, Administration for Children & Families

In September 2017, this state policy tool was published by the Administration for Children & Families to provide states policy options that promote the social-emotional development of young children and reduce expulsions in early learning programs. Aligned with the 2014 Child Care and Development Block Grant (CCDBG) reauthorization, this resource assists stakeholders to identify strengths, set goals for action, and develop partnerships with others, such as medical and mental health professionals.

4. Position Statement on Challenging Behavior

Source: Division for Early Childhood (DEC) of the Council for Exceptional Children

DEC has released its Position Statement on Challenging Behavior and Young Children (July 2017) to readdress the significance of healthy social-emotional competence of all children and provide guidance to practitioners, teachers, and families in preventing and effectively responding to challenging behaviors. DEC's position includes culturally sustaining, family-focused practices, as well as, a commitment to inclusion, professional development, technical assistance, and using approaches that eliminate suspension and expulsion.

5. Building Bridges and Bonds Study (B3)

Source: Office of Planning, Research and Evaluation (OPRE)

This OPRE report (April 2017) is the first in a series of publications on B3, and discusses practical and interactive parenting methods designed for low-income fathers to best meet the social-emotional needs of their young children. The B3 study aims to identify services over the next 3 years that can measurably improve the outcomes of fathers who participate in Responsible Fatherhood programs. Information about the following three innovations are included:

1) a cognitive behavioral workshop that builds skills for employment stability
2) an interactive approach to high-quality parenting that emphasizes parent-child bonding through play
3) an engagement and retention approach using DadTime, a smartphone-based mobile application

6. New Resources on Social-Emotional Development

Source: Too Small to Fail Initiative

The Too Small to Fail initiative has released a new white paper, Not Just "Soft Skills": How Young Children’s Learning & Health Benefit from Strong Social-Emotional Development (May 2017), highlighting the research on the importance of children’s social-emotional development (SED) starting at birth. In addition, the initiative has developed new resources on SED to share directly with parents and caregivers around the country. These resources are designed to help parents easily understand the concepts behind SED, and how to apply research-based tips to their everyday lives. They include:

  • A series of videos showing that every child behavior - including a seemingly random grocery store meltdown - is actually driven by emotions
  • A set of complementary tip sheets to encourage talking, reading, and singing with children in sensitive, loving, and responsive ways. The tip sheets also include helpful ideas for understanding and managing a child's behavior.

All of the resources are available in Spanish.

7. Promoting Social and Emotional Learning in Preschool

Source: Robert Wood Johnson Foundation

This 2016 issue recently added to the RWJF Social and Emotional Learning collection (May 2017) examines several evidence-based programs that have effectively promoted social-emotional skills during preschool. The authors reveal that SEL programming during the preschool years can "reduce the school readiness gap and help children become healthy, thriving adults." See full issue here.

8. La Familia: Latino Families Strong and Stable, Despite Limited Resources

Source: National Research Center on Hispanic Children and Families - February 23, 2017

A new 3-brief series, La Familia: Latino Families Strong and Stable, Despite Limited Resources (February 2017), provides a portrait of Latino family life to look at how parents and in particular, boys, are faring. The series analyzes extensive data from 2010 on and finds that Latino families, especially Latino immigrant families, have many of the characteristics linked to child and adult well-being, despite many having low levels of income and education. Additionally, it finds that though many preschool-aged Latino boys lag behind their white peers on academic measures, they have many of the cognitive and social-emotional skills that are important for school success. The briefs are meant to help practitioners, program providers, and policy makers better understand the populations and families they serve.

9. PK-3: What Does It Mean For Instruction?

Source: Society for Research in Child Development - 2017

Many districts and schools across the country are working to create a coherent, educational experience for children from pre-kindergarten through 3rd grade (PK-3). However, there has been very little guidance on how to create PK-3 alignment. A new Social Policy Report Brief, PK-3: What Does It Mean For Instruction? (2017, Vol. 30, No. 2) considers ways in which schools might work to achieve PK-3 continuity in academic instruction and parents' and children's experiences. It also looks at social climate and classroom management practices that might affect children's social-emotional development. Finally, the report provides guidance on what kinds of policies and practices might help to support instructional PK–3 continuity.

10. Report on Early Childhood Mental Health Consultation in the U.S.

Source: ZERO TO THREE - January 17, 2017

ZERO TO THREE's Policy Center has released a new paper, Early Childhood Mental Health Consultation: Policies and Practices to Foster the Social-Emotional Development of Young Children (January 2017). The paper provides an overview of early childhood mental health consultation (ECMHC), current issues in the field, and possible future directions. It provides a snapshot of current programs across the nation and highlights challenges and innovations that are shaping the field. Thirteen states are profiled, underscoring the variability of how ECMHC programs are funded, managed, implemented and staffed. Guiding questions are provided for states to consider in designing and creating their ECMHC programs.

11. New Videos: Evidence-Based Teaching Practices That Support Social Emotional Development

Source: Pyramid Model Consortium - January 4, 2017

Two new videos are available for viewing on the Pyramid Model Consortium website. The videos highlight evidence-based teaching practices that support young children's social emotional development, as demonstrated by a high fidelity Pyramid Model implementation site. A table of contents is provided at the beginning of each video so viewers can easily navigate to specific segments.

The videos were collaboratively produced by the Montana Head Start Collaborative Office, the Montana Department of Public Health and Human Services, Early Childhood Services Bureau, the Pyramid Model Consortium, and the Bal Swan Children's Center.

12. Guide on Preventing Suspensions and Expulsions in Early Childhood Settings

Source: SRI International - December 14, 2016

A new research-based tool, Preventing Suspensions and Expulsions in Early Childhood Settings: A Program Leader's Guide to Supporting All Children's Success, provides recommended policies and practices that address the underlying root causes of suspension and expulsion and effective alternatives. It was developed with guidance from a panel of national experts. The interactive guide includes resources on supporting social-emotional development, reducing challenging behavior, recognizing the role of cultural differences and implicit biases, and more. A self-assessment survey is included to help provide a tailored roadmap to navigating the guide.

13. Strengthening the Kindergarten-Third Grade Continuum

Source: National Conference of State Legislatures - November 9, 2016

A new report, Strengthening the Kindergarten-Third Grade Continuum (November 2016), provides an overview of policy options state policymakers can use to expand access to quality kindergarten through third grade learning opportunities to help put children on successful, lifelong trajectories and ensure that the benefits of preschool do not diminish overtime. It focuses on areas such as: full-day kindergarten (FDK), social-emotional learning (SEL), kindergarten entry assessments (KEAs), English language learner reclassification procedures (ELL), and student-teacher ratios (Ratios).

14. Supporting Young Children: Addressing Poverty, Promoting Opportunity and Advancing Equity in Policy

Source: Center for the Study of Social Policy - September 15, 2016

A new policy report, Supporting Young Children: Addressing Poverty, Promoting Opportunity and Advancing Equity in Policy (September 2016), discusses the effects of poverty on the health, learning, and social emotional development of young children. The authors discuss key issues to consider for preventing and mitigating the consequences of poverty. Some of these include, building opportunities for families to improve their own economic stability and building strong systems of supports and services that promote quality, coordinated, equity-focused and responsive services across sectors. See this related Poverty in Early Childhood Fact Sheet (September 2016).

15. Progress Report on Reducing Expulsion and Suspension in Early Learning Settings

Source: U.S. Department of Health and Human Services - April 22, 2016

A new report, State and Local Action to Prevent Expulsion and Suspension in Early Learning Settings (April 2016), highlights steps states and local communities have taken to address expulsion and suspension in early learning settings. Some of these include: passing new legislation to restrict expulsions and suspensions in preschool programs; revising regulations to improve the social-emotional supports children in child care programs receive; and expanding early childhood mental health consultation to support teachers and providers.

16. Effectiveness of Early Childhood Education Programs on Reducing Behavior Problems

Source: Journal of School Psychology - March 1, 2016

The following article was recently awarded Article of the Year for 2015 by the National Association of School Psychologists. It is being made freely available online by Elsevier until April 22, 2016:

Schindler, H. S., Kholoptseva, J., Oh, S. S., Yoshikawa, H., Duncan, G. J., Magnuson, K. A., & Shonkoff, J. P. (2015). Maximizing the potential of early childhood education to prevent externalizing behavior problems: A meta-analysis. Journal of School Psychology, 53(3), 243-263.

This meta-analysis (N = 31) examined the effectiveness of early childhood education programs on reducing externalizing behavior problems (EBPs). Programs with no clear focus on social and emotional development (level 1 programs) did not significantly reduce EBPs. Programs with a clear, but broad focus on social emotional development (level 2 programs) demonstrated a modest decrease in EBPs, and programs that intensely targeted social and emotional development (level 3 programs) were associated with an even more significant reduction in EBPs. The most promising effects came from level 3 programs that focused on child social skills training.

17. Critical Competencies for Infant-Toddler Educators

Source: ZERO TO THREE's Workforce Innovations Team - Retrieved December 28, 2015

A new resource, ZERO TO THREE Critical Competencies for Infant-Toddler Educators (2015), describes the essential skills educators need to optimize the social-emotional, cognitive, and language and literacy development of infants and toddlers. The Critical Competencies:

  • support educators who work in group settings (center-based and family child care homes) with infants, toddlers, or both;
  • focus on pedagogy - the method and practice of teaching;
  • feature considerations for working with high-needs populations;
  • offer considerations for supporting multi-language learners; and
  • build on professional criteria for the early childhood field, giving consolidated and easily understood guidance.

18. HHS Launches National Center of Excellence for Infant and Early Childhood Mental Health Consultation

Source: U.S. Department of Health and Human Services - October 10, 2015

This week the U.S. Department of Health and Human Services (HHS) launched the new National Center of Excellence in Infant and Early Childhood Mental Health Consultation (IECMHC). IECMHC is a multi-level preventive intervention that teams mental health professionals with people who work with young children and their families. The model builds the capacity of teachers and families to promote social-emotional and behavioral development. It has demonstrated impacts for improving children's social skills and adult-child relationships; reducing challenging behaviors, expulsions and suspensions; increasing family-school collaboration; increasing classroom quality; and reducing teacher stress, burnout, and turnover. See the full announcement here.

19. New Collection of Resources for Parents of Young Children

Source: ZERO TO THREE - September 15, 2015

ZERO TO THREE has launched a Parent Portal that provides a variety of resources for parents and caregivers of young children in areas such as: Ages and Stages, Social-Emotional Development, School Readiness and Early Learning, Play, Challenging Behavior, Sleep, and Positive Parenting Approaches.

20. Informational Memorandum - Children's Social-Emotional and Behavioral Health

Source: Office of Child Care - September 8, 2015

The Office of Child has released an informational memorandum that provides policy recommendations related to promoting children's social-emotional health for states to consider as they prepare their Child Care and Development Fund (CCDF) State plans. Some of the recommendations include: enhancing the quality of workforce preparation, attending to continuity of care and appropriate ratio policies, establishing appropriate expulsion and suspension policies, implementing universal developmental and behavioral screenings, and implementing statewide coaching and consultation systems.

21. What Does the Research Say About Head Start and School Readiness?

Source: What Works Clearinghouse - July 29, 2015

A WWC Intervention Report on Head Start (July 2015) was released this week summarizing the research on Head Start and its impacts on 3- to 5- year-old children who are not yet in kindergarten and are attending a center-based Head Start program with a primary focus on cognitive, language, and behavioral competencies associated with school readiness. Based on this review, Head Start was found to have potentially positive effects on general reading achievement and no discernible effects on mathematics achievement and social-emotional development for 3- and 4-year-old children. Download the full report here.

22. New Parent Portal at ZERO TO THREE

Source: ZERO TO THREE - July 29, 2015

A new Parent Portal from ZERO TO THREE offers resources grounded in science to help parents and caregivers have the most positive impact on their young child's development during the first critical 1000 days of life. Resources are available in the following categories: Ages and Stages, Play, Sleep, Social-Emotional Development, School Readiness and Early Learning, Challenging Behavior, and Positive Parenting Approaches.

23. Comment Request - Study on Sustaining the Positive Effects of Preschool

Source: U.S. Department of Education - July 10, 2015

A notice in today's Federal Register invites input from the public about the Study on Sustaining the Positive Effects of Preschool. This proposed information collection involves five case studies that will provide detailed descriptions of programs designed to help disadvantaged students in K-3 build on the positive effects of preschool or lead to positive cognitive, social-emotional, and academic outcomes by using policies, programs, and practices related to two key topic areas: (1) Preschool and K-3 alignment and (2) differentiated instruction. Comments must be received by August 10, 2015.

24. Grant Notice: Early Head Start University Partnerships

Source: U.S. Department of Health and Human Services - May 5, 2015

On May 5, 2015, the U.S. Department of Health and Human Services posted a new grant notice for Early Head Start University Partnerships: Building the Evidence Base for Infant/Toddler Center-based Programs. This grant program seeks to stimulate systematic, programmatic, multidisciplinary research to develop and test models of integrated interventions targeted at parents and teachers to promote infant and toddler development across multiple domains including cognitive, language, and social-emotional/behavioral development.

25. The Magic of Everyday Moments - Series 2

Source: ZERO TO THREE - April 14, 2015

Four new videos have been added to ZERO TO THREE's The Magic of Everyday Moments series. Each video shows how parents can nurture key skills and attributes children need to be eager, competent learners and to form strong, healthy connections with others as they grow - all through everyday interactions and routines. Series 2 includes:

  • Development From Birth to 12 Months Old: Forming a Trusting Bond to Nurture Learning
  • Development From 12 to 24 Months Old: Strong, Positive Connections and Interactions Fuel Learning
  • Development From 24 to 36 Months Old: New Skills Develop Through Play, Routines, and Relationships
  • School Readiness: Foundations in Language, Literacy, Thinking, and Social-Emotional Skills

26. Two New WWC Quick Reviews of Recent Early Childhood Studies

Source: What Works Clearinghouse, Institute of Education Sciences - February 26, 2015

The What Works Clearinghouse (WWC) recently conducted quick reviews of two studies that have received significant media attention.

Full-Day vs Part-Day Preschool Intervention Quick Review - This quick review looked at a study finding that children in a full-day preschool program scored higher than children in a part-day preschool program on four of the six school readiness indicators from the standardized Teaching Strategies GOLD Assessment System (language, math, social-emotional development, and physical health). The WWC quick review finds that the study does not meet WWC group design standards, because when the children were selected to participate in the full-day program, 4-year-olds were given priority over 3-year-olds, so the groups were not equivalent.

"Tools of the Mind" Quick Review - This quick review looked at a study finding that kindergarten students who were exposed to "Tools of the Mind" had improved math skills, response time on cognitive flexibility tasks, working memory, and cognitive processing speed at the end of kindergarten relative to the comparison students. The WWC quick review finds that some children in the sample were not effectively randomly assigned to the treatment or comparison groups. Therefore, the study cannot meet WWC standards without reservations. The study can meet WWC standards with reservations if the authors provide additional information to determine whether the intervention and comparison groups were similar at baseline.

27. Measuring the Quality of Caregiver-Child Interactions for Infants and Toddlers

Source: Office of Planning, Research and Evaluation - January 30, 3015

A new report, Measuring the Quality of Caregiver-Child Interactions for Infants and Toddlers (Q-CCIIT) (January 2015) provides an overview of the QCCIIT observation tool, which was designed to measure the quality of caregiver-child interactions in child care settings serving infants and toddlers. The tool can be used across different types of settings and measures caregiver support for infant/toddler social-emotional development, cognitive development, language and literacy development, as well as areas of concern (negative caregiving behaviors). The report was published by the Office of Planning, Research and Evaluation (OPRE), Administration for Children and Families, U.S. Department of Health and Human Services.

28. Comment Request - Evaluation of Preschool Special Education Practices Phase I

Source: U.S. Department of Education - December 30, 2014

On December 30, 2014, the U.S. Department of Education published a Request for Comments on the Evaluation of Preschool Special Education Practices Phase I . The main objective of the Evaluation of Preschool Special Education Practices, Phase I study is to assess the feasibility of conducting a large-scale randomized controlled trial (RCT) evaluation of one or more curricula or interventions that are used with preschool children with disabilities to promote their learning of language, literacy, social-emotional skills, and/or appropriate behavioral skills for school. Comments must be submitted on or before January 29, 2015.

29. Comment Request - Evaluation of Preschool Special Education Practices Phase I

Source: Federal Register - October 8, 2014

On October 8, 2014, the Department of Education published the following invitation to comment in the Federal Register: Comment Request - Evaluation of Preschool Special Education Practices Phase I. The main objective of the Evaluation of Preschool Special Education Practices, Phase I study is to assess the feasibility of conducting a large-scale randomized controlled trial (RCT) evaluation of one or more curricula or interventions that are used with preschool children with disabilities to promote their learning of language, literacy, social-emotional skills, and/or appropriate behavioral skills for school. For complete information, go to http://www.regulations.gov and enter ED-2014-ICCD-0139 into the search box. Interested persons are invited to submit comments on or before December 8, 2014.

30. Thriving Children, Successful Parents: A Two-Generation Approach to Policy

Source: CLASP - July 9, 2014

Research findings show that the well-being of parents is closely linked to their children's social-emotional, physical, and economic well-being. Similarly, parents' ability to succeed is substantially affected by how well their children are doing. A new brief from CLASP, Thriving Children, Successful Parents: A Two-Generation Approach to Policy (July 2014) examines major federal and state policy areas to identify opportunities for large-scale change that can better support families as a whole by improving the alignment of services for parents and children.

31. Impact Findings from the Head Start CARES Demonstration

Source: Office of Planning, Research and Evaluation - July 7, 2014

Head Start CARES is a national demonstration that tests the effectiveness of three program enhancements designed to improve preschool children's social-emotional competence. The three enhancements include "The Incredible Years Teacher Training Program," "Preschool PATHS" (Promoting Alternative Thinking Strategies), and "Tools of the Mind - Play." A new report, Impact Findings from the Head Start CARES Demonstration (July 2014) finds that all three enhancements had positive impacts on teacher practice and on children's social-emotional outcomes during the preschool year, although in varying degrees and not necessarily in the expected ways. The report was published by the Office of Planning, Research and Evaluation (OPRE), Administration for Children and Families, U.S. Department of Health and Human Services.

32. The Role of Program Quality in Determining Head Start's Impact on Child Development

Source: U.S. Department of Health and Human Services, Office of Planning, Research and Evaluation - May 19, 2014

A recent report, The Role of Program Quality in Determining Head Start's Impact on Child Development: Third Grade Follow-Up to the Head Start Impact Study (2014), examines the influence of Head Start quality on selected developmental cognitive and social-emotional outcomes. Using data from the Head Start Impact Study (HSIS), the report looks at whether the impacts of Head Start might be larger or more persistent for children who participate in high quality Head Start programs as opposed to lower quality Head Start programs. The report was published online by the U.S. Department of Health and Human Services' Office of Planning, Research and Evaluation (OPRE) on May 19, 2014.

33. Two New Roadmaps to Effective Intervention Practices

Source: Technical Assistance Center on Social Emotional Intervention for Young Children - April 8, 2014

The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) has published two new additions to its Roadmap to Effective Intervention Practices series.

  • Roadmap #6: Statewide Implementation of the Pyramid Model (March 2014) by Glen Dunlap, Barbara J. Smith, Lise Fox, and Karen Blas - Provides important guidance on the implementation of the Pyramid Model, structures for implementation, and the activities needed at each stage of implementation and scaling-up.
  • Roadmap #7: Data Decision-Making and Program-Wide Implementation of the Pyramid Model (March 2014) by Lise Fox, Myrna Veguilla, and Denise Perez Binder - Provides guidance on how to collect and use data to ensure the implementation of the Pyramid Model with fidelity and decision-making that improves the provision of implementation supports, delivery of effective intervention, and the promotion of meaningful child outcomes.

Learn about the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children here.

34. TACSEI's Backpack Connection Series Now Complete

Source: Technical Assistance Center on Social Emotional Intervention for Young Children - January 16, 2014

The Backpack Connection series was created by the Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) to provide a way for teachers and parents/caregivers to work together to help young children develop social emotional skills and reduce challenging behavior. TACSEI recently completed the series with the following four handouts:

35. Making Life Easier: Holidays-Strategies for Success

Source: Technical Assistance Center on Social Emotional Intervention for Young Children - November 21, 2013

The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) has recently added a new tip sheet in its Making Life Easier series, entitled Making Life Easier: Holidays-Strategies for Success (November 2013). This series of tip sheets is designed specifically for parents and caregivers. It contains valuable information on how to make often challenging events easier to navigate, and even enjoyable, for both caregivers and children.

36. New "Backpack Connection" Resources from TACSEI

Source: Technical Assistance Center on Social Emotional Intervention for Young Children - November 6, 2013

The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) has recently added multiple new handouts to the Backpack Connections Series to help teachers and parents/caregivers work together to enhance young children's social emotional skills and reduce challenging behavior. New handouts have been added in the following categories: Emotions, Routines and Schedules, and Addressing Behavior. Backpack Connection handouts can be sent home when a new strategy or skill is introduced in the classroom to inform parents about what their child is learning at school and to provide specific ideas on how to use the strategy or skill at home.

37. Six Research Reports on the Use of Socially Interactive Robots for Intervening with Young Children with Disabilities

Source: Orelena Hawks Puckett Institute - July 17, 2013

The Orelena Hawks Puckett Institute has published six new research reports detailing findings from the Utility of Socially Interactive Robots Project. The project involved a series of studies using socially interactive robots for promoting children's social-emotional, joint attention, vocalization production, conversational turns, and language development. Participants in the studies were young children (18 months to 5 years) with disabilities and their families. The project focused on how interaction with social robots affects children's language and communication development.

38. Three New "Backpack Connection" Resources for Teachers and Families to Help Young Children Develop Social Emotional Skills

Source: Technical Assistance Center on Social Emotional Intervention for Young Children - June 13, 2013

The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) recently added several new items to its Backpack Connection Series. The first two are in the "Addressing Behaviors" section of the series and the third one is in the "Routines and Schedules section.

The Backpack Connection Series provides a way for teachers and parents/caregivers to work together to help young children develop social emotional skills and reduce challenging behavior. Teachers can send a handout home in each child's backpack when a new strategy or skill is introduced to the class. Each handout provides information to help parents stay informed about what their child is learning at school and specific ideas on how to use the strategy or skill at home.

39. New Resources in the "Backpack Connection Series" to Help Young Children Develop Social Emotional Skills

Source: Technical Assistance Center on Social Emotional Intervention for Young Children - Retrieved May 17, 2013

The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) recently added several new items to its Backpack Connection Series, including:

The Backpack Connection Series provides a way for teachers and parents/caregivers to work together to help young children develop social emotional skills and reduce challenging behavior.

40. Using Social Skills Training for Preschool Children with Disabilities

Source: What Works Clearinghouse - February 5, 2013

The What Works Clearinghouse (WWC) has released a new report on the effectiveness of Social Skills Training for preschool children with disabilities. Social skills training is a collection of practices that use a behavioral approach for teaching preschool children age-appropriate social skills and competencies, including: communication, problem solving, decision making, self-management, and peer relations. After reviewing the research evidence, the WWC found that social skills training has positive effects on social-emotional development and behavior and no discernible effects on cognition for children with disabilities in early education settings.

41. New from the Technical Assistance Center on Social Emotional Intervention for Young Children

Source: Technical Assistance Center on Social Emotional Intervention for Young Children - Retrieved December 31, 2012

The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) recently published a new webinar and related materials online, Prevent-Teach-Reinforce for Young Children: An Intervention Model for the Most Serious Challenging Behaviors.

See also, the latest additions to TACSEI's Backpack Connection Series:

  • How to Help Your Child Recognize and Understand Disappointment
  • How to Help Your Child Recognize and Understand Frustration
  • How to Help Your Child Transition Smoothly Between Places and Activities

The Backpack Connection Series was created to provide a way for teachers and parents/caregivers to work together to help young children develop social emotional skills and reduce challenging behavior.

42. Bringing the Pyramid Model into Homes - Webinar Recording and Materials Available

Source: Technical Assistance Center on Social Emotional Intervention for Young Children - October 25, 2012

On October 10, 2012, the Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) hosted a webinar on implementing the Pyramid Model with families of infants and toddlers in their homes. Erin Barton and Regina (Mel) Woodcock used a question and answer format to describe how West Virginia implemented the Pyramid Model across multiple home visiting programs, including within the Part C system. The Webinar recording and materials are now freely available online.

43. Implementation of Positive Behavior Interventions within Different Settings and Systems

Source: Technical Assistance Center on Social Emotional Intervention for Young Children - August 31, 2012

The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) recently hosted a webinar, Positive Behavior Interventions and Supports from Preschool to High School: A Conversation about Implementation (August, 2012), which is now available for viewing online. The webinar features a discussion with Glen Dunlap, Lise Fox, and George Sugai on the key elements of Positive Behavior Interventions and Supports (PBIS) and implementation features within early childhood programs and K-12 schools.

44. Make and Take Workshop: Thoughtful Transitions Reduce Traffic Jams and Challenges

Source: Technical Assistance Center on Social Emotional Intervention for Young Children - August 16, 2012

The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) has published a new Make and Take Workshop: Thoughtful Transitions Reduce Traffic Jams and Challenges (2012), which provides teachers with tools and strategies to use when teaching children how to transition between activities and places within the early childhood environment. It provides tools to reduce challenges with transitions, strategies to assist in actively engaging children during transitions, and individualized transition strategies for children in need of additional supports. TACSEI's Make and Take Workshops are designed to provide information on a focused topic with the opportunity to "make and take" materials back to the classroom.

45. New Series: The Backpack Connection for Teachers and Parents

Source: Technical Assistance Center on Social Emotional Intervention for Young Children - Retrieved August 3, 2012

The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) has developed a new Backpack Connection Series to help teachers and parents/caregivers work together to enhance young children's social emotional skills and reduce challenging behavior. Backpack Connection handouts can be sent home when a new strategy or skill is introduced in the classroom to inform parents about what their child is learning at school and to provide specific ideas on how to use the strategy or skill at home. The series was developed in collaboration with Pyramid Plus: The Colorado Center for Social Emotional Competence and Inclusion and Bal Swan Children's Center in Broomfield, Colorado.

46. NSCAW II Wave 2 Report Child Well-Being

Source: Office of Planning, Research and Evaluation - July 27, 2012

The second National Survey of Child and Adolescent Well-Being (NSCAW II) is a longitudinal study intended to answer fundamental questions about children who come in contact with the child welfare system. The study's first report, NSCAW II Wave 2 Report Child Well-Being (July 2012), is now available online. Eighteen months after the close of investigation, children reported for maltreatment were found to be below their peers in social-emotional, cognitive, language, daily living skills, behavioral, and social skill-based domains. 34.5% of children 1 to 5 years old showed risk of developmental delay on standardized measures; 6.5% had both an established medical condition and developmental delay; overall, 42.3% were found to be potentially eligible for services under the Individuals with Disabilities Education Act (IDEA). The study is sponsored by the Office of Planning, Research and Evaluation, Administration for Children and Families (ACF), U.S. Department of Health and Human Services (HHS).

47. LEAP Preschool: An Inclusive Model of Early Autism Intervention

Source: Technical Assistance Center on Social Emotional Intervention for Young Children - Retrieved July 6, 2012

The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) has posted a recorded on-line presentation and related materials on its Web site, entitled LEAP Preschool: An Inclusive Model of Early Autism Intervention. In this webinar, Phil Strain and Ted Bovey introduce the LEAP Preschool Model, an inclusive, evidence-based model for young children with autism that was founded in 1981. The webinar discusses key model components, key research findings on the intervention strategies and the outcomes for children in the program, and key lessons learned about preschool inclusion for young children with autism.

48. Social Emotional Tips for Families and Providers Caring for Toddlers

Source: Center for Early Childhood Mental Health Consultation - Retrieved June 18, 2012

The Center for Early Childhood Mental Health Consultation (CECMHC) has added two resources to its collection of tips for families and providers: Social Emotional Tips for Families with Toddlers (2012) and Social Emotional Tips for Providers Caring for Toddlers (2012). These resources include one-page posters with tips for families and providers to use to help nurture the social emotional health of toddlers during specific daily routines including: dressing, meal times, play time, resting and diapering. Each poster offers a rationale for using the tips which are based on research.

49. Establishing the Pyramid Model as an Evidence-Based Practice: Results from a Randomized Study

Source: Technical Assistance Center on Social Emotional Intervention for Young Children - May 18, 2012

In a May 18, 2012 webinar, Mary Louise Hemmeter and Lise Fox discussed a recently completed, randomized trial that examined the implementation of the Pyramid Model within public school preschool classrooms in Tennessee and Florida that included children with disabilities. They described the research methods, training and supports provided to teachers, and the outcomes for teachers and children including children with challenging behavior. The discussion focused on issues related to implementation fidelity, coaching, and measuring the outcomes associated with Pyramid Model implementation. The Webinar recording and materials are now available online.

50. Social Emotional Tips for Families and Providers Caring for Infants

Source: The Center for Early Childhood Mental Health Consultation (CECMHC) - Retrieved May 11, 2012

The Center for Early Childhood Mental Health Consultation (CECMHC) has published two new resources: Social Emotional Tips for Families of Infants (2012) and Social Emotional Tips for Providers Caring for Infants (2012), which provide one-page posters with tips that families and providers can refer to during specific daily routines to help nurture the social and emotional health of infants. Each poster offers a rationale for using the tips which are based on research. They are meant to help families and providers:

  • practice using behavior and language that supports healthy, positive connections with children;
  • learn more about social and emotional health; and
  • understand the importance of social and emotional health to school readiness.

51. Make and Take Workshop: Reducing Challenging Behavior by Clarifying Expectations, Rules, and Routines

Source: Technical Assistance Center on Social Emotional Intervention for Young Children - November 17, 2011

Children are less likely to engage in problem behavior when they know what to do, how to do it, and what is expected. The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) has published a new Make and Take workshop, which provides a set of materials for training others how to clarify expectations, rules and routines for children. It is available online at http://www.challengingbehavior.org/communities/make_n_take/make_n_take_home.html

TACSEI's Make and Take Workshops are designed to provide information on a focused topic with the opportunity to "make and take" materials back to the classroom.

52. New! Parents Interacting with Infants (PIWI) Training Module

Source: Center on the Social and Emotional Foundations for Early Learning - Retrieved August 29, 2011

The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) recently released a new infant-toddler parent training module, designed to enhance the social emotional development of infants and toddlers through parent-child interactions and relationships. The materials were created for facilitators to provide a one-day training to parent-child groups and home visitors. To learn more, visit the Parents Interacting with Infants (PIWI) Module page at http://csefel.vanderbilt.edu/resources/training_piwi.html

53. New Early Learning Category Added to the Center on Instruction Web Site

Source: Center on Instruction - Retrieved September 2, 2011

The Center on Instruction (COI) has added a new early learning category to its Web site, highlighting evidence-based resources designed to facilitate children's cognitive, social-emotional, and physical development by providing instructional support in the content areas of emergent literacy, mathematics, and science. Materials also highlight early intervention for struggling learners and evidence-based instructional strategies for children who are learning English. All COI-developed materials are reviewed on the quality of the content, and the relevance and usefulness of the product. To learn more, go to http://centeroninstruction.org/topic.cfm?k=EL

The Center on Instruction (COI) is one of five national content centers, part of the Comprehensive Center network, that is funded by the Office of Elementary and Secondary Education and the Office of Special Education Programs at the U.S. Department of Education.

54. Observation Toolkit for Early Childhood Mental Health Consultants

Source: Center for Early Childhood Mental Health Consultation - Retrieved August 12, 2011

The Center for Early Childhood Mental Health Consultation (CECMHC) has developed a toolkit for mental health consultants working with teachers in infant/toddler and preschool classrooms. The toolkit incorporates many of the strategies for promoting social emotional development in young children found in the Teaching Pyramid model that was developed and disseminated through the Center for Social Emotional Foundations for Early Learning (CSEFEL) and the Technical Assistance Center for Social Emotional Interventions (TACSEI). It is available online at http://www.ecmhc.org/observation_toolkit.html

55. Five New Research Briefs on Young Dual Language Learners

Source: Center for Early Care and Education Research -Dual Language Learners - July 22, 2011

On July 22, 2011, the Center for Early Care and Education Research - Dual Language Learners (CECER-DLL) released the following five new research briefs:

  • Evaluating Early Care and Education Practices for Dual Language Learners: A Critical Review of the Research
  • Early Care and Education Measures: A Critical Review of the Research Related to Dual Language Learners
  • Language and Literacy Development in Dual Language Learners: A Critical Review of the Research
  • Social-Emotional Development in Dual Language Learners: A Critical Review of the Research
  • Factors Associated with Development of Dual Language Learners: Results from a Secondary Analysis of the ECLS-B

These and related briefs are available online at http://cecerdll.fpg.unc.edu/document-library

56. Special Journal Section on Social-Emotional Issues in Early Childhood Settings

Source: Early Childhood Research & Practice - Retrieved June 23, 2011

The Spring 2011 issue of Early Childhood Research & Practice (ECRP) is now available online. It contains a special section on Social-Emotional Issues in Early Childhood Settings. See http://ecrp.uiuc.edu/v13n1/index.html. ECRP is a free online journal featuring articles related to the development, care, and education of children from birth to approximately age 8. It is published by the Clearinghouse on Early Education and Parenting (CEEP) at the University of Illinois at Urbana-Champaign.

57. New Resources from the Center for Early Childhood Mental Health Consultation

Source: Center for Early Childhood Mental Health Consultation - Retrieved June 10, 2011

The Center for Early Childhood Mental Health Consultation recently published the following new resources:

  • Tutorial: Recognizing and Supporting the Social and Emotional Health of Young Children Birth to Age 5
    http://www.ecmhc.org/tutorials/social-emotional/index.html
    This tutorial provides early childhood mental health consultants with a detailed understanding of the behaviors related to social and emotional health in infants and young children, as well as strategies that adults can use to support these behaviors within every day routines and settings.
  • Infant Toddler Temperament Tool
    http://www.ecmhc.org/temperament/index.html
    This tool helps parents and caregivers explore their own temperament traits, as well as those of a child for whom they provide care. Results support parents and caregivers in understanding how adult and child similarities and differences in temperament traits may affect "goodness of fit" and provide tips to foster the unique temperament of each child within their care.

58. New Brief on Understanding Temperament in Infants and Toddlers

Source: Center on the Social and Emotional Foundations for Early Learning - Retrieved May 26, 2011

The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) has released its 23rd What Works Brief, Understanding Temperament in Infants and Toddlers, which explains why temperament is important, provides some clarifications about temperament, and explains how to use what you know about temperament to promote positive social-emotional development and behavior. A handout called the Temperament Continuum is also provided to help you analyze where your temperament is similar and different to the children you care for. It is available at http://csefel.vanderbilt.edu/resources/wwb/wwb23.html

59. Updated Teaching Tools for Children with Challenging Behavior

Source: Technical Assistance Center on Social Emotional Intervention for Young Children - Retrieved March 25, 2011

The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) has updated its Teaching Tools for Young Children (TTYC) to include strategies for toddlers. The teaching tools give teachers practical strategies to create a plan to support young children who are having challenging behavior, including prevention, intervention, and response strategies. In addition, there is an expanded manual that includes using TTYC with toddlers, a decision tree, forms for teaming, tips for consultation to the classroom, and guidance on assessing implementation and outcomes. To learn more, go to http://www.challengingbehavior.org/do/resources/teaching_tools/ttyc.htm

60. New Report and Radio Segment on Preparation for Teachers in Pre-K through 3rd Grade

Source: New America Foundation, Early Education Initiative - March 01, 2011

The New America Foundation's Early Education Initiative has released a report, Getting in Sync: Revamping Licensure and Preparation for Teachers in Pre-K, Kindergarten and the Early Grades (2011), by Laura Bornfreund. The report discusses the importance of ensuring that pre-K through 3rd grade teachers learn about the science of early-childhood development (including social-emotional development) and family engagement, as well as how to provide effective instruction in early science, early literacy and early mathematics. The report is available at http://www.newamerica.net/publications/policy/getting_in_sync

A recent BAM Radio segment also discusses the importance of moving toward child development requirements for teachers. It features Dr. James G. Cibulka, President of the National Council for Accreditation of Teacher Education (NCATE), Dr. James Comer, the Maurice Falk Professor of Child Psychiatry at the Yale University School of Medicine's Child Study Center, and Laura Bornfreund, a Policy Analyst for New America's Early Education Initiative. It can be accessed at http://www.jackstreet.com/jackstreet/WMBK.RTChildDevelopment.cfm

61. Preventing the Use of Restraint and Seclusion with Young Children: The Role of Effective, Positive Practices

Source: Technical Assistance Center on Social Emotional Intervention for Young Children - February 8, 2011

In 2009, the U.S. Government Accountability Office (GAO) released findings of cases in which the use of seclusion and restraint to control the behavior of children with disabilities and/or challenging behavior were abused to the point that children were physically and psychologically injured. Some children even died while being restrained. The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) has released a new document that reviews concerns about the use of seclusion and restraint and discusses positive strategies to prevent behaviors that could lead to the use of these invasive and potentially-dangerous practices. Preventing the Use of Restraint and Seclusion with Young Children: The Role of Effective, Positive Practices (February, 2011), by Glen Dunlap, Cheryl Ostryn, & Lise Fox, is available online at http://www.challengingbehavior.org/do/resources/documents/brief_preventing.pdf

62. State-level Indicators for Social-emotional Development: Building Better Systems

Source: National Center for Children in Poverty - February 11, 2011

The National Center for Children in Poverty (NCCP) has released a new report, entitled State-level Indicators for Social-emotional Development: Building Better Systems (February 2011), by Elizabeth A. Isakson, Leslie Davidson, Louisa Higgins, and Janice L. Cooper. This report addresses the process of creating a system of indicators to track and assess the social-emotional development of young children in a community and examines recent state experiences in this area. It is available online at http://www.nccp.org/publications/pub_997.html.

63. New from TACSEI! "Making Life Easier" Series for Parents and Caregivers

Source: Technical Assistance Center on Social Emotional Intervention for Young Children - November 19, 2010

The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) has launched a new series entitled, Making Life Easier, which is designed to provide helpful tips for parents and caregivers on how to make often challenging events easier to navigate and even enjoyable. Topics currently available include Bedtime and Naptime, Running Errands, and Diapering. Each tipsheet also includes a helpful quick reference sheet. To access the series, go to http://www.challengingbehavior.org//do/resources/making_life_easier.html

64. New! Webinar Series on the Social Emotional Development of Young Children

Source: IDEA Infant & Toddler Coordinators Association - Retrieved November 8, 2010

In recent years, there have been increased referrals of children with potential delays in social emotional development to programs for young children funded by the Individuals with Disabilities Education Act (IDEA). In response to this new challenge, a webinar series on the importance of social emotional development as a stepping stone to positive outcomes for young children has been developed collaboratively by the IDEA Infant & Toddler Coordinators Association (ITCA), the IDEA 619 Consortium, and the Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI). The series is relevant to individuals who serve infants, toddlers and preschoolers with disabilities. It is available online at http://www.ideainfanttoddler.org/webinars.htm

65. The Pyramid Model Story Project

Source: Technical Assistance Center on Social Emotional Intervention for Young Children - Retrieved October 21, 2010

The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children is a conceptual framework of evidence-based practices developed by the Center for the Social and Emotional Foundations for Early Learning (CSEFEL) and the Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI). TACSEI recently developed a new resource, the Pyramid Model Story Project, where the programs, professionals and families who have used the model can share their experiences. To contribute a story or to learn how others have benefited from use of the model, go to http://www.challengingbehavior.org/do/pyramid_model/pyramid_model_story_project.html

66. New TACSEI Roadmap on Family-Focused Interventions

Source: Technical Assistance Center on Social Emotional Intervention for Young Children - Retrieved September 30, 2010

The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) has published a new Roadmap entitled, Family-Focused Interventions for Promoting Social-Emotional Development in Infants and Toddlers with or at Risk for Disabilities (September 2010), by Diane Powell and Glen Dunlap. This TACSEI Roadmap discusses family-focused services and practices for promoting social-emotional development of children served in Part C and specifically focuses on interventions that influence parenting practices for infants and toddlers with or at risk for disabilities. It is available online at http://www.challengingbehavior.org//do/resources/documents/roadmap_5.pdf

67. Guidelines and Videos from the Center on the Social and Emotional Foundations for Early Learning

Source: Center on the Social and Emotional Foundations for Early Learning - July 15, 2010

The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) has several new resources available online, including:

68. Supporting the Social-Emotional Wellbeing of Children in Part C Early Intervention Programs

Source: National Center for Children in Poverty - June 11, 2010

A new brief from the National Center for Children in Poverty (NCCP) discusses exemplary policies and practices that highlight the potential of the Part C Early Intervention Program to play a major role in reducing the risk of long-term social-emotional and behavioral difficulties of vulnerable children. Promoting the Social-emotional Wellbeing of Infants and Toddlers in Early Intervention Programs: Promising Strategies in Four Communities (June 2010), by Taniesha A. Woods, Sheila Smith, and Janice L. Cooper is available online at http://nccp.org/publications/pub_946.html

69. New Web Site! Center for Early Childhood Mental Health Consultation

Source: Georgetown University's Center for Child and Human Development - Retrieved April 20, 2010

Georgetown University's Center for Child and Human Development recently launched a new Web site for its Center for Early Childhood Mental Health Consultation. Funded by the Office of Head Start, the Web site will provide a wide range of resources on effective ways to promote young children's social emotional development and reduce challenging behaviors. To learn more and to access new products available on the Web site, go to http://www.ecmhc.org/index.html

70. New Resources to Help Promote Social Emotional Development

Source: Center on the Social and Emotional Foundations for Early Learning - Retrieved April 20, 1010

The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) has added new titles to Book Nook, its collection of easy-to-use guides to help teachers and caregivers embed social emotional skill building activities into everyday routines. Each Book Nook guide includes ideas designed around a popular children's book. The most recently added titles include: No Biting, Baby Cakes, Mouse Was Mad, Llama Llama Misses Mama, I Have a Problem, and Quiet Loud. To download the guides, go to http://csefel.vanderbilt.edu/resources/strategies.html#booknook

71. National Children's Mental Health Awareness Day to Include Focus on Early Childhood

Source: Substance Abuse & Mental Health Services Administration - Retrieved April 16, 2010

On Thursday, May 6, 2010, National Children's Mental Health Awareness Day will mark its 5th anniversary, as well as a first-time focus on the topic of early childhood. The national celebration will include an Early Childhood Forum consisting of two 45-minute panels focusing on 1) Being on the Right Track to Positive Social-Emotional Development, and 2) What to Do When Problems Arise. Information about this event is available at http://www.samhsa.gov/children/index.asp.

72. Technical Assistance to Promote Service and System Change

Source: Technical Assistance Center on Social Emotional Intervention for Young Children - Retrieved February 3, 2010

The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) has published the fourth installment in its Roadmap to Effective Intervention Practices series. Technical Assistance to Promote Service and System Change (November 2009) by Karen A. Blase, discusses TA strategies to initiate, implement, and sustain effective practice and systems change. It is meant to assist a range of stakeholders (e.g., early childhood service providers, parents, technical assistance providers) understand the types of technical assistance (TA) that are most beneficial to achieve particular practice and systems outcomes. It is available online at http://www.challengingbehavior.org/do/resources/documents/roadmap_4.pdf

73. Policy Brief on Integrating Early Childhood Mental Health Consultation with the Pyramid Model

Source: Technical Assistance Center on Social Emotional Intervention for Young Children - December 3, 2009

The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) has published a new policy brief, entitled Integrating Early Childhood Mental Health Consultation with the Pyramid Model (November 2009), by Deborah F. Perry & Roxane K. Kaufmann. The brief provides an overview of Early Childhood Mental Health Consultation and how it can support implementation of the Pyramid Model for promoting the social emotional competence of infants and young children. Policy issues that arise when administrators seek to integrate these two approaches at the state and local levels are also discussed. It is available online at http://www.challengingbehavior.org/do/resources/documents/brief_integrating.pdf

74. Webinar on Preventing Challenging Behaviors in Young Children with Autism

Source: Technical Assistance Center on Social Emotional Intervention for Young Children - November 2, 2009

The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) has posted a recorded on-line presentation and discussion on their Web site entitled Preventing Challenging Behavior: A Model for Young Children with Autism Spectrum Disorder (November 2, 2009), with Glen Dunlap and Phil Strain. The session presents a three-tiered framework for organizing prevention and intervention strategies that is appropriate for home, community and preschool applications. It can be accessed at http://www.challengingbehavior.org//explore/webinars/11.2.2009_tacsei_presentation_teleconference.htm

75. New Resources on the Pyramid Model for Promoting Children's Social and Emotional Development

Source: TACSEI and CSEFEL - Retrieved October 7, 2009

The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) and the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) recently announced the following new resources on implementing the Pyramid Model to help promote young children's social, emotional and behavioral competence.

76. Teleconference - Using the Pyramid Framework within Early Intervention Programs: Promoting the Social Development of Infants and Toddlers

Source: Technical Assistance Center on Social Emotional Intervention for Young Children - August 31, 2009

On September 9, 2009 from 12-1 p.m. ET, the Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) will host a teleconference on The Pyramid Framework within Early Intervention Programs: Promoting the Social Development of Infants and Toddlers, presented by Judith Carta, Mary Louise Hemmeter, Linda Broyles, and Kathleen Baggett. It will include a recorded online presentation and a live teleconference discussion with speakers who have begun to apply the Teaching Pyramid to programs serving children from birth to 3 years and their families. Capacity has been met for this event and registration is now closed, however all materials will be available on the TACSEI website within one week of the event. For more information go to http://www.challengingbehavior.org/explore/webinars/9.9.2009_tacsei_presentation_teleconference.htm

77. Promoting Social-emotional Wellbeing in Early Intervention Services: A Fifty-state View

Source: National Center for Children in Poverty - September 4, 2009

The National Center for Children in Poverty (NCCP) has published a new brief, entitled Promoting Social-emotional Wellbeing in Early Intervention Services: A Fifty-state View (2009), by Janice L. Cooper and Jessica Vick. The brief reports on findings from a study done to determine how states are leveraging different policy choices to support the integration of social-emotional developmental strategies into Part C early intervention services. Part C coordinators from forty-eight states' participated in the study. To read the full report, go to http://www.nccp.org/publications/pub_885.html

78. New Resources from the Technical Assistance Center on Social Emotional Intervention for Young Children

Source: Technical Assistance Center on Social Emotional Intervention for Young Children - Retrieved August 19, 2009

The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) has recently published the following two new resources:

  • Promoting Social Behavior of Young Children in Group Settings: A Summary of Research (2009), by Glen Dunlap and Diane Powell - This synthesis provides a summary of intervention practices that are supported by empirical evidence for promoting adaptive social-emotional behavior of young children in group contexts. It focuses on toddlers and preschool children who are identified as having or being at risk for disabilities, and who have identified problems with social-emotional behaviors - http://www.challengingbehavior.org//do/resources/documents/roadmap_3.pdf
  • Policy Brief: Administrator Strategies that Support High Fidelity Implementation of the Pyramid Model for Promoting Social-Emotional Competence & Addressing Challenging Behavior (2009), by Melissa Mincic, Barbara J. Smith, & Phil Strain - This brief underscores the importance of facilitative administrative practices that are aligned with high fidelity implementation of the Pyramid Model and achieving positive outcomes for children and their families - http://www.challengingbehavior.org//do/resources/documents/brief_administrator.pdf

79. New Paper on Response to Intervention and the Pyramid Model

Source: Technical Assistance Center on Social Emotional Intervention for Young Children - Retrieved July 24, 2009

Response to Intervention (RtI) offers a comprehensive model for the prevention of delays in learning and behavior. Although it was initially designed for K-12 programs, research supports the value of using the model within early childhood programs. The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) has published a new paper, Response to Intervention and the Pyramid Model (2009), which provides guidance to early childhood programs as they develop policies and procedures related to the adoption of RtI. It is available online at http://www.challengingbehavior.org//do/resources/papers.htm

80. New Evidence-Based Social-Emotional Curricula for Children 0-5 Years and Their Families

Source: Technical Assistance Center on Social Emotional Intervention for Young Children - July 2, 2009

The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) recently published Evidence-Based Social-Emotional Curricula and Intervention Packages for Children 0-5 Years and Their Families (June 2009), which provides guidance to families and early childhood special education providers seeking interventions to promote healthy social emotional development in young children with and without disabilities. The information can also help individuals intervene early with young children who may already be displaying problematic social emotional behaviors. It is available at http://www.challengingbehavior.org/do/resources/documents/roadmap_2.pdf

81. Recording of May 21, 2009 TACSEI Webinar Now Online

Source: Technical Assistance Center on Social Emotional Intervention for Young Children - June 15, 2009

The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) recently published the recording of its May 21, 2009 Webinar, Implementing and Sustaining Effective Programs and Services that Promote Good Social, Emotional & Behavioral Outcomes for Young Children with Special Needs: Part 2. This TACSEI webinar is the second of two related webinars focused on state and program level implementation and sustainability of evidence-based practices. It can be accessed online at http://www.challengingbehavior.org/explore/webinars/5.21.09_tacsei_webinar.htm

82. Teleconference on Program-wide Positive Behavior Support for Early Childhood

Source: Technical Assistance Center on Social Emotional Intervention for Young Children - May 6, 2009

The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) recently conducted a Teleconference on Program-wide Positive Behavior Support (PBS) for Early Childhood, by Lise Fox and Mary Louise Hemmeter. The presenters examined how PBS for early childhood programs differs from the school-wide PBS effort that is being implemented across the nation and how it is related to the adoption of the Pyramid Model. To access the presentation and all related materials online, go to http://www.challengingbehavior.org/explore/webinars/5.6.2009_tacsei_presentation_teleconference.htm

83. New What Works Clearinghouse Quick Review on the Head Start REDI Program

Source: Institute of Education Sciences, What Works Clearinghouse - March 31, 2009

The What Works Clearinghouse has released a new quick review of a study entitled Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program, which examined whether the Head Start Research-Based Developmentally Informed (REDI) program is more effective than the standard Head Start program at improving the language, emergent literacy, and social-emotional skills of preschoolers. While the study reported significant gains for REDI classrooms in emergent literacy skills, emotional understanding, social problem solving, social behavior, and learning engagement, this WWC review offers some cautions about the results. The review is available online at http://ies.ed.gov/ncee/wwc/publications/quickreviews/headstart/index.asp

84. 2nd TACSEI Webinar Recording and Materials Available Online

Source: Technical Assistance Center on Social Emotional Intervention for Young Children - February 27, 2009

The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) recently conducted its second webinar, entitled Using a Response to Intervention (RTI) Framework to Promote Young Children's Social Development: The Teaching Pyramid Model (February, 2009), by Phil Strain, Lise Fox and Judith Carta. The discussion includes an overview of the RtI framework, the use of screening and ongoing assessment with the model, implementation of the Pyramid Model as RtI to address social development and behavior, and a discussion of the benefits and challenges associated with the implementation of RtI in early childhood programs. Materials are available online at http://www.challengingbehavior.org/explore/webinars/2.23.2009_tacsei_webinar.htm

85. New Document Reviews Screening Instruments for Social Emotional Concerns

Source: Technical Assistance Center on Social Emotional Intervention for Young Children - Retrieved February 20, 2009

A new document from the Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI), entitled Emotional Concerns: Considerations in the Selection of Instruments (2009), by Jasolyn Henderson and Phillip Strain, provides a brief overview of the use of screening instruments to help identify children and families who would benefit from early and targeted intervention strategies. It is meant to help administrators and teachers choose appropriate instruments for implementing a screening program. Available at http://www.challengingbehavior.org/do/resources/documents/roadmap_1.pdf

86. Recording of 1st TACSEI Webinar and Registration for 2nd TACSEI Webinar Available Online

Source: Technical Assistance Center on Social Emotional Intervention for Young Children - February 12, 2009

The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) recently conducted its first webinar titled Implementing and Sustaining Effective Programs and Services that Promote Good Social, Emotional & Behavioral Outcomes for Young Children with Special Needs: Part 1 of 2, presented by Karen Blase, Barbara Smith and Roxane Kaufmann. The recording of this event and all of the accompanying resources are now available online at http://www.challengingbehavior.org/explore/webinars/1.29.2009_tacsei_webinar.htm

TACSEI's second Webinar, entitled Using a Response to Intervention (RTI) Framework to Promote Young Children's Social Competence and Address Challenging Behavior, presented by Phil Strain, Lise Fox and Judith Carta, will take place on February 23, 2009, from 3:30 to 5:00 pm EST. To register for this free webinar go to http://www.challengingbehavior.org/do/tacsei_webinars/using_rti_framework_registration.htm. Space is limited and registrations will no longer be accepted once capacity is reached.

87. Webinar on Social-Emotional Outcomes for Young Children With, or at Risk For, Delays or Disabilities

Source: Technical Assistance Center on Social Emotional Intervention for Young Children - January 12, 2009

The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) announces a Webinar entitled Social-Emotional Outcomes for Young Children With, or at Risk For, Delays or Disabilities, presented by Karen Blase, Barbara Smith and Roxane Kaufman. The Webinar will be held on Thursday, Jan 29, 2009 at 1:00 PM EST and is the first of two related webinars focused on successfully implementing the Pyramid Model or any evidence-based initiative at the state and program level and sustaining the initiative over time in the context of staff turnover and changing organizational, social, and political environments. For more information and to register go to http://www.challengingbehavior.org/webinar_registration.htm. The second webinar will be held on May 21, 2009 and will discuss structures, procedures and financing for sustainability.

88. New Briefs on Improving Early Childhood Health and Development from the Commonwealth Fund

Source: Commonwealth Fund - Retrieved October 23, 2008

The Commonwealth Fund recently released the following two new publications on improving early childhood health and development:

89. Presentation on the Pyramid Model for Promoting the Social and Emotional Development of Infants and Young Children

Source: Technical Assistance Center on Social Emotional Intervention for Young Children - September 12, 2008

The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) has created a PowerPoint presentation with audio and captioning that provides a comprehensive overview of the Pyramid Model for Promoting the Social and Emotional Development of Infants and Young Children. To view the presentation go to http://www.challengingbehavior.org/explore/camtasia/pyramid_overview/pyramid_overview_captions.html. Note: In order to view this presentation, you may need to download Adobe Flash Player. A transcript is available at http://www.challengingbehavior.org/explore/camtasia/pyramid_overview/pyramid_overview_transcript.pdf

90. Grant Notices from the U.S. Department of Education

Source: OSERS - March 23, 2007

The U.S. Department of Education's Office of Special Education and Rehabilitative Services (OSERS) has recently published the following grant notices in the Federal Register:

91. New from ZERO TO THREE

Source: ZERO TO THREE - February 2, 2007

ZERO TO THREE recently published the following new items:

  • Infant/Toddler Specialist Networks: Assuring Quality in Child Care for Babies & Toddlers
    States have used a variety of strategies to improve the quality of infant and toddler childcare, one of which is the creation of Infant/Toddler Specialist Networks. This new article from the ZERO TO THREE Policy Center describes the function of infant/toddler specialist networks, how they are funded, how they are structured within a state, and lessons learned from states who have used them. [Note: Link checked on 5/10/2007 - this document is no longer available online].
  • Preventing Child Abuse and Neglect: Parent-Provider Partnerships in Child Care
    This 10-unit training curriculum is meant to train childcare providers to promote healthy parenting and social-emotional development in young children and reduce child abuse and neglect.

92. New Research Syntheses from the Tracking, Referral and Assessment Center for Excellence (TRACE)

Source: TRACE - January 8, 2007

The following new practice-based research syntheses (Cornerstones) from the Tracking, Referral and Assessment Center for Excellence (TRACE) are now available online at http://www.tracecenter.info/cornerstones.php

The following related Endpoints have also recently been posted on the TRACE Web site at http://www.tracecenter.info/endpoints.php

93. Children's Mental Health: Facts for Policymakers

Source: NCCP - November 3, 2006

The National Center for Children in Poverty (NCCP) has developed a fact sheet on mental health that highlights the nature of mental health problems among children and the lack of adequate services. Latino children are less likely to receive services than children of other ethnic groups. Preschool children face expulsion rates three times higher than children in kindergarten through 12th grade - a factor attributed in part to lack of attention to social-emotional needs. African-American preschoolers are 3 to 5 times more likely to be expelled than their white, Latino, or Asian-American peers. Public policy strategies to improve mental health services for children are reviewed. The fact sheet is available online at http://nccp.org/publications/pub_687.html

94. From Science to Public Policy: Promoting Policies that Support Early Childhood Social & Emotional Development

Source: The Baby Monitor: ZERO TO THREE - August 7, 2006

A new article in the "From Science to Public Policy" series discusses the importance of supporting healthy social-emotional development in babies and young children and provides strategies for doing this at the state level through public policy. It is available at http://www.zerotothree.org/site/DocServer/social_emotional_article_final.pdf?docID=1925

The article is based on a research and policy report entitled Helping Young Children Succeed: Strategies to Promote Early Childhood Social and Emotional Development (September 2005), developed jointly by ZERO TO THREE and the National Conference of State Legislatures. Go to http://www.zerotothree.org/site/DocServer/helping_young_children_succeed_final.pdf?docID=1725&AddInterest=1157

95. Updated Training Modules from the Center on the Social and Emotional Foundations for Early Learning

Source: CSEFEL - July 26, 3006

Updated training modules from the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) are now available online. These modules were designed based on input gathered during focus groups with program administrators, T/TA providers, early educators, and family members about the types and content of training that would be most useful in addressing the social-emotional needs of young children. For more information go to http://www.csefel.uiuc.edu/modules.html

96. New Products from the Center for Evidence-Based Practice: Young Children with Challenging Behavior

Source: Center for Evidence Based Practices in Early Learning - April 27, 2006

The following new products are now available on the resources page of the Center for Evidence-Based Practice: Young Children with Challenging Behavior Web site:

  • Being an Evidence-Based Practitioner - This fact sheet describes what evidence-based practitioners do, notes some of the challenges and offers advice for addressing those challenges.
  • Preventing Challenging Behavior in Young Children: Effective Practices - The single best way to address challenging behaviors in young children today is to take steps to make sure that they never occur. There are several broad-based early intervention strategies that researchers suggest to prevent challenging behaviors.
You can access these by visiting http://challengingbehavior.org/do/resources/tacsei_resources_all.htm

The following PowerPoint presentations are also available on the CEBP website for individuals to use in their own programs:
  • Impact and Prevalence: This presentation developed by Matt Timm and Lise Fox discusses the prevalence of social emotional issues and challenging behaviors in preschoolers as well as the impact that these issues have on children later in life if left untreated
  • Effective Practices for Preventing and Addressing Young Children's Challenging Behaviors developed by Mary Louise Hemmeter
You can access these by visiting http://challengingbehavior.org/communities/trainers.htm

97. New What Works Briefs and Recommended Practices Handout

Source: Center for Evidence Based Practices in Early Learning

The Center for Evidence Based Practices (CEBP) has produced a new handout titled Identifying and Monitoring Outcomes Related to Children's Social-Emotional Development. This fact sheet discusses how to prevent and address problem behavior by teaching children social skills they can use in place of problem behavior. You can access this handout online at http://www.challengingbehavior.org/do/resources/tacsei_resources_all.htm

The following four new What Works Briefs have recently been produced by the Center on the Social and Emotional Foundations for Early Learning (CSEFEL). The Briefs describe practical strategies, provide references to more information about the practice, and include a one-page handout that highlights the major points of the Brief:

  • WWB 18: Logical Consequences
  • WWB 19: Helping Children Express Their Wants and Needs
  • WWB 20: Expressing Warmth and Affection to Children
  • WWB 21: Fostering Emotional Literacy in Young Children: Labeling Emotions
These Briefs and many others are available from the Center on the Social and Emotional Foundations for Early Learning website located at: http://www.vanderbilt.edu/csefel/wwb.html

98. New Resources from the Center for Evidence-Based Practice (CEBP)

Source: CEBP - June 8, 2005

The Center for Evidence-Based Practice (CEBP) has created three new handouts that provide professionals and family members evidence-based recommendations on a variety of topics:

  • Supporting Infants and Toddlers with Challenging Behavior
  • Linking Social Development and School Readiness to Behavior
  • Program Practices for Promoting the Social Development of Young Children and Addressing Challenging Behavior
These handouts can be viewed and downloaded at http://www.challengingbehavior.org/do/resources/tacsei_resources_all.htm.

CEBP also has presentation materials available for individuals to use in their own programs on the following topics:

  • Impact and Prevalence: This presentation developed by Matt Timm and Lise Fox discusses the prevalence of social emotional issues and challenging behaviors in preschoolers as well as the impact that these issues have on children later in life if left untreated
  • Effective Practices for Preventing and Addressing Young Children's Challenging Behaviors developed by Mary Louise Hemmeter
PowerPoint presentations for these topics and their accompanying handouts are available at: http://www.challengingbehavior.org/communities/trainers.htm

99. Addressing Social-Emotional Development and Infant Mental Health in Early Childhood Systems

Source: AMCHP Pulse for Partners - April 15, 2005

A new report from the National Center for Infant and Early Childhood Health Policy introduces the field of social and emotional development in young children and infants, presents a model of a broad system of care, and offers policy recommendations for the State Early Childhood Comprehensive Systems initiative. It is available at http://www.healthychild.ucla.edu/Publications/Documents/IMHFinal.pdf [Note: Link checked on 5/6/2009 - this link is no longer active. The executive summary is available through ERIC at http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/29/89/a6.pdf and the full summary is available through ERIC at http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/29/8b/e3.pdf]

100. Internet Chat Series on Promoting Social Emotional Competence

Source: Center on Evidence-Based Practice: Young Children with Challenging Behavior - November 2, 2004

The Center on Evidence-Based Practice: Young Children with Challenging Behavior is hosting a series of Internet Chats on topics related to supporting young children's social emotional development and preventing challenging behaviors. Leading experts in the field will participate in the following forums:

  • November 18, 2004 - Classroom Environments That Work: Preventing Problem Behavior
  • January 26, 2005 - Creating Home/Program Partnerships That Work: Supporting Children with Problem Behavior
  • March 30, 2005 - Leadership Strategies for Supporting Children's Social and Emotional Development and Addressing Challenging Behavior
For more information, go to: http://www.vanderbilt.edu/csefel/chat.html

101. Social-Emotional Learning in Early Childhood: What We Know and Where to Go From Here

Source: www.casel.org/ - Retrieved October 20, 2003

A new book chapter on social-emotional learning in early childhood by Susanne Denham, and Roger Weissberg, Executive Director of the Collaborative for Academic, Social and Emotional Learning, is now available online at http://www.casel.org/downloads/SELearlychildhood.pdf.

102. Conference Calls On the Social-Emotional Development of Young Children

Source: Georgetown University Center for Child and Human Development - June 26, 2003

The Georgetown University Center for Child and Human Development (http://gucchd.georgetown.edu/), with support from the Ewing Marion Kauffman Foundation (http://www.kauffman.org/), is launching a series of 10 conference calls focusing on the social-emotional development of young children (birth through five years old). The purpose of these calls is to increase the capacity of a broad array of stakeholders involved in the care of young children to promote healthy development, identify children at risk for poor outcomes and intervene effectively with children needing specialized attention. The target audience for these calls includes early care and education providers, agency administrators, technical assistance providers and others working with young children and their families.

The calls will take place from 1:00-2:30 pm (EST) on the last wednesday of every month, beginning July 30th, 2003. Topics will include:

  • Early brain research
  • Risk and resilience
  • Curricula for promoting healthy social-emotional development
  • Infusing social-emotional development into early childhood settings
  • Screening and assessment
  • Impact of maternal depression on young children
  • Children and trauma
  • Relationship-based intervention approaches
  • And more!

National experts will serve as presenters, as will practitioners who are involved in promising practices. Presentations will highlight effective strategies for delivering family-driven, culturally appropriate services in community-based settings. Up to 200 individuals per call will be able to participate on a first-come, first-serve basis. Handouts, including Powerpoint presentations, will be provided to people who register for the calls. Please send an email to mk73@georgetown.edu (Melkisha Knight) if you want to be added to the list for the first call. Materials will be emailed to you.

Early Childhood Technical Assistance Center

  • CB 8040
  • Chapel Hill, NC 27599-8040
  • phone: 919.962.2001
  • fax: 919.966.7463
  • email: ectacenter@unc.edu

The ECTA Center is a program of the FPG Child Development Institute of the University of North Carolina at Chapel Hill, funded through cooperative agreement number H326P120002 from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the Department of Education's position or policy.

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