evidence based practice university of utah
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+Evidence Based Practice University of Utah
Training School Psychologists to be Experts in Evidence Based Practices for Tertiary Students with Serious Emotional Disturbance/Behavior Disorders
US Office of Education 84.325KH325K080308
+ Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI)
In 2008, the Center for Evidence-Based Practice: Young Children with Challenging Behavior (CEBP) became TACSEI (www.challengingbehavior.org)
TACSEI is a 5 year program that will envelope the research synthesis generated by CEBP and implement the most effective interventions
+ TACSEI Management Team
Co-principle investigators University of South Florida
Lise Fox Glen Dunlap
University of Colorado-Denver Barbara Smith Phil Strain
Senior Faculty Karen Blasé, Judith Carta, Mary Louise Hemmeter, Jill
Giacomini, Roxane Kaufmann, Diane Powell
+ TACSEI Funding and Partners
Funding United States Department of Education Office of Special Education Programs (OSEP)
Partners Division of Early Childhood (DEC) National Head Start Association (NHSA) IDEA Infant and Toddler Coordinators Association (ITCA) Many more
+ TACSEI Mission
To identify, disseminate, and promote the implementation of evidence-based practices in order to
improve the social, emotional, and behavioral functioning of young children with or at risk for delays
or disabilities
www.challengingbehavior.org
+ TACSEI Goals
Technical assistance (TA) collaboration and coordination Research dissemination to various states and training
centers TA training and education to trainers, coaches and
providers Develop and scale-up Pyramid model variations Evaluate all functions and continue to make
improvements Provide technology mediated resources to all consumers
+ TACSEI Key Beliefs
TA efforts must be deliverable and effective for diverse populations
TA outcomes must be valued by families as well as the broader community
Practices endorsed must be affordable, feasible, and acceptable to diverse stakeholders
+ Key Beliefs (cont.)
Families and program personnel are vital partners in the design, implementation, and evaluation of the work of the Center
Practices must be based on best available evidence and must be replicated across sites and states
Practices must be designed primarily to enhance competencies, rather than remediate problems
+How They Do It: The Pyramid Model Developed by TACSEI and
the Center for the Social and Emotional Foundations for Early Learning (CSEFEL)
Four tiers: Yellow: Systems and
Policies Blue: Universal Supports Green: Prevention Red: Intervention
+ The Pyramid Model
The foundation for all of the practices in the pyramid are the systems and policies necessary to ensure a workforce able to adopt and sustain these evidence-based practices
Effective workforce is a crucial component The systems and policies developed are necessary for
educators to adopt and sustain the pyramid model
Yellow Tier (Foundation): Systems and policies
+ The Pyramid Model
Universal supports for all children through nurturing and responsive relationships and high quality environments
Emphasize nurturing and responsive relationships Establish positive, inclusive and supportive environments Provide information and support to parents and educators
Blue Tier: Universal supports
+ The Pyramid Model
Prevention represents practices that are targeted social emotional strategies to prevent problems
Explicit instruction and support Develop self-regulation and appropriate emotional
expression Focus on positive interactions and social problem
solving skills
Green Tier: Prevention
+ The Pyramid Model
Intervention is comprised of practices related to individualized intensive interventions
Family based, comprehensive solutions for problem behaviors
Positive behavior support (PBS) provided at individual level Focus on skill building and development of positive behaviors
Red Tier: Intervention
+ Positive Behavior Support (PBS)
Describes the approach used to provide intensive individualized interventions to individual children with challenging behavior
Understanding of why the child is performing the behavior
Strategies for preventing the behavior and replacing it with new skills
Six step implementation plan
+ PBS: The Six Steps
1. Building a Behavior Support Team 2. Person-Centered Planning 3. Functional Behavioral Assessment 4. Hypothesis Development 5. Behavior Support Plan Development 6. Monitoring Outcomes
+ Program-Wide Adoption
Systemic effort to maintain program-wide fidelity Develop supports and infrastructure for classroom and
home environments Staff-wide training in Pyramid model implementation Comprehensive support from all staff and family Leadership team follows data-driven decision making
process
+ TACSEI Training
6 states will receive TACSEI training between 2010 and 2012 Based on “readiness” criteria
This will be implemented in four stages Training of a cadre of state trainers Selection and support of local coaches Selection and support of three demonstration sites Facilitation of a state interagency team to develop the
infrastructure, policies and resources to implement and sustain the training, coaching and demonstration sites
+ TACSEI TA Model
Universal Outreach Web-based TA, National Training Institute, Consultant Bank Available to anyone
Targeted TA Families, teachers, program administrators
Intensive TA 6 states to develop infrastructure and systems
+Web-based TA and Resources
Available to everyone Print resources
Policy briefs, research syntheses, fact sheets and powerpoints
Interactive opportunities Webinars, long distance learning and discussions
State TA pages In-depth evaluation and record of each state’s progress To date, only Alaska and Minnesota have adopted TACSEI
+ Summary
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