v effective interventions for promoting social development: implementing and sustaining...
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vEffective Interventions for
Promoting Social Development:
Implementing and Sustaining Evidence-Based
Practices
Effective Interventions for Promoting Social Development:
Implementing and Sustaining Evidence-Based
Practices
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TACSEI Management TeamTACSEI Management Team
Lise Fox, University of South Florida
Glen Dunlap,University of South Florida
Barbara J. Smith, University of Colorado- Denver
Phil Strain, University of Colorado-Denver
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TACSEI Center FacultyTACSEI Center Faculty
Judith CartaUniversity of Kansas
Diane PowellUniversity of South Florida
Karen BlaseNational Implementation
Research Network
Roxane KaufmannGeorgetown University
Mary Louise HemmeterVanderbilt University
Jill Giacomini University of Colorado Denver
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TACSEI MissionTACSEI 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.
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Part C and 619 Child Outcomes
Part C and 619 Child Outcomes
Percent of children who demonstrate improved:Positive social emotional skills (including
positive social relationships)Acquisition and use of knowledge and
skills (including early language/ communication [and early literacy])
Use of appropriate behaviors to meet their needs
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TACSEI FocusTACSEI Focus
Unified message
Collaboration
Models of effective practice
Support states
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Research SynthesesResearch Syntheses
Multiple Topics
Summaries of syntheses will be prepared for dissemination to multiple audiences in a variety of formats
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Providing Evidence-Based Models
Providing Evidence-Based Models
Implementation and evaluation of the
use of the Pyramid Model with children
with or at risk for delays or disabilities
Analysis of implementation and
sustainability factors
Implementation guidance
Support for selected states in the
implementation, sustainability, and
scale-up of models
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Intensive TA to StatesIntensive TA to States
In years 2010-2012, six states will be selected through an application process based on “readiness” criteria
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Technical Assistance ModelTechnical Assistance Model
Universal Outreach
Targeted TA
Intensive TA
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Web-based Technical Assistance
Web-based Technical Assistance
Resources
Communities of Practice
Interactive opportunities
State Technical Assistance pages
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Consultant BankConsultant Bank
Bank of consultants organized by
expertise
Web-based process of matching
request to consultant
Accountability procedures
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TACSEI Partnerships TACSEI Partnerships
Goal of Partnerships
To collaborate with national organizations to extend the reach and impact of TACSEI
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Primary Partners Primary Partners
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Social CompetenceSocial Competence
“Emotional well-being and social competence provide a strong foundation for emerging cognitive abilities, and together they are the bricks and mortar that comprise the foundation of human development.”
(National Scientific Council on the Developing Child, 2007)
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Pyramid ModelPyramid Model
UniversalPromotion
SecondaryPrevention
TertiaryIntervention
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Nurturing and Responsive Relationships
Nurturing and Responsive Relationships
Foundation of the pyramidEssential to healthy social developmentIncludes relationships with children, families
and team members
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High Quality EnvironmentsHigh Quality Environments
Inclusive early care and education environments
Supportive home environments
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Supportive Home Environments
Supportive Home Environments
Supporting families and other caregivers to promote development within natural routines and community settings
Providing families and other caregivers with information, support, and new skills
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Targeted Social Emotional Supports
Targeted Social Emotional Supports
Explicit instruction and support
Self-regulation, expressing and understanding emotions, developing social relationships
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Individualized Intensive Interventions
Individualized Intensive Interventions
Family-centered, comprehensive interventions
Assessment-based
Skill-building
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Pyramid ModelPyramid Model
UniversalPromotion
SecondaryPrevention
TertiaryIntervention
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Effective WorkforceEffective Workforce
Training and technical assistanceCoaching of teachers
Ongoing professional development
Fidelity of implementation
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The Teaching Pyramid: Program-Wide PBS
The Teaching Pyramid: Program-Wide PBS
Program-Wide Commitment
Teacher Training and Technical
Assistance
Data-Based Decision Making
Well-Defined Procedures
Administrative Support
Partnerships with Families
High Quality Supportive Environments
Nurturing and Responsive Caregiving Nurturing and Responsive Caregiving RelationshipsRelationships
Targeted Social Emotional Supports
Intensive Intensive InterventionsInterventions
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Evaluation PlanEvaluation Plan
• Implementation• Benchmarks of Quality• Teaching Pyramid Observation Tool
• Program• Program Incidents (calls to families, dismissals,
transfer, requests for assistance, family conferences)• Behavior Incidents
• Child• Social Skills Rating System or other measure (social
skills; problem behavior)
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UDMO: Benchmarks of Quality
0
0.5
1
1.5
2
2.5
3
Esta
bli
sh
lead
ers
hip
team
Sta
ff B
uy-I
n
Fam
ily
Invo
lvem
en
t
Pro
gra
m-w
ide
exp
ecta
tio
ns
Str
ate
gie
s f
or
teach
ing
exp
ecta
tio
ns
Cla
ssro
om
s
dem
on
str
ate
ad
op
tio
n o
f
“T
each
ing
Pyra
mid
”
Pro
ced
ure
s f
or
resp
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g
to c
hall
en
gin
g
beh
avio
r
Sta
ff S
up
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Pla
n
Mo
nit
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ng
imp
lem
en
tati
on
& o
utc
om
es
Av
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ore
Fidelity of Program-Wide Implementation
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The Teaching Pyramid Observation Tool (TPOT)The Teaching Pyramid
Observation Tool (TPOT)
The TPOT was developed to measure the extent to which Teaching Pyramid practices are being implemented in a classroom
Provides information that can be used to:Describe “quality” of implementation of TPOT
practices
Compare implementation within and across teachers/classrooms
Identify needs of teachers for training and support
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0
1
2
3
4
5
6
7
Env(#1-7)
#8 #9 #10 #11 #12 #13 #14 #15 #16 #17 #18 #19 #20 #21 #22 RedFlags
Mallory's Pre-K Pre/Post TPOT Graphs
Series1
Series2
Key1-7. Environment 15. Social Skills8. Schedules 16. Express Emotions9. Transitions 17. Problem Solving10. Conversations 18. Friendship Skills11. Promot Engagement 19. Persistent Problem Behavior12. Behavior Expectations 20. Communication w / Families13. Providing Direction 21. Involving Families14. Problem Behavior 22. Relationships w / Adults 23 – 38. Red Flags
PRE
POST
ENV = 7/ 5
Anchor= .733 / 1.0667
Red Flags = 4 / 6
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UDMO TPOT Scores: All
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
4.50
5.00
Buena Vista Spirit Lake 1 Spirit Lake 2
Avera
ge s
co
re
NovemberApril
Overall Classroom Implementation Fidelity
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Example:Program Incident Report
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
Calls to families
Dismissal from program
Transfer to another program
Requests for assistance(External)
Family Conference
Indicator
Inci
den
ts p
er m
on
thDec
Jan
Feb
Mar
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How Often is the Behavior?How Often is the Behavior?
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What Behaviors?What Behaviors?
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Who is having problem behavior?Who is having problem behavior?
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Where is Problem Behavior?Where is Problem Behavior?
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When is problem behavior occurring?When is problem behavior occurring?
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Overall SS-SS IA0713
October 2007
0
20
40
60
80
100
120
140
1HDC 3HRD 8LJK 10MSW 14JV 16BN 22MC 26EU
1HDC
2AJCC
3HRD
4MJK
8LJK
9BJW
10MSW
13NCP
14JV
15DR
16BN
19NM
22MC
23GS
26EU
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Overall PB-SS IA0713
October 2007
0
20
40
60
80
100
120
140
160
1HDC 3HRD 8LJK 10MSW 14JV 16BN 22MC 26EU
1HDC
2AJCC
3HRD
4MJK
8LJK
9BJW
10MSW
13NCP
14JV
15DR
16BN
19NM
22MC
23GS
26EU
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Benchmarks of Quality by Cohort
78.8
88.4
94.4
101.5
60.67
88.89
0
20
40
60
80
100
120
Fall Spring
Av
era
ge
sc
ore
Cohort 1/Yr1
Cohort 1/Yr 2
Cohort 2/Yr 1
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TPOT Scores across Program Years
2.65
3.353.43
4.14
2.51
4.43
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
Fall Spring
Av
era
ge
sc
ore
Cohort1/YR1
Cohort1/YR2
Cohort2/YR1
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Program Incidents by Cohort
0
1
2
3
4
5
6
Calls to families
Dismissal from program
Transfer to another program
Requests for assistance (External)
Family Conference
Type of Incident
Av
era
ge
Cohort 1/Yr 1
Cohort 1/Yr 2
Cohort 2/Yr1
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Cohort 1 Behavior Incidents
0
5
10
15
20
25
30
35
40
45
50
1 2 3 4 5 6 7 8
Months
Av
era
ge
Nu
mb
er
of
Inc
ide
nts
2007
2008
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SSRS Scores Across Programs
94.10
100.26
100.8101.2
90
92
94
96
98
100
102
Social Skills Problem Behavior
Av
era
ge
sc
ore
Fall
Spring
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Lessons Learned Thus Far
State-wide Pyramid Implementation Initiatives
State-wide Pyramid Implementation Initiatives
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State ImplementationState Implementation
CSEFEL State PartnershipsCO, MD, IA, NE, NC, VT, HI, TN
TACSEI State Partnerships (to be selected in 2009 through an application process)
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Implementation Purpose and Model
Implementation Purpose and Model
Purpose: PD system to support adoption and sustainability of Pyramid Model and practices
Model of state-wide implementation based on literature and experience re: how to:
Disseminate info on what works to program level staff and families
Support adoption of what worksSupport sustained use over time of what works
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Implementation StrategiesImplementation Strategies
Literature and experience indicates the following strategies:
State level collaborative planning and support
State-wide trainers
Community/program level coaches
Demonstration sites
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State Level Planning and Support
State Level Planning and Support
State level collaborative planning teamPlanful group decision making processes that
promote shared ownership and limits feelings of “winners and losers”
Written, shared: vision, language, agendas, meeting summaries, action plans
Shared decision makingGround rules for conducting meetings and
decision making See www.vanderbilt.edu/csefel for some examples
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Trainers and CoachesTrainers and Coaches
State wide Pyramid Model TrainersTrained to train on Pyramid and practicesTrained on effective training techniques
coaches
Pyramid Model CoachesTrained on Pyramid Model and practicesTrained on effective training practicesTrained on effective coaching strategies
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Demonstration SitesDemonstration Sites
Demonstration sitesHigh quality setting, committed leadership,
enthusiastic about the Pyramid Model and being a demonstration site
Supported in implementation and sustainability of Pyramid Model and practices
Supported in data collection to ensure fidelity of implementation and positive outcomes
Supported as a site that stakeholders can visit to see the Pyramid in action!
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State team (back to the)State team (back to the)
It’s work focuses on how state policies and resources will:
Train and support trainers and coachesSupport demonstration sitesEnsure that programs have access to information about the effectiveness of the Pyramid Model and practices as well as trainers, coaches and demonstration sitesEnsure that families have know about the effectiveness of the Pyramid Model and have access to programs and services that use the Model and practices
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Lessons Learned So FarLessons Learned So Far
Programs and families like the Pyramid Model and practices
Programs and coaches can implement the model and practices to fidelity
Programs report improved outcomes
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Lessons Learned So FarLessons Learned So Far
It takes time, time, time, timeTime for trainingTime for providers to be coachedTime for coaches to coachTime for program planning Time for data collectionTime for helping families implement the
practices
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Time=Resources and Leadership!
Time=Resources and Leadership!
State resources Program resourcesState, local, community, program leadership for
the policies and funding to provide the time and support (e.g. job descriptions and compensation for coaches, job descriptions that provide the time and expectations of all service personnel to implement the practices and data collection, rewards and recognition for meeting the expectations, etc)
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Some Sustainability Strategies
So Far
Some Sustainability Strategies
So Far
State agencies planning/reallocating resources together; writing a sustainability plan together
State web page on Pyramid info and opportunities
State Pyramid consultant bank (trainers, coaches, demo sites, etc
State agencies identifying resources and structures/agency(s)/program(s) to sustain effort beyond grant support, including supporting local efforts to implement and sustain
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Contact TACSEIContact TACSEI
Mailing Address:University of South Florida Louis de la Parte Florida Mental Health InstituteDepartment of Child & Family Studies13301 N. Bruce. B. Downs Blvd, MHC2-1134Tampa, FL 33612-3807
Phone: (813) 974-9803