Effective Interventions for Promoting Social Development: Implementing and Sustaining Evidence-Based Practices

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Effective Interventions for Promoting Social
Development Implementing and Sustaining
Evidence-Based Practices
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TACSEI 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 Faculty
Roxane Kaufmann Georgetown University Mary
Louise Hemmeter Vanderbilt University Jill
Giacomini University of Colorado Denver

• Judith Carta
• University of Kansas
• Diane Powell
• University of South Florida
• Karen Blase
• National Implementation
• Research Network

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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.

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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 Focus

• Unified message
• Collaboration
• Models of effective practice
• Support states

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Research 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

• 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 States

• In years 2010-2012, six states will be selected
  through an application process based on
  readiness criteria

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Technical Assistance Model

• Universal Outreach
• Targeted TA
• Intensive TA

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Web-based Technical Assistance

• Resources
• Communities of Practice
• Interactive opportunities
• State Technical Assistance pages

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Consultant Bank

• Bank of consultants organized by expertise
• Web-based process of matching request to
  consultant
• Accountability procedures

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TACSEI Partnerships

• Goal of Partnerships
• To collaborate with national organizations to
  extend the reach and impact of TACSEI

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Primary Partners
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Social 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 Model
Tertiary Intervention
Secondary Prevention
Universal Promotion
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Nurturing and Responsive Relationships

• Foundation of the pyramid
• Essential to healthy social development
• Includes relationships with children, families
  and team members

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High Quality Environments

• Inclusive early care and education environments
• Supportive home environments

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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

• Explicit instruction and support
• Self-regulation, expressing and understanding
  emotions, developing social relationships

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Individualized Intensive Interventions

• Family-centered, comprehensive interventions
• Assessment-based
• Skill-building

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Pyramid Model
Tertiary Intervention
Secondary Prevention
Universal Promotion
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Effective Workforce

• Training and technical assistance
• Coaching of teachers
• Ongoing professional development
• Fidelity of implementation

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The Teaching Pyramid Program-Wide PBS
Program-Wide Commitment
Teacher Training and Technical Assistance
Intensive Interventions
Data-Based Decision Making
Well-Defined Procedures
Targeted Social Emotional Supports
High Quality Supportive Environments
Partnerships with Families
Administrative Support
Nurturing and Responsive Caregiving Relationships
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Evaluation 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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Fidelity of Program-Wide Implementation
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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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ENV 7/ 5 Anchor .733 / 1.0667 Red Flags 4 / 6
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Overall Classroom Implementation Fidelity
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How Often is the Behavior?
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What Behaviors?
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Who is having problem behavior?
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Where is Problem Behavior?
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When is problem behavior occurring?
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State-wide Pyramid Implementation Initiatives

• Lessons Learned Thus Far

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State Implementation

• CSEFEL State Partnerships
• CO, 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

• 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 works
• Support sustained use over time of what works

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Implementation 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 collaborative planning team
• Planful 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 making
• Ground rules for conducting meetings and decision
  making
• See www.vanderbilt.edu/csefel for some examples

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Trainers and Coaches

• State wide Pyramid Model Trainers
• Trained to train on Pyramid and practices
• Trained on effective training techniques
• coaches
• Pyramid Model Coaches
• Trained on Pyramid Model and practices
• Trained on effective training practices
• Trained on effective coaching strategies

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Demonstration Sites

• Demonstration sites
• High 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)

• Its work focuses on how state policies and
  resources will
• Train and support trainers and coaches
• Support demonstration sites
• Ensure that programs have access to information
  about the effectiveness of the Pyramid Model and
  practices as well as trainers, coaches and
  demonstration sites
• Ensure 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 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 Far

• It takes time, time, time, time
• Time for training
• Time for providers to be coached
• Time for coaches to coach
• Time for program planning
• Time for data collection
• Time for helping families implement the practices

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TimeResources and Leadership!

• State resources
• Program resources
• State, 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

• 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 TACSEI
Mailing Address University of South Florida
Louis de la Parte Florida Mental Health
Institute Department of Child Family
Studies 13301 N. Bruce. B. Downs Blvd,
MHC2-1134 Tampa, FL 33612-3807 Phone (813)
974-9803