Promoting Social and Emotional Competence: Preschool Training Modules (English and Spanish) include Facilitator’s Guide, PowerPoint presentations with scripts, handouts, activities and video clips)
· Module 1 Promoting Children’s Success: Building Relationships and Creating Supportive Environments
· Module 2 Social-Emotional Teaching Strategies
· Module 3a Individualizing Intensive Interventions: Determining the Meaning of Challenging Behavior
· Module 3b Individualized Intensive Interventions: Developing a Behavior Support Plan
· Module 4 Leadership Strategies for Supporting Children’s Social and Emotional Development Addressing Challenging Behavior
Preschool Parent Modules (includes facilitator guide, PowerPoint presentations with scripts, and Family Workbook* in English/Spanish)
http://csefel.vanderbilt.edu/resources/training_parent.html
· Making Connection!
· Making it Happen!
· Why do Children do What They do?
· Teach Me What to do!
· Facing the Challenge (part 1)
· Facing the Challenge (part 2)
*Positive Solutions Workbook for Families (English/Spanish)
http://csefel.vanderbilt.edu/resources/trainings/positive_solutions_workbook.pdf
Teaching Tools for Young Children with Challenging Behavior (support for CSEFEL Modules 3a and 3b) includes a user manual and zip file of teaching materials to support effective strategies for intervening with young children with challenging behavior:
Folder 1 Getting Started: Tips and Forms
Folder 2: Buddy System Tips
Folder 3: Teacher Tools
Folder 4: Turtle Technique
Folder 5: Visual Strategies
Folder 6: Scripted Stories
Folder 7: Circle Time Tips
Folder 8: Feeling Vocabulary
Folder 9: Home Kit
TACSEI Make and Take Workshops
http://www.challengingbehavior.org/communities/make_n_take/make_n_take_home.html
· Thoughtful Transitions Reduce Traffic Jams and Challenges
· Reducing Challenging Behavior by Clarifying Expectations, Rules and Routines
· Problem Solving Workshop
Iowa partnered with SEFEL to create a model for delivering and supporting implementation of the CSEFEL modules training content and the TACSEI Teaching Tools in 2-hour sessions. Create a BOX account (personal account is free) at the link above in order to view or download the 12 sessions created by the Iowa EC-PBIS team in partnership with Iowa State University. Iowa has added a number of additional YouTube videos and activities to the original CSEFEL/TACSEI training content.
Session 1: Effective Work Force: Teaching Strategies
Session 2: Behavior Expectations
Session 3: Relationships
Session 4: Classroom Design
Session 5: Schedules and Routines
Session 6: Directions and Feedback
Session 7: Emotional Literacy and Feedback
Session 8: Anger Management
Session 9: Problem Solving
Session 10: Teaching Friendship
Session 11: Identifying Form & Function of Behavior
Session 12: Teaching Tools for Young Children
For information contact Krista Van Hooser-Perin, .
Coming Soon: ePyramid modules
Wheelock College in Massachusetts has posted online course materials (English/Spanish) for a course combining elements from the CSEFEL infant toddler and preschool training modules. The 15-hour course is divided into 6 sessions, 2 hours in length. Three structured field assignments are recommended, each one-hour in length. Funding for the course was provided by the Massachusetts Early Childhood Comprehensive Systems Project, Department of Public Health, through the Maternal Child Health Bureau, Health Resources Services Administration, U.S. Department of Health and Human Services.
The Technical Assistance Center on Social Emotional Intervention (TACSEI) and the Center for Early Literacy and Learning (CELL) developed a collaborative web-based training to provide teachers with illustrations and tools for implementing practices for promoting children’s social emotional competence and early literacy skills.
Classroom practices are organized in four levels. The first level describes practices related to establishing responsive relationships with children and their families (level one) and the second level includes practices related to providing supportive classroom environments including activities and routines (level two). The third level includes practices related to the provision of planned learning opportunities and targeted interventions for children with special needs (level three) and the fourth level includes practices related to the provision of individualized interventions to children with more intensive support needs (level four).
The NCQTL has posted a variety of professional development resources supporting the Pyramid model approach including a new web-based resource calledTeacher Time. Each month the hosts ofTeacher Timebroadcast a live webinar (45-60 min.) on topics related to assisting preschool teachers to prevent and/or respond appropriately to challenging behaviors. Anyone can view the webinars live by either joining theTeacher Timecommunity (sign in to create a free account) or simply showing up online at the time/date of the broadcast. The webinars are also archived for later viewing on demand. Each webinar includes video clips and practical strategies consistent with evidence-based practices for young children. Many supporting materials are available from the Center on the Social and Emotional Foundations for Early Learning (CSEFEL). Dr. Gail Joseph is the guest expert for the current series of webinars, which to date includes:
· December 2013 –Classroom Transitions: Change Doesn't Have to Be Hard(supporting children and structuring transitions to reduce challenging behaviors)
· January 2014 –Teaching Children to Handle Strong Emotions(emotional literacy, emotional regulation, self-calming strategies, e.g., turtle technique)
· February 2014 –It's a Problem! Teaching Problem Solving Skills(recognizing the problem, identifying potential solutions, conflict resolution)
· March 2014 –Teacher's Choice: Digging Deeper into Challenging Behaviors —Function of Behavior, Part I(escalation cycle, form and function of challenging behaviors)
· April 25, 2014 --Teacher's Choice: Digging Deeper into Challenging Behavior—Preventative Strategies, Part II.
Best Practice Tutorial Series
http://www.ecmhc.org/tutorials/index.html
· Defining Early Childhood Mental Health Consultation and the Consultant Role
· Partnering with Families in Early Childhood Mental Health Consultation
· Recognizing and Supporting the Social and Emotional Health of Young Children Birth to Age Five
· Recognizing and Addressing Trauma in Infants, Young Children, and their Families
· Cultural and Linguistic Competence in Early Childhood Mental Health Consultation
Taking Care of Ourselves: Stress and Relaxation Workshop
http://www.ecmhc.org/relaxation.html
This free online training is funded through Maryland’s Race to the Top Early Learning Challenge Grant based on training and research of the Center on the Social and Emotional Foundations for Early Learning (CSEFEL). Each module includes a pre and a post assessment, Adobe presentation and downloadable handouts. The Adobe presentations can be downloaded to your computer. Training modules include:
· Preschool Training Modules
· Infant/Toddler Training Modules
· Preschool Parenting Training
· The Pyramid Plus Center works to improve the social and emotional competence and inclusion of young children through the Pyramid Plus Approach: embedded inclusion practices along the entire developmental continuum (Birth – 5 years) within the Pyramid Model framework.This approach builds on the work of the Center on the Social and Emotional Foundations for Early Learning (CSEFEL), the Technical Assistance Center on Social Emotional Interventions (TACSEI), and the SpecialQuest Approach and materials.
· The goal of the Pyramid Plus Center is to increase of these evidence-based, early childhood social emotional and inclusive practices in early care and education settings, including family child care and in-home providers.
· Fox, L., Veguilla, M., and Perez Binder, D. (2014). Data decision-making and program-wide implementation of the Pyramid Model. Roadmap to effective intervention practices #7. Tampa, Florida: University of South Florida, Technical Assistance Center on Social Emotional Intervention for Young Children.
· Mincic, M., Smith, B., & Strain, P. (2009). Administrator strategies that support high fidelity implementation of the Pyramid Model for promoting social-emotional competence and addressing challenging behavior. Issue Brief. Tampa, FL: University of South Florida. Technical Assistance Center on Social Emotional Intervention for Young Children. http://challengingbehavior.fmhi.usf.edu/do/resources/documents/brief_administrator.pdf
· Pyramid Plus: The Colorado Center for Social Emotional Competence and Inclusion (2014). Administrative Leadership 5-Part Webinar Series: How to Build Supportive Organizational Environments for Pyramid Plus Implementation. http://www.pyramidplus.org/content/administrative-leadership-webinar-series-how-build-supportive-organizational-environments-py
1
TASN-Kansas Inservice Training System (KITS) August 2014