Social-Emotional Development Resources - ECTA Center

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Social-Emotional Development Resources1Addressing Early Childhood Emotional and Behavioral ent/early/2016/11/17/peds.2016-3025This technical report reviews the data supporting treatments for young children with emotional, behavioral, and relationshipproblems and supports the policy statement of the same name. A companion policy statement is available rly/2016/11/17/peds.2016-3023Establishing a Level Foundation for Life: Mental Health Begins in Early Childhood This report summarizes the evidence for why understanding how emotional well-being can be strengthened or disrupted inearly childhood can help educators promote environments and experiences that prevent problems and promote potential.Identification of and Intervention with Challenging Behavior (0-5)https://media.wix.com/ugd/e37417 53702efbaac841229c8cb565025f4ea9.pdfThis 2007 position statement from the Division for Early Childhood emphasizes the importance of early identification ofchildren with serious challenging behavior, the importance of partnerships among families and all relevant professionals, andthe use of comprehensive assessment approaches.Infant Mental Health and Early Care and Education Providers (0-1)Evidence Sourceshttp://csefel.vanderbilt.edu/documents/rs infant mental health.pdfThis synthesis provides a definition of infant mental health and an overview of approaches and professionals to support it.Position Statement on Challenging Behavior and Young Children (0-8) https://tinyurl.com/y8omad5dThis position statement readdresses the significance of healthy social-emotional competence of all children and providesguidance to practitioners, teachers, and families in preventing and effectively responding to challenging behaviors. DEC'sposition includes culturally sustaining, family-focused practices, as well as a commitment to inclusion, professionaldevelopment, technical assistance, and using approaches that eliminate suspension and expulsion.Positive Behavior Support: An Individualized Approach for Addressing Challenging Behavior lThis evidence-based brief from the Center on Social and Emotional Foundations for Early Learning (CSEFEL) explains whatpositive behavior support is and how it works. Short examples and vignettes are also presented.Promoting Social Behavior of Young Children in Group Settings: A Summary of Research roadmap/roadmap 3 p-settings.pdfThis brief synthesis provides a summary of evidence-based intervention practices for promoting adaptive social-emotionalbehavior of young children in group contexts. The focus is on toddlers and preschool children who are identified as havingdisabilities or who are at risk for disabilities, and who have identified problems with social-emotional behaviors.A Review of the Literature on Social and Emotional Learning: Outcomes for Different Student Populations andSettings p?projectID 443 (3-8)This document provides a summary of effective practices to support school-based based social and emotional learning for thegeneral population of students ages 3–8. The organization provides clear answers to the question: What outcomes have socialand emotional learning programs demonstrated among different student populations and settings? Results are broken downfor different groups of children, including urban/rural, male/female, racially diverse, dual language learners, etc.Research Synthesis on Screening and Assessing Social-Emotional Competence (0-5)http://csefel.vanderbilt.edu/documents/rs screening assessment.pdfThis synthesis provides information on using evidence-based practices in screening and assessing the social-emotional competence of infants, toddlers, and young children. It begins with a discussion of what is meant by social-emotional competence,describes general issues and challenges around screening and assessment, discusses the roles of families, culture, andlanguage in screening and assessing social-emotional competence, and ends resources and examples of tools.1This collection was compiled and annotated by Camille Catlett for the Vermont Agency of Education and funded by the Vermont Race to theTop Early Learning Challenge Grant. It is current as of June 2018. Highlighted resources are available in English and Spanish.1

Social-Emotional Development ResourcesRight from the Start in the Digital Age (K-3) lish-and-spanish/ (3-9)This position paper addresses the need to lay the groundwork for children in grades PreK–3 to develop both safe andresponsible digital citizenship that will help prevent them from engaging in, and being affected by, harmful behaviors such ascyberbullying in later years.Evidence SourcesThe Social–Emotional Development of Dual Language Learners: Looking Back at Existing Research and MovingForward with Purpose http://dx.doi.org/10.1016/j.ecresq.2013.12.002 (0-5)This 2014 review by Tamara Halle and her colleagues describes the state of existing knowledge with regard to dual languagelearners’ (DLLs) social–emotional development. The review focuses on widely recognized dimensions of children's social–emotional development: self-regulation, social competence, social cognition, and problem behaviors. Results suggest that DLLshave at least equal (if not better) social–emotional outcomes compared to native English speakers. There is also evidence thatthe use of home language in early childhood classrooms can be a positive, moderating factor for DLLs’ social–emotionaldevelopment.Understanding the Impact of Language Differences on Classroom Behavior his What Works Brief from CSEFEL explains second language learning and development and presents key features ofassessment to identify the child’s strengths and needs. Suggestions for teachers and other caregivers are provided.What Are Children Trying to Tell Us?: Assessing the Function of Their Behavior This What Works Brief from CSEFEL describes Functional Behavioral Assessment (FBA) and how it can be used by a team or byindividuals to identify the reason for a child’s challenging behavior, which then facilitates the selection of appropriateinterventions. An example of the FBA is provided.What Works Briefs http://csefel.vanderbilt.edu/resources/what works.html (3-5)Each short document in this series from CSEFEL offers a summary of evidence, followed by practical strategies and additionalresources. Topics addressed range from Using Environmental Strategies to Promoting Positive Interactions to Helping ChildrenLearn to Manage Their Own Behavior.Print SourcesAligning and Integrating Family Engagement in Positive Behavioral Interventions and Supports: Concepts andStrategies for Families and Schools in Key Contexts ources/Family%20Engagement%20in%20PBIS.pdfThis 2017 e-book provides guidance for enhancing family engagement in schools from pre-Kindergarten through high school.The book includes information on the foundations of family engagement (FE), a review of FE in the context of PositiveBehavioral Interventions and Supports (PBIS) and Multitiered Systems of Support (MTSS), and strategies for applying ideas inlocal sites and across systems. It addresses the unique needs of children at risk and emphasizes the critical issue of culturalcompetence. The voices of family members providing ideas and guidance are included in each chapter.Developing Young Children’s Self-Regulation Through Everyday Experiences (0-5)https://www.mbaea.org/media/documents/Young Children July 2011 Self Regu 01A87C4F1BDA9.pdfThis 2011 article by Ida Rose Florez explains what self-regulation is and how it develops in young children. It also describesways in which scaffolding can be provided in a deliberate manner to help develop self-regulation in children. These includemodeling, using hints and cues, and gradually withdrawing adult support.Challenging Behaviors and the Role of Preschool Education http://nieer.org/resources/policybriefs/16.pdf (3-5)This article highlights the evidence about the roots of challenging behavior, and particularly aggression, then describes socialskills curricula that can be effective in supporting the needs of children who struggle with behavioral challenges.Children's Emotional Development Is Built into the Architecture of Their Brains of-Their-Brains.pdfThis working paper highlights the many ways in which, as young children develop, their early emotional experiences becomeembedded in the architecture of their brains. The document also corrects misconceptions about social-emotionaldevelopment.2

Social-Emotional Development ResourcesThe Costly Consequences of Not Being Socially and Behaviorally Ready by Kindergarten: Associations with GradeRetention, Receipt of Academic Support Services, and Suspensions/Expulsions 2016/03/SocialBehavioralReadinessMarch2016.pdfThis report examines the relationships between social-behavioral readiness in kindergarten and three costly school outcomes forCity Schools’ students through third grade: being retained in grade, receiving additional services and supports through anIndividualized Education Plan (IEP) or 504 plan, and being suspended or expelled from school. Relationships were examined intwo cohorts of 4,462 and 4,602 students. After controlling for a number of important variables, they found significant relationships between social and behavioral readiness in kindergarten and all three school outcomes. In addition, boys were much morelikely than girls to be assessed as not socially and behaviorally ready for school and to experience all three academic problems.Culturally Appropriate Positive Guidance With Young Children 17/culturally-appropriate-positive-guidanceThis thoughtful article illustrates how young children benefit when teachers and families establish healthy partnerships anddefine common goals for children, even when that may require bridging cultural differences.Culturally Responsive Strategies to Support Young Children with Challenging Behavior 16/culturally-responsive-strategiesThis article describes five culturally responsive core strategies to promote positive teacher relationships with young children inpreschool and minimize challenging behavior: learn about children and families, develop and teach expectations, take the child’sperspective, teach and model empathy, and use group times to discuss conflict.Print SourcesDiscovering Feelings https://www.ecmhc.org/documents/CECMHC Feelings Book.pdf (0-3)This booklet is designed to assist caregivers in helping young children to learn the labels for their feelings. It is available inSpanish at https://www.ecmhc.org/documents/CEMHC Feelings Book Espanol.pdf A companion set of Consultant’s Notes(https://www.ecmhc.org/documents/CECMHC Feelings Notes.pdf) offers ideas for how to use these resources.Dual Language Learners and Social-Emotional Development: Understanding the Benefits for Young nding-the-benefits-foryoung-children/A review of scholarly literature published between 2000 and 2011 found only 14 peer-reviewed studies that examined socialemotional outcomes for young dual language learners in family, school, and peer contexts. Despite the small number of studies,a picture of dual language learners’ social-emotional development has begun to emerge.Dual Language Learners with Challenging Behavior iorsChildren communicate so much through their behavior. Teachers and caregivers will find this article useful in identifyingstrategies for working with dual language learners exhibiting challenging behaviors.Emerging Issues in Infant Mental 201211/#/1/OnePageThe November 2012 issue of ZERO TO THREE features a number of articles on infant mental health. Two articles focus on theDiversity-Informed Infant Mental Health Tenets. The Tenets are a set of guiding principles that raise awareness about inequitiesand injustices embedded in our society. They can be used to reflect on personal, team or organizational values and practices toguide priorities for change and enhancement. They could also be applied to practices for supporting toddlers and families. TheTenets are available in English and Spanish at https://imhdivtenets.org/Encouraging Social and Emotional Learning in the Context of New Accountability ault/files/product-files/Social Emotional Learning New Accountability REPORT.pdf(full efault/files/product-files/Social Emotional Learning New Accountability BRIEF.pdf(4-page brief)This March 2017 report and brief provide a framework for considering how measures of social and emotional learning (SEL) andschool climate may be incorporated in a multi-tiered accountability and continuous improvement system that provides usefulinformation about school status and progress at the state, district, and school levels. According to the report, benefits tointegrating SEL with academic learning, incl