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State and Local Program Leaders

Welcome to the TACSEI State and Local Program Leaders Community. Here you will find information and select resources that have been compiled specifically with the needs of state and local program leaders in mind. Just as a community changes and grows over time, so will this page as new interactive elements and resources are created and added.

Resources

  • Research Synthesis: Early Childhood Mental Health Consultation Research Synthesis: Early Childhood Mental Health Consultation
    This synthesis has been developed to describe early childhood mental health consultation (ECMHC) and the existing evidence base for its effectiveness in fostering healthy social and emotional development in young children, birth through age 6. It provides a description of the emerging evidence base that many of the beliefs and much of the current body of knowledge about consultation is grounded in literature and the experiences of mental health and early care and education (ECE) providers, educators, and other experts (i.e., practice-based evidence). (CSEFEL Resource)

Issue Briefs

  • Preventing the Use of Restraint and Seclusion with Young ChildrenIssue Brief: Preventing the Use of Restraint and Seclusion with Young Children: The Role of Effective, Positive Practices
    In recent years, there have been major concerns expressed regarding the use of restraint and seclusion to control the behavior of children with disabilities and/or challenging behavior. In May of 2009, for example, the US Government Accountability Office (GAO) released findings regarding a number of cases in which seclusion and restraint were abused to the point that children were physically and psychologically injured. Some children even died while being restrained. The great potential for abuse and injury has led many school districts, state agencies, and state governments to issue policies, regulations and laws that limit the use of restraint and seclusion. Many of these regulations and statutes effectively prohibit the use of restraint and seclusion except in cases of orthopedic necessity and obvious emergencies in which a child is in imminent danger. Still, there remains uncertainty about what constitutes restraint and seclusion and what should be done as an alternative.The purpose of this document is to review these issues and discuss positive strategies that can be used to prevent behaviors that could lead to considerations of these invasive and potentially-dangerous practices. (February, 2011).
    Trouble downloading? Read this document online.
  • Administrator Brief: Integrating Early Childhood Mental Health Consultation with the Pyramid ModelIssue Brief: Integrating Early Childhood Mental Health Consultation with the Pyramid Model
    A growing number of states and communities are implementing the Pyramid Model in early care and education settings, and in many of these places there are also early childhood mental health consultation (ECMHC) programs operating. This practice brief provides an overview of ECMHC, how it can support the implementation of the Pyramid Model and the issues that arise when administrators seek to integrate these two approaches at the state and local levels. Mental health consultants can: (1) serve as coaches for implementing the Pyramid practices; (2) serve as adjuncts to coaches, by working with children, families and teachers; and (3) use the Pyramid Model to inform and organize their own strategies for working with teachers and families. (November, 2009).
    Trouble downloading? Read this document online.
  • Administrator Brief: Administrator Strategies that Support High Fidelity Implementation of the Pyramid Model for Promoting Social-Emotional Competence & Addressing Challenging BehaviorIssue Brief: Administrator Strategies that Support High Fidelity Implementation of the Pyramid Model for Promoting Social-Emotional Competence & Addressing Challenging Behavior
    Implementing the Pyramid Model with fidelity and achieving positive outcomes for children and their families requires that administrators understand their roles in the implementation process. Every administrative decision impacts program quality and sustainability. This Issue Brief underscores the importance of facilitative administrative practices that provide sustained commitment, timely training, competent coaching, the use of process and outcome data for decision-making, and the development of policies and procedures that are aligned with high fidelity implementation (July, 2009).
    Trouble downloading? Read this document online.
  • Administrator Brief: Promoting Social, Emotional and Behavioral Outcomes of Young Children Served Under IDEAIssue Brief: Promoting Social, Emotional and Behavioral Outcomes of Young Children Served Under IDEA
    A growing body of evidence confirms that serious and persistent challenging behaviors in early childhood directly relate to later problems in school success, social relationships, educational and vocational success, and social adjustment. This brief addresses several important questions policy makers may have about challenging behavior and how these issues relate to young children served under IDEA (January, 2007).
    Trouble downloading? Read this document online.

Videos

The videos described below are available on DVD and can be ordered through CSEFEL by completing and submitting this order form.

  • Promoting Social Emotional Competence VideoPromoting Social Emotional Competence was designed to provide a foundation for understanding the Teaching Pyramid as a framework for promoting young children’s social and emotional development and preventing and addressing challenging behavior. This 22-minute video is a perfect way to be introduced to and become familiar with the pyramid framework and is available with both English and Spanish open captioning. View this video online at the CSEFEL website.
  • Practical Strategies for Teaching Social Emotional SkillsPractical Strategies for Teaching Social Emotional Skills. This 28-minute video highlights strategies and approaches that early childhood personnel and families can use to systematically target social emotional supports that build young children’s skills in a variety of areas including making friends, problem solving, asking an adult for help, talking about feelings, and managing their emotions. The strategies rely on a 3-stage approach to supporting young children’s social emotional development by (1) introducing and practicing a skill, (2) building fluency and competency with a skill, and (3) ensuring there is maintenance of a skill. The video provides multiple examples of early childhood personnel demonstrating how to introduce a skill using a variety of tools, practice a skill through planned and unscripted activities, and maintain the skill by recognizing children for using the skill on their own. View this video online at the CSEFEL website.

Web Presentations

  • Implementing and Sustaining Effective Programs and Services that Promote Good Social, Emotional & Behavioral Outcomes for Young Children with Special Needs: Part 2 of 2
    Roxane Kaufmann, Karen Blase, Barbara Smith, Rosemarie Allen, Patricia Wilson, and Valerie Von Behren 

    This TACSEI webinar is the second of two related webinars focused on state and program level implementation and sustainability of evidence-based practices. The TACSEI mission and the Pyramid Model are briefly reviewed. Issues and recommendations for implementation and sustainability are covered including financing, infrastructure, and policies. Lessons learned from working within states are also covered, specifically, experiences and recommendations from two states working to sustain the Pyramid Model (May, 2009)

  • Teleconference on Program-Wide PBS: The Pyramid Model
    Lise Fox and Mary Louise Hemmeter

    What is program-wide PBS (Positive Behavior Support) for early childhood? Is it different from the school-wide PBS effort that is being implemented across the nation? How is it related to the adoption of the Pyramid Model? This web and teleconference event included an on-line presentation and teleconference question and answer discussion about program-wide adoption of the Pyramid Model and its relationship to PBS. (May, 2009)

  • Using a Response to Intervention (RTI) Framework to Promote Young Children's Social Development: The Teaching Pyramid Model
    Download the Podcast
    Phil Strain, Lise Fox and Judith Carta

    Response to Intervention Models are being adopted by states to provide a continuum of evidence-based tiered interventions to improve the academic and behavioral outcomes for all students. The RtI problem solving framework offers a promising approach for meeting the needs of all young children within inclusive environments. The discussion includes an overview of the RtI framework, the use of screening and ongoing assessment with the model, implementation of the Pyramid Model as RtI to address social development and behavior, and a discussion of the benefits and challenges associated with the implementation of RtI in early childhood programs. (February, 2009)
  • Implementing and Sustaining Effective Programs and Services that Promote Good Social, Emotional & Behavioral Outcomes for Young Children with Special Needs: Part 1 of 2

    Karen Blase, Barbara Smith and Roxane Kaufman
    This TACSEI webinar is the first of two related webinars focused on state and program level implementation and sustainability of evidence-based practices. The TACSEI mission and the Pyramid Model are briefly reviewed. The primary focus is on how to develop the right infrastructure for implementing evidence-based practices to fidelity and sustaining an effective approach over time. (January, 2009)

  • Implementing Positive Behavior Supports within Local Systems
    The adoption of a program-wide, tiered model of social emotional and behavior intervention is being promoted as an effective practice, but what does it take administratively to ensure fidelity of implementation? Lise Fox of TACSEI provides a brief description of a program-wide model and introduces Linda Broyles of the Southeast Kansas Community Action Program (SEK-CAP) who describes the administrative actions necessary for program-wide model adoption, implementation fidelity, and sustaining the effort over time. Linda Broyles is the Deputy Director of SEK-CAP, Inc. and the Director of Early Childhood Services and has championed the program-wide adoption of Positive Behavior Support within her regional Head Start program that is currently in its 7th year of implementation. (January, 2008)
  • Promoting the Social, Emotional and Behavioral Development and Outcomes of Young Children: Recommended Practices and Resources
    A discussion about promoting the social and emotional development of young children. Faculty members Rob Corso, Lise Fox, and Barbara Smith describe a comprehensive prevention, promotion, and intervention framework which integrates evidence-based practices to address the social-emotional and behavioral needs of young children ages birth – five and their families, and identify valuable resources that may be used for personnel preparation, policy and program guidance. (February, 2007)

Websites

TACSEI Pages

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