- Active Implementation Frameworks for Program Success: How to Use Implementation Science to Improve Outcomes for Children
Published in Zero to Three, March 2012
Over the past decade the science related to developing and identifying evidence-based programs and practices for children and families has improved significantly. However, the science related to implementing these programs in early childhood settings has lagged far behind. This article outlines how the science of implementation and the use of evidence-based Active Implementation Frameworks can close the research-to-practice gap in early childhood and ensure sustainable program success.
- Randomized, Controlled Trial of the LEAP Model of Early Intervention for Young Children With Autism Spectrum Disorders
Published in Topics in Early Childhood Special Education, November 2011
A clustered randomized design was used in which 28 inclusive preschool classrooms were randomly assigned to receive 2 years of training and coaching to fidelity in the LEAP (Learning Experiences and Alternative Program for Preschoolers and Their Parents) preschool model, and 28 inclusive classes were assigned to receive intervention manuals only. In total, 177 intervention classroom children and 117 comparison classroom children participated. Children were similar on all measures at start. After 2 years, experimental class children were found to have made significantly greater improvement than their comparison cohorts on measures of cognitive, language, social, and problem behavior, and autism symptoms. Behavior at entry did not predict outcome nor did family socioeconomic status. The fidelity with which teachers implemented LEAP strategies did predict outcomes. Finally, social validity measurement showed that procedures and outcomes were favorably viewed by intervention class teachers.
- "You Got It!" Teaching Social and Emotional Skills
Published in Young Children, November 2006
In this article we look at the secondary level of the teaching pyramid, which emphasizes planned instruction on specific social and emotional skills for children at risk for developing more challenging behavior, such as severe aggression, property destruction, noncompliance, or withdrawal. Children who may be considered at risk for challenging behavior are persistently noncompliant, have difficulty regulating their emotions, do not easily form relationships with adults and other children, have difficulty engaging in learning activities, and are perceived by teachers as being likely to develop more intractable behavior problems.
- The Teaching Pyramid: A Model for Supporting Social Competence and Preventing Challenging Behavior in Young Children
Published in Young Children, July 2003
This article was written by Center faculty and describes a conceptual framework for change that guides the work of the Center. Specifically, this model maps out how to proceed in a systematic fashion and helps us decide where immediate attention is it most necessary regarding children’s social emotional issues and challenging behavior.
- Prevention and intervention with young children’s challenging behavior: A summary and perspective regarding current knowledge.
Published in Behavioral Disorders (2006), 32, 29-45.
This article written by Center faculty discusses the fact that challenging behavior exhibited by young children is becoming recognized as a serious impediment to social–emotional development and a harbinger of severe maladjustment in school and adult life. Consequently, professionals and advocates from many disciplines have been seeking to define, elaborate, and improve on existing knowledge related to the prevention and resolution of young children’s challenging behaviors. The discussion section of this article addresses directions and priorities for practice and future research.
For a list of additional articles that have been written by TACSEI faculty, please visit our Center Faculty Publications page.