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Recommended Practices Handouts: The following handouts offer professionals and family members information on evidence-based recommendations for a variety of topics. Copying and distribution of these documents is encouraged.
- Being an Evidence-Based Practitioner [PDF]
What does it take to be an evidence-based practitioner? This fact sheet describes what evidence-based practitioners do, notes some of the challenges that affect the implementation of evidence-based practices, and offers advice for addressing those challenges.
- Supporting Infants and Toddlers with Challenging Behavior [PDF]
This fact sheet provides guidance on program practices that may be used to support very young children with challenging behavior and their families.
- Linking Social Development and School Readiness to Behavior [PDF]
Social competence is critically important for a child's readiness for school. This fact sheet discusses the importance of school readiness and provides guidance on how to ensure that policy, programs, and educators can promote readiness.
- Program Practices for Promoting the Social Development of Young Children and Addressing Challenging Behavior [PDF]
Evidence-based program practices are provided in this fact sheet. A comprehensive model of universal, secondary, and indicated prevention and intervention practices are described.
- Identifying and Monitoring Outcomes Related to Children's Social-Emotional Development [PDF]
Many young children engage in challenging behavior when they do not have the social or communicative skills to express their needs or feelings in appropriate ways. This fact sheet discusses how to prevent and address problem behavior by teaching children social skills they can use in place of problem behavior.
- Preventing Challenging Behavior in Young Children: Effective Practices [PDF]
The single best way to address challenging behaviors in young childen today is to take steps to make sure that they never occur. While there is no universal panacea for preventing challenging behaviors, there are several broad-based early intervetion strategies that researchers suggest to prevent challenging behaviors.
- Addressing Persistent Challenging Behaviors [PDF]
Assessment-based, individualized interventions are needed for young children with persistent challenging behavior. This fact sheet provides guidance on the implementation of Positive Behavior Support and the development of effective behavior support strategies.
Challenging Behavior Fact Sheet: Young children with challenging behavior have a signficant risk of continued problems, school failure, and social adjustment problems. This fact sheet provides a summary of the research on the signficance of the issue, the social costs associated with young children who have challenging behavior, and the importance of early intervention [PDF]
The Teaching Pyramid: A Model for Supporting Social Competence and Preventing Challenging Behavior in Young Children (Published in Young Children, July 2003) [PDF]
Program-Wide Positive Behavior Support: This booklet provides a report on the progam-wide implementation of the "Teaching Pyramid" within a Head Start Program. TheSoutheast Kansas Community Action Program (SEK-CAP) provides information on the implementation of the model and the outcomes for the children, families, teachers, and program. [PDF]
Positive Solutions for Families: This 4-page brochure provides parents with eight practical tips they can use when their young children exhibit challenging behavior. Each tip includes a brief explanation and an example to show parents how they might use the specific approach with their own family in everyday life.[ PDF-English ]
[ PDF-Spanish ]
Policy Brief: Promoting Social, Emotional and Behavioral Outcomes of Young Children Served Under IDEA [ PDF ]
Synthesis of Existing Knowledge: The Center has engaged in a process to identify and describe the current state of knowledge pertaining to evidence-based practices for young children with challenging behavior. The following synthesis documents present a concise picture of the state of empirical knowledge relating to systems of service delivery, service utilization, and interventions. The purpose of these reports is to convey the nature of what is known about effective practices and, also, to identify the most conspicuous gaps in current knowledge. The delineation of gaps should then inform the field about prominent needs to be addressed by applied research.
- Pathways to Service Utilization: A Synthesis of Evidence Relevant to Young Children with Challenging Behavior Report [ PDF | HTML ]
- Systems of Service Delivery: A Synthesis of Evidence Relevant to Young Children With or At Risk of Challenging Behavior [ PDF | HTML ]
- Comprehensive Evidence-Based Social-Emotional Curricula for Young Children: An Analysis of Efficacious Adoption Potential (Published in Topics in Early Childhood Special Education, 2003, 23, 65-76) [ PDF ]
PowerPoint Presentations: The following presentations were created for individuals to use in their own programs.
- Impact and
Prevalence: This presentation developed by Matt Timm and
Lise Fox discusses the prevalence of social emotional issues and
challenging behaviors in preschoolers as well as the impact that
these issues have on children later in life if left untreated [PowerPoint]
Accompanying Handouts: Linking Social Development and School Readiness to Behavior [PDF] and Challenging Behavior Fact Sheet [PDF]
- Effective
Practices for Preventing and Addressing Young Children's Challenging
Behaviors developed
by Mary Louise Hemmeter [PowerPoint]
Accompanying Handout: Program Practices for Promoting the Social Development of Young Children and Addressing Challenging Behavior [PDF]
Positive Beginning Training Modules-Six modules that offer inservice and preservice educators materials to provide training to early interventionists, early educators, and related service professionals in the Positive Behavior Support process.
Links
CSEFEL What Works Briefs-Summaries of effective practices for supporting children's social-emotional development and preventing challenging behaviors. The Briefs describe practical strategies, provide references to more information about the practice, and include a one-page handout that highlights the major points of the Brief.
CSEFEL Training Modules- These modules were designed based on input gathered during focus groups with program administrators, T/TA providers, early educators, and family members about the types and content of training that would be most useful in addressing the social-emotional needs of young children. The content of the modules is consistent with evidence-based practices identified through a thorough review of the literature.
About
Us | Who
We Are | Resources | Presentations
and Workshops
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| Training Opportunities | Links
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