Search

This document is a guide--a "Road Map"--for implementing widespread use of the Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children (http://www.challengingbehavior.org/do/pyramid_model. htm). It is a road map of systems change. The Road Map is written for statewide systems change, although it could be used for regions within a state or even for a large metropolitan area, as long as the administrative authority enables the necessary policy statements and resource allocations. The Road Map was written for use by a multi-agency team that is providing the initiative, the guidance, and the coordination for the systems change effort to implement the Pyramid Model. This paper begins by addressing three major elements that are instrumental in the process of planning and sustaining the high fidelity implementation of the Pyramid Model. It then provides a brief summary of the four stages of implementation: (1) exploration and planning; (2) installation; (3) implementation (initial to full); and (4) expansion and scale-up.

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. Conversely, key social skills associated with learning in group settings include being able to get along with others, follow directions, identify and regulate one's emotions and behavior, think of appropriate solutions to conflict, persist on tasks, engage in social conversation and cooperative play, and correctly interpret other's behavior and emotions. This paper provides answers to the following questions: (1) What are the OSEP (Office of Special Education Programs), IDEA (Individuals with Disabilities Education Act) Part C and B/619 requirements related to social, emotional and behavioral outcomes?; (2) What does the research say about the ability of ECEC personnel to improve children's social, emotional and behavioral outcomes?; (3) Is there an effective model for promoting social, emotional and behavioral outcomes?; and (4) How are effective practices that produce positive outcomes promoted from the state level? (Contains 1 figure and 20 endnotes.)

This final report discusses the activities and outcomes of a project that addressed three challenges to improving outcomes for young children with disabilities: (1) a current and thorough synthesis of the knowledge base, (2) the effective translation and dissemination of this information for families, practitioners, and administrators, and (3) an understanding of policy and systems change support necessary to implement and sustain high quality services. In Phase 1, the knowledge base was synthesized by critically reviewing the extant literature, gathering the subjective views of 388 stakeholders, and synthesizing this knowledge base into 240 recommended practices. In Phase 2, the project developed and disseminated products in preferred formats for maximum suitability, prepared and field-tested products, disseminated the recommended practices nationwide, and provided regional and national training. In Phase 3, the project identified and incorporated training and systems change strategies to establish sustainable change in the quality of services for young children with disabilities and their families. The project also prepared six peer reviewed manuscripts for publication and video and Web-based products to accompany the print products produced in Phase 2. Appendices include: Figures; Literature Review Coding Forms; Manuscripts; Products, Web Site and Training; and Focus Group Recommendations. (Contains 17 references.) (CR)