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The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
What Do I Do with the Evidence? What Do I Do with the Evidence? Putting DEC’s Recommended Practices to UsePutting DEC’s Recommended Practices to Use
Beth Rous
Sarah A. Mulligan
Susan Sandall
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
What is DEC?What is DEC?
The Division for The Division for Early ChildhoodEarly Childhood
of the Council for Exceptional of the Council for Exceptional ChildrenChildren
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
What is DEC?What is DEC?
• Membership OrganizationMembership Organization
• Birth through 8 years
• Young children with disabilities and other special needs
• Promotes policies and advances evidence-based practices
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
Today we will focus on….Today we will focus on….
What are What are Recommended PracticesRecommended Practices??
How were they developed?How were they developed?
Why are they important?Why are they important?
How can the practices be used to ensure How can the practices be used to ensure program improvement and high quality services?program improvement and high quality services?
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
Setting the ContextSetting the Context
Scientifically-based PracticesScientifically-based Practices validated by researchvalidated by research
Evidence-based PracticesEvidence-based Practices best available researchbest available research professional wisdom & experienceprofessional wisdom & experience consumer valuesconsumer values
Recommended PracticesRecommended Practices set of practices designed to inform decisions about set of practices designed to inform decisions about
servicesservices
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
History of Recommended History of Recommended PracticesPractices
19911991
• Focus groupsFocus groups• Field validatedField validated• Book of Book of Recommended Recommended PracticesPractices
20002000
• Focus Groups Focus Groups • Analyses & Coding of Analyses & Coding of Research Literature Research Literature • Synthesis Synthesis • Field ValidationField Validation• Multiple Products and Multiple Products and Dissemination EffortsDissemination Efforts
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
InvestigatorsInvestigators
Barbara SmithBarbara Smith Division for Early ChildhoodDivision for Early Childhood University of Colorado – DenverUniversity of Colorado – Denver
David Sexton and Marcia LobmanDavid Sexton and Marcia Lobman LSU Health Sciences CenterLSU Health Sciences Center
Mary McLeanMary McLean University Of Wisconsin – MilwaukeeUniversity Of Wisconsin – Milwaukee
Susan SandallSusan Sandall University of WashingtonUniversity of Washington
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
Experience & Experience & Professional Professional
WisdomWisdomResearch-Research-
Based Based PracticesPractices Field Field
ValidationValidation
Identifying Recommended Identifying Recommended PracticesPractices
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
Overarching GoalOverarching Goal
Build on and extend the Build on and extend the foundation of quality programs foundation of quality programs
for all children to meet the for all children to meet the specific needs of children with specific needs of children with
disabilities.disabilities.
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
Synthesize And Synthesize And Syncretize PracticesSyncretize Practices Integrate Literature Based Practices and Integrate Literature Based Practices and
Stakeholder Focus GroupStakeholder Focus Group Which Practices Have Research Evidence to Which Practices Have Research Evidence to
Support?Support? Which Practices are Supported Only by Which Practices are Supported Only by
Experience or Values?Experience or Values?
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
Field Validation of PracticesField Validation of Practices
Verification Among ExpertsVerification Among Experts Field ValidationField Validation
200 Family Members200 Family Members 400 Practitioners400 Practitioners 200 Administration/Higher Education200 Administration/Higher Education
Respond to:Respond to: This is a recommended practice (importance)This is a recommended practice (importance) Extent to which see the practice (usage)Extent to which see the practice (usage)
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
Resulting in:Resulting in:
240 240 Recommended Recommended Practices Practices
Across 5 Direct Across 5 Direct Service Service Strands and 2 Strands and 2 Indirect Indirect Support Support StrandsStrands
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
Strand 1 - Assessment Strand 1 - Assessment (Neisworth and Bagnato)(Neisworth and Bagnato)
46 Practices46 Practices Professional and family collaborationProfessional and family collaboration Individualized and appropriate to child and Individualized and appropriate to child and
familyfamily Provides useful informationProvides useful information Information is shared in respectful and useful Information is shared in respectful and useful
waysways Meets legal and procedural requirementsMeets legal and procedural requirements
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
Strand 2: Child-Focused Strand 2: Child-Focused (Wolery)(Wolery)
27 Practices27 Practices Adults design environments to promote children’s Adults design environments to promote children’s
safety, active engagement, learning, participation, safety, active engagement, learning, participation, and membership.and membership.
Adults use ongoing data to individualize and Adults use ongoing data to individualize and adapt practices to meet each child’s changing adapt practices to meet each child’s changing nature.nature.
Adults use systematic procedures within and Adults use systematic procedures within and across environments, activities, and routines to across environments, activities, and routines to promote children’s learning and participation.promote children’s learning and participation.
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
Strand 3: Family-Based Strand 3: Family-Based (Trivette & Dunst)(Trivette & Dunst)
17 Practices17 Practices Families and professionals share Families and professionals share
responsibility and work collaboratively.responsibility and work collaboratively. Practices strengthen family functioning.Practices strengthen family functioning. Practices are individualized and flexible.Practices are individualized and flexible. Practices are strengths- and assets-based.Practices are strengths- and assets-based.
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
Strand 4: Strand 4: Interdisciplinary Interdisciplinary Models Models (McWilliam)(McWilliam)
19 Practices19 Practices Teams including family members make Teams including family members make
decisions and work together.decisions and work together. Professionals cross disciplinary boundaries.Professionals cross disciplinary boundaries. Intervention is focused on function, not Intervention is focused on function, not
services.services. Regular caregivers and regular routines provide Regular caregivers and regular routines provide
the most appropriate opportunities for children’s the most appropriate opportunities for children’s learning and receiving most other interventions.learning and receiving most other interventions.
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
Strand 5: Technology ApplicationsStrand 5: Technology Applications (Stremel)(Stremel)
22 Practices22 Practices Professionals utilize assistive technology in Professionals utilize assistive technology in
intervention programs with children.intervention programs with children. Families and professionals collaborate in Families and professionals collaborate in
planning and implementing the use of assistive planning and implementing the use of assistive technology.technology.
Families and professionals use technology to Families and professionals use technology to access information and support.access information and support.
Training and technical support programs are Training and technical support programs are available to support technology applications.available to support technology applications.
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
Strand 6: Policies, Procedures & Strand 6: Policies, Procedures & Systems Change Systems Change (Harbin and Salisbury)(Harbin and Salisbury)
43 Practices43 Practices Families and professionals shape policy at the national, Families and professionals shape policy at the national,
state, and local levels.state, and local levels. Public policies promote the use of Recommended Public policies promote the use of Recommended
Practices.Practices. Program policies and administration promote:Program policies and administration promote:
family participation in decision making,family participation in decision making, the use of Recommended Practices,the use of Recommended Practices, interagency and interdisciplinary collaboration.interagency and interdisciplinary collaboration.
Program policies, administration and leadership promote Program policies, administration and leadership promote program evaluation and systems change efforts.program evaluation and systems change efforts.
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
Strand 7: Personnel PreparationStrand 7: Personnel Preparation (Miller and Stayton)(Miller and Stayton)
66 Practices66 Practices Families are involved in learning activities.Families are involved in learning activities. Learning activities: Learning activities:
are interdisciplinary and interagency.are interdisciplinary and interagency. are systematically designed and sequenced.are systematically designed and sequenced. include the study of cultural and linguistic diversity.include the study of cultural and linguistic diversity.
Learning activities and evaluation procedures are designed to Learning activities and evaluation procedures are designed to meet the needs of students and staff.meet the needs of students and staff.
Field experiences are systematically designed and supervised.Field experiences are systematically designed and supervised. Faculty and other personnel trainers are qualified and well-Faculty and other personnel trainers are qualified and well-
prepared for their role in personnel preparation.prepared for their role in personnel preparation. Professional development activities are systematically designed Professional development activities are systematically designed
and implemented.and implemented.
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
DEC’s Recommended PracticesDEC’s Recommended Practices
Each Chapter includes:Each Chapter includes:
Guiding PrinciplesGuiding Principles
Organization of the Practices--the take Organization of the Practices--the take home messageshome messages
The Practices with examplesThe Practices with examples
GlossaryGlossary
Resources--print, video, webResources--print, video, web
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
Why are Recommended Practices Why are Recommended Practices Important?Important?
Represents collective wisdomRepresents collective wisdom Identifies what practices workIdentifies what practices work Provides a framework to define qualityProvides a framework to define quality Supports positive outcomes Supports positive outcomes Applies to all settingsApplies to all settings
Quality Practices Quality Practices = =
Quality Service Quality Service = =
Better OutcomesBetter Outcomes
Quality Practices for All Children
Program
Recommended Practices
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
Practices related to Policies, Practices related to Policies, Procedures & Systems Change: Procedures & Systems Change:
1.1. Families and professionals shape policy at the Families and professionals shape policy at the national, state, and local level. national, state, and local level.
2.2. Public policies promote the use of Public policies promote the use of Recommended Practices. Recommended Practices.
3.3. Program policies and administration promote Program policies and administration promote family participation indecision-making. family participation indecision-making.
4.4. Program policies and administration promote Program policies and administration promote the use of Recommended Practices. the use of Recommended Practices.
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
Practices related to Policies, Practices related to Policies, Procedures & Systems Change:Procedures & Systems Change:
1.1. Families and professionals Families and professionals shape policyshape policy at the at the national, state, and local level. national, state, and local level.
2.2. Public policiesPublic policies promote the use of promote the use of Recommended Practices. Recommended Practices.
3.3. Program policies and administration promote Program policies and administration promote family participation in decision-makingfamily participation in decision-making. .
4.4. Program policies and administrationProgram policies and administration promote promote the use of Recommended Practices. the use of Recommended Practices.
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
Policy Practice ExamplePolicy Practice Example
Program Policies and AdministrationProgram Policies and Administration
PS12.PS12. When creating program policies and When creating program policies and procedures, strategies are employed to procedures, strategies are employed to capture family and community voices and capture family and community voices and to support the active and meaningful to support the active and meaningful participation of families and community participation of families and community groups, including those who are groups, including those who are traditionally under-represented. traditionally under-represented.
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
What does PS12 look like?What does PS12 look like?
Periodic family and community forums and Periodic family and community forums and surveys are conducted to obtain input on surveys are conducted to obtain input on program policies and procedures, share program policies and procedures, share information, and to collect satisfaction data.information, and to collect satisfaction data.
Programs establish policy teams that are Programs establish policy teams that are comprised of administrators, direct service staff, comprised of administrators, direct service staff, community providers, and family members. All community providers, and family members. All policies are developed/revised by these teams policies are developed/revised by these teams based on data collected through evaluation based on data collected through evaluation procedures.procedures.
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
Family-Based Practices: Family-Based Practices: Take Home MessagesTake Home Messages
1.1. Family members and professionals Family members and professionals jointly develop appropriate family-jointly develop appropriate family-identified outcomes. identified outcomes.
2.2. Practices strengthen family functioning. Practices strengthen family functioning.
3.3. Practices are individualized and flexible. Practices are individualized and flexible.
4.4. Practices are strengths- and assets-Practices are strengths- and assets-based.based.
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
Family-Based Practices: Family-Based Practices: Take Home MessagesTake Home Messages
1.1. Family members and professionals Family members and professionals jointly developjointly develop appropriate family- appropriate family-identified outcomes. identified outcomes.
2.2. Practices Practices strengthen familystrengthen family functioning. functioning.
3.3. Practices are Practices are individualizedindividualized and and flexibleflexible. .
4.4. Practices are Practices are strengths- and assets-strengths- and assets-based.based.
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
Think/Pair/Share: Think/Pair/Share:
F5. Family/Professionals/ relationship F5. Family/Professionals/ relationship building is accomplished in ways that are building is accomplished in ways that are responsive to cultural, language, and responsive to cultural, language, and other family characteristics.other family characteristics.
With a partner, identify up to 5 examples of With a partner, identify up to 5 examples of what this will look like in practice.what this will look like in practice.
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
Child-Focused Practices: Child-Focused Practices: Take Home MessagesTake Home Messages
1.1. Adults design environments to promote Adults design environments to promote children’s safety, active engagement, learning, children’s safety, active engagement, learning, participation, and membership. participation, and membership.
2.2. Adults use ongoing data to individualize and Adults use ongoing data to individualize and adapt practices to meet each child’s changing adapt practices to meet each child’s changing needs.needs.
3.3. Adults use systematic procedures within and Adults use systematic procedures within and across environments, activities, and routines to across environments, activities, and routines to promote children’s learning and participation.promote children’s learning and participation.
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
Child-Focused Practices: Child-Focused Practices: Take Home MessagesTake Home Messages
1.1. Adults Adults design environmentsdesign environments to promote to promote children’s safety, active engagement, learning, children’s safety, active engagement, learning, participation, and membership. participation, and membership.
2.2. Adults Adults use ongoing datause ongoing data to individualize and to individualize and adapt practices to meet each child’s changing adapt practices to meet each child’s changing needs.needs.
3.3. AdultsAdults use systematic proceduresuse systematic procedures within and within and across environments, activities, and routines to across environments, activities, and routines to promote children’s learning and participation.promote children’s learning and participation.
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
Child-Focused Practice Child-Focused Practice ExampleExample
Design EnvironmentDesign Environment
C4.C4. Play routines are structured to promote Play routines are structured to promote interaction, communication, and learning interaction, communication, and learning by defining roles for dramatic play, by defining roles for dramatic play, prompting engagement, prompting group prompting engagement, prompting group friendship activities, and using specialized friendship activities, and using specialized prompts.prompts.
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
What does C4 look like?What does C4 look like?
Adults join children Adults join children in their play to in their play to keep children keep children playingplaying
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
What else does C4 look like?What else does C4 look like?
Use the child’s Use the child’s preferences to increase preferences to increase engagement in a engagement in a particular activityparticular activity
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
What else does C4 look like?What else does C4 look like?
“…“…a teacher uses a child’s preference for trains a teacher uses a child’s preference for trains by turning the dramatic play area into a train by turning the dramatic play area into a train station. The child now interacts with peers to station. The child now interacts with peers to “purchase” train tickets, to take turns blowing the “purchase” train tickets, to take turns blowing the train whistle and turning on the train, and to help train whistle and turning on the train, and to help build a pretend train station…”build a pretend train station…”
Dramatic PlayDramatic Play
Free Choice & SharingFree Choice & Sharing
Circle Time—When It’s Not WorkingCircle Time—When It’s Not Working
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
Next Steps: PractitionersNext Steps: Practitioners
Know what the evidence says Know what the evidence says
Base your work on the evidence we haveBase your work on the evidence we have
Sometimes you have to build the evidenceSometimes you have to build the evidence
It’s called innovation!It’s called innovation!
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
Next Steps: ParentsNext Steps: Parents
Research does matter!Research does matter!
““Demand” that the services provided to your Demand” that the services provided to your child and your family have the power of the child and your family have the power of the entire field.entire field.
Gently
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
Next Steps: ResearchersNext Steps: Researchers
Build the evidence Build the evidence
Continue to ask the questionsContinue to ask the questions
Stir up controversyStir up controversy
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
Next Steps: AdministratorsNext Steps: Administrators
Know the practices — Know the practices —
and practice them!and practice them!
Focus the resources on practices that Focus the resources on practices that workwork
Monitor, measure, and account for qualityMonitor, measure, and account for quality
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
Next Steps: DECNext Steps: DEC Continue to develop practical tools to ensure Continue to develop practical tools to ensure
that Recommended Practices is widely used and that Recommended Practices is widely used and understood.understood.
Challenge practitioners, policy makers, Challenge practitioners, policy makers, administrators, family members, and administrators, family members, and researchers to continue to develop the practices.researchers to continue to develop the practices.
Engage the field in ongoing dialogue and Engage the field in ongoing dialogue and discussion about program improvement and high discussion about program improvement and high quality services.quality services.
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
DEC: Recommended Practices DEC: Recommended Practices seriesseries
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
DEC: Monograph SeriesDEC: Monograph Series
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
New!New!
The Division for Early Childhood of the Council for Exceptional Children www.dec-sped.orgThe Division for Early Childhood of the Council for Exceptional Children www.dec-sped.org
Stay in Touch! Stay in Touch!
Beth [email protected]
Sarah A. [email protected]
www.dec-sped.org
Special thanks to Special thanks to www.csefel.uiuc.edu for the video clips!
Susan [email protected]
The End!The End!