Tag: Early Intervention/Early Childhood

The Power of Positives: Implementing Targeted Social Emotional Supports

There is increasing and compelling evidence that good social-emotional health is a critical component for the achievement of positive life outcomes. There is additional evidence that teaching effective social-emotional skills is as important as teaching academic skills and teaching them should begin early! However, children with challenging behaviors may not always be included in early childhood settings where they can benefit from good social-emotional support. This session will focus on the implementation of advanced tiers of positive behavior supports in the early childhood setting.

Key Learning Outcomes

1. Overview of the Pyramid Model
2. Identifying the Importance of Teaching Social Emotional Skills
3. Implementation of Social Emotional Skills: Developing Friendship Skills, Enhancing Emotional Literacy Skills, Controlling Anger and Impulse, and Problem Solving

Presentation Materials

Adaptations for Using a Parent-Implemented Autism Intervention with Traditionally Underserved Populations

The PLAY Project autism intervention is a parent-mediated model that has been implemented on a large scale, but its effectiveness with traditionally underserved families had not been evaluated. For this study, PLAY Project Consultants’ (PPCs’) perspectives were obtained on using PLAY with children with or at-risk for autism whose families are rural-dwelling, culturally diverse, and/or low-resourced (“traditionally underserved families”). Furthermore, the study aimed to determine what adaptations could be made when using the PLAY Project, according to PPCs, to facilitate its implementation and increase its effectiveness for traditionally underserved populations. Results of this study may inform adaptations to the PLAY Project intervention and a variety of autism interventions, which may be helpful for serving the broader population of children with autism and their families.

Key Learning Outcomes

1. Participants will gain knowledge about barriers and facilitators that influence outcomes of interventions for traditionally underserved families (TUF), as reported in the literature.
2. Participants will learn about the development of mixed-methods study to investigate barriers, facilitators, and adaptations for an autism intervention.
3. Participants will learn about the results of the study, including barriers and associated adaptations, as perceived by PLAY Project Consultants, to using a parent-implemented autism intervention with TUF.

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