The Division for Early Childhood of the Council for Exceptional Children What Do I Do with the...

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


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


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


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?


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


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


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


Experience & Experience & Professional Professional

WisdomWisdomResearch-Research-

Based Based PracticesPractices Field Field

ValidationValidation

Identifying Recommended Identifying Recommended PracticesPractices


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.


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?


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)


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


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


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.


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.


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.


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.


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.


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.


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


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


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.


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.


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.


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.


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.


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.


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.


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.


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.


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.


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


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


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


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!


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


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


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


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.


DEC: Recommended Practices DEC: Recommended Practices seriesseries

The 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!


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]

http://www.csefel.uiuc.edu/

The End!The End!

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