Research Poster 24 x 36 - D
PROJECT SELECT: Development of an Activity-Based Social Emotional Curriculum for Infants & Toddlers
INTRODUCTION
Young children’s social emotional skills are a predictor for later school and life outcomes (Bornstein, Hahn, & Haynes, 2010; Denham & Brown, 2010; Huffman, Mehlinger, & Kerivan). Addressing social emotional concerns early in a child’s life can help prevent later problems (Shepard & Dickstein, 2009).
This poster describes how the Social Emotional Learning in Early Childhood for Infants and Toddlers (SELECT) curriculum has been developed to help foster strong relationships between children and their caregivers in order to support social emotional development. The SELECT Curriculum includes strategies that can be embedded within routine activities using a “serve and return” model of intervention. Activity-based intervention is used to embed goals in everyday activities and routines.
Misti Waddell, M.S., Jantina Clifford, Ph.D., Lois Pribble, Ph.D., and Jane Squires, Ph.D. Early Intervention Program, College of Education, University of Oregon
LINKED SYSTEM
The linked system begins with the use of a curriculum-based assessment (SEAM) to identify current skill levels and develop goals. Assessment results link with curricular components (SEAM Curriculum) to provide a continuum of support in assessment, intervention, and progress monitoring.
Social Emotional Screening
- SEAM™ Assessment
- Goal Development
- SEAM Curriculum
SELECT PROCESS & COMPONENTS
SELECT Process
- SEAM Assessment
- Administer 1) SEAM 2) SEAM Family Profile
- Prepare for Intervention
- Reflection & Planning Worksheet 2) Provider Guide 3) Special Considerations
| SELECT Interview | Gathers information from the caregiver about their daily activities with their child. Assists provider in building a relationship with the caregiver by gaining information about how things are going from the parent's perspective. |
|---|---|
| Reflection & Planning Worksheet | Guides the focus of intervention by providing a framework to summarize and reflect on child and family information gathered from the SEAM, SEAM Family Profile, and SELECT Interview. |
| Provider Guide | Accompanies each of the 10 Benchmarks from the SEAM. Includes resources, strategies, and suggestions that the provider can use to coach the caregiver in supporting their child's social-emotional development. |
| Coaching Checklist | Checklist of the coaching process that guides provider in assisting caregiver to embed SELECT strategies into routine activities. |
| Behavior Reflection Form* | Serves as a family-friendly version of a functional behavior assessment to define the behavior, identify when and where it occurs, and how the caregiver responds. Used if caregiver identifies a challenging behavior they would like to change. |
| Strategies for Special Consideration* | Includes tips & strategies for addressing the needs of children with the following concerns: feeding, motor, hearing, vision, medically fragile, and communication disorders. |
CAREGIVER COMPONENTS
- Plan & Practice
- Benchmark Introduction 2) SELECT Strategies Examples 3) SELECT Activities 4) Home Visit Notes
- Review & Reflect
- Family Reflection Form (Parent) 2) Coaching Checklist (Provider) 3) Provider Reflection & Data Collection Form
Strategies
| Benchmark Introduction | Overview of importance of SEAM Benchmark/Skills, provides general strategies and considerations. Reviewed with caregivers during the home visit. |
|---|---|
| SELECT Activities | 3-5 activities for each Benchmark provide ideas for how to embed SELECT strategies in daily routines. Activities follow the SELECT teaching sequence: (1)try a strategy, (2)watch & wait for child’s response, and (3)respond to child. |
| Home Visit Notes | Used to document routines and strategies identified during the home visit. Left with caregivers to reference between home visits. |
| Family Reflection Form | Caregivers document what they tried in between home visits and how intervention efforts are going with the child. |
SELECT STRATEGIES & PLANNING
Benchmark 1: Toddler Participates in Healthy Interaction
| TARGET | 1.1 Lets you know if they need help, attention, or comfort. | 1.2 Initiates and responds to affection. | 1.3 Talks and plays with people who they know well. | 1.4 Initiates and responds when you communicate with them. |
|---|---|---|---|---|
| TRY SOMETHING | Key Strategies |
- Ask & Wait
- Offer and Wait
- Pause the Action
- Piece by Piece
- Show Child How Supporting Strategies
- Call on Child
- Help Child See
- Say More | Key Strategies
- Ask & Wait
- Pretend Play
- Show Child How Supporting Strategies
- Exaggerate
- Gentle Touch
- Help Child See | Key Strategies
- Ask & Wait
- Copy Child
- Make it a Game
- Out of Reach
- Pause the Action Supporting Strategies
- Child's Favorites
- Exaggerate
- Follow Child's Lead | Key Strategies
- Ask & Wait
- Call on Child
- Copy Child
- Show Child How
- Simple Choices Supporting Strategies
- Help Child See
- Keep it Simple
- Say More |
Give child what they ask for
WATCH AND WAIT FOR CHILD'S RESPONSE
- Try another strategy
- Give child more support
- Gestural Prompt (e.g., pointing)
- Visual Prompt (e.g., show child)
- Verbal Prompt (e.g., tell child what to do/say)
- Modeling (e.g., show child how to do/say something)
Planning
- Target Benchmark Skill: 7.1: Toddler points to self in picture
"Try, Watch & Wait, Respond" Planning Sheet
- Guided Practice: Individualize level of support based on skill, activity, and caregiver.
- SEAM skill you want child to do
- Other possible response(s) (e.g., child doesn’t respond, runs away, cries)
- Respond to child:
- Include two responses:
- Watch & Wait for child’s response
- Include 2 (or more) possible responses:
- SEAM skill you want child to do
- How caregiver will respond if child does SEAM skill
- How caregiver will respond if child does not do SEAM skill
- Insert SELECT Strategy
- Watch & Wait for child’s response
- Encourage caregiver to try the strategy as you provide side-by-side verbal support OR Provide model first and then give caregiver a turn to try strategy with their child.
- Observe caregiver/child interactions and provide ongoing feedback.
- Provide supportive feedback about what is going well:
- “You are using a really calm voice to reassure her.”
- As needed, engage caregiver in problem-solving:
- “Is there a position you think might work better for him?”
- Provide constructive feedback/ideas/suggestions:
- “I’m not sure he heard you. Can you try getting face-to-face with him?”