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Evidece-Bsed Sci-Eti Cuicu dIteveti Pckesf Chide 0-5 Yesd Thei Fiies
Diane Powell & Glen Dunlap June 2009
R
OADMAP
TO
E
FFECTIVE
I
NTERVENTION
P
RACTICES
www.challengingbehavior.org
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Te reproduction o this document is encouraged. Permission to copy is not required.Tis publication was produced by the echnical Assistance Center on Social Emotional Intervention or YoungChildren unded by the O ce o Special Education Programs, U. S. Department o Education (H326B070002).Te views expressed in this document do not necessarily represent the positions or policies o the Department o Education. No o cial endorsement by the U.S. Department o Education o any product, commodity, service orenterprise mentioned in this publication is intended or should be inerred.Suggested Citation:Powell, D., & Dunlap, G. (2009). Evidence-Based Social-Emotional Curricula and Intervention Packages or Children0-5 Years and Teir Families (Roadmap to Eective Intervention Practices). ampa, Florida: University o South Florida,echnical Assistance Center on Social Emotional Intervention or Young Children. www.challengingbehavior.org
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Roadmap to Efective Intervention Practices
Evidece-Bsed Sci-Eti Cuicu dIteveti Pckes f Chide 0-5 Yesd Thei Fiies
Diane Powell and Glen Dunlap, June 2009
IntroductIon
Tis synthesis presents summary inormation on curricula andintervention packages designed to help young children ages birthto 5 years improve their social-emotional unctioning. It includesevidence-based manualized curricula and programs or use withchildren, in classrooms or small groups, or with amilies/parents.It builds and expands on Joseph and Strain (2003), using eca-cious adoption criteria ratings to reect thestate o the evidence supporting the eec-tiveness o each intervention package. It ismeant to provide practical guidance to early childhood special education and early inter-vention personnel, early educators, amilies,and other proessionals seeking interventionsto promote healthy social emotional devel-opment in young children with and withoutdisabilities or to intervene early with youngchildren who may already be displayingproblematic social emotional behaviors.Social-emotional development in young children has becomeaccepted as critical to school readiness and children’s long termsuccess in school and in lie. Along with this recognition hascome increased attention to ways o promoting healthy social-emotional development, preventing the development o social,emotional and behavior problems, and intervening early whenyoung children are displaying challenging behavior or delays insocial emotional development. Systems that serve young chil-dren and their amilies including health care, early childhoodcare and learning, early childhood special education, early inter-vention, mental health, and amily services present opportunitiesto oer interventions that address these needs or children andtheir amilies. Manualized curricula and intervention packagesthat have been established through researchstudies to be eective in producing positivesocial emotional outcomes or children areresources that can be used by programsand agencies within these systems. Tissynthesis provides inormation thatprograms can use as guidance in selectingcurricula or intervention packages that aremost appropriate or their setting and bestmeet the needs o the children and ami-lies they serve.In terms o the Pyramid Model orpromoting the social and emotional development o inantsand young children (Fox, Dunlap, Hemmeter, Joseph & Strain2003; Hunter & Hemmeter, 2009), the curricula/interventionsreviewed here address all three levels o the pyramid: universalpromotion, secondary prevention and tertiary intervention
Tis synthesis provides inormation that programs canuse as guidance in selecting curricula or intervention packages that are most appropriate or their setting and best meet the needs o the children and amilies they serve.
Tis document is part o the
Roadmap to Eective Intervention Practices
series o syntheses, intendedto provide summaries o existing evidence related to assessment and intervention or social-emotionalchallenges o young children. Te purpose o the syntheses is to oer consumers (proessionals, otherpractitioners, administrators, amilies, etc.) practical inormation in a useul, concise ormat and toprovide reerences to more complete descriptions o validated assessment and intervention practices.Te syntheses are produced and disseminated by the Oce o Special Education Programs (OSEP)echnical Assistance Center on Social Emotional Intervention or Young Children (ACSEI).
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