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Using the CSEFEL Pyramid in

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jenn wiles

on 10 March 2014

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Transcript of Using the CSEFEL Pyramid in

Targeted Social-Emotional Supports
Intensive Interventions
Systematic approaches to teaching social skills:
Embed teaching social skills into everything you prepare and teach in your program.
Can help to support a child who needs additional help with social-emotional skills by expanding quality practices and teaching these skills in a more intentional way.
Systematic approaches to teaching social skills can have a preventative and remedial (skill-building) effect.
Evaluate all parts of the program, including the child's behavior, what's working, and what's not.
Detailed observation is a critical tool!
Consider the developmental needs, social-emotional level, and the child's prior experiences.
See the information regarding Positive Behavior Supports (PBS) in the resources for this activity.
Assessment-based intervention that results in an individualized behavior plan. This is the last level of the Pyramid and should represent a small percentage of responses to challenging behavior.
High-Quality, Supportive Environments
Think about what we have already covered in this training:
Is your environment universally designed?
Are there positive relationships, both adult-youth and peer-peer?
Do you present information in more than one way, including using visual supports?
Is your curriculum responsive?
High-quality environments promote positive outcomes for all children.
Nurturing and Responsive Relationships
What are staff doing in programs to create nurturing and responsive relationships?
How do you create a relationship with a child who may be:
More challenging?
Not have the same interests as you?
Have interests that are not included in the current classroom?
Supportive and responsive relationships among adults and children are an essential component for promoting healthy social and emotional development.
Effective Workforce
If a child is having difficulty, consider:
What are your methods for gathering information on this child?
What is the training or education level of the staff in the program, especially regarding working with children and youth with disabilities?
How are staff responding to the child and their needs?
At this level, we consider the systems and policies that promote and sustain the use of evidence-based practices.
Strategies for targeting social-emotional supports can be found in the resources for this activity:
"Children's Book List"
"Children's Social Competence Checklist"
"Dealing with Disruptive Behavior"
"The Arousal Cycle"
This level is STILL prevention!
Review the tools listed in this activity and think about how you could use them in your program.
"The Daily Parent: Children with Challenging Behavior"
"Creating and Implementing Effective Rules and Consequences"
"Planning Matrix: Event Grouping"
"Moving Right Along: Planning Transitions to Prevent Challenging Behavior"
"Zoning"
"Identifying Classroom Stressors Checklist"
This level is still prevention.
Think about what strategies might work in your program to help strengthen nurturing and responsive relationships.

The article below gives helpful strategies.
This level is still prevention.
Consider enrollment practices regarding how the program learns about all children, how staff are trained, and how they are involved in learning about the child's needs.
This level is about prevention.
Using the CSEFEL Pyramid in
Out-of-School Settings
Full transcript