Thursday, March 18

8:30AM - 11:30AM

• T1-The Pyramid Model: Background, Basics and Nuts and Bolts
  
  
  Micki Ostrosky, Ph.D., University of Illinois
  Amy Hunter, LICSW, ZERO TO THREE
  Matt Timm, Ph.D., Tennessee Voices for Children
  

In this introductory session the presenters will provide an overview of the Pyramid Model to help participants develop a basic understanding of the social emotional framework. Each level of the pyramid will be discussed with key aspects highlighted.

LEARNING OUTCOMES

Thursday, March 18

8:30AM - 11:30AM

• T2-The Pyramid Framework within Early Intervention Programs: Promoting the Social Development of Infants and Toddlers
  
  
  Kathleen Baggett, Ph.D., University of Kansas-Juniper Gardens Children's Project
  Judy Carta, Ph.D., University of Kansas-Juniper Gardens Children's Project
  Linda Broyles, SEK-CAP Head Start, Kansas
  Deborah Perry, Ph.D., Georgetown University
  

This session will focus on unique considerations in applying the Pyramid Model to supporting social-emotional behavior and development of infants and toddlers. Presenters will describe examples of measures that can be used to recognize when children and their caregivers are in need of supportive interventions and whether intervention is working. Examples of evidence-based interventions for improving social-emotional outcomes for infants and toddlers will be highlighted. Finally, the format of this session will involve active participation in which presenters and attendees dialogue together about the unique considerations in applying the Pyramid Model to infants and toddlers.

LEARNING OUTCOMES

Thursday, March 18

8:30AM - 11:30AM

• T3- Making Connections: Positive Solutions to Parent Training
  
  
  Amy Santos, Ph.D., University of Illinois at Urbana-Champaign
  LaShorage Shaffer, University of Illinois at Urbana-Champaign
  

In this highly interactive session, we will highlight the CSEFEL Parent Modules which provide information for families on how to promote their children’s social and emotional skills, understand their children’s problem behavior, and use positive approaches to help children learn appropriate behavior. With consideration for diverse families in early childhood settings we will focus our discussions on how to effectively use the modules to train parents from a variety of backgrounds on the key strategies that they may use with their children.

LEARNING OUTCOMES

Thursday, March 18

8:30AM - 11:30AM

• T4- LEAP: 20 Years of Lessons Learned about Including Children with Autism
  
  
  Edward (Ted) Bovey, M.A., University of Colorado at Denver
  Phil Strain, Ph.D., University of Colorado at Denver
  Ron Roybal, University of Colorado at Denver
  Kelly Wilson, University of Colorado at Denver
  

This session will describe seven critical lessons learned over the 28 year history of the Learning Experiences an Alternative Program for Preschoolers and Parents (LEAP) Preschool, an inclusionary model for young children with autism.  The lessons learned will be directly related to classroom contexts and concrete examples of how they impact classroom practice will be described.   We will also provide participants with a brief overview of the LEAP Preschool’s history and structure and the programs guiding principles that have directed our work over the past 3 decades.

LEARNING OUTCOMES

Thursday, March 18

8:30AM - 11:30AM

• T5- Pyramid Plus, the Colorado Center on Social Emotional Competence and Inclusion: integrating Pyramid Model and SpecialQuest with Other State PD Systems and Initiatives
  
  
  Barbara J. Smith, Ph.D., University of Colorado at Denver
  Darcy Allen-Young, Head Start Specialist, Booz | Allen | Hamilton
  Claudia Zundel, Division of Behavioral Health, CO Dept. of Human Services
  Penny Dell, Colorado Department of Education
  Rosemarie Allen, Division of Child Care, CO Dept. of Human Services
  

This session will provide information on a new center funded and supported by several state agencies and initiatives. Pyramid Plus integrates the Pyramid Model work of CSEFEL and TACSEI with the inclusion work of SpecialQuest
And other evidence based practices. Panel members represent several state agencies and programs who will discuss efforts to integrate ongoing state professional development systems and initiatives with the Pyramid Model and inclusion work. Examples of integration efforts include: Pyramid Model and early childhood mental health consultation, Pyramid Model and SpecialQuest and Head Start, Pyramid Model and higher education course work,  integrating Pyramid Model and inclusion practices into state licensing and certification policies, and integrating Pyramid Model with school district PBS and RTI efforts.

LEARNING OUTCOMES

Thursday, March 18

8:30AM - 11:30AM

• T6- Supporting Teachers in Implementing Pyramid Practices: Effective Approaches to Coaching
  
  
  Mary Louise Hemmeter, Vanderbilt University
  Kathleen Artman-Meeker, Vanderbilt University
  Kiersten Kinder, Vanderbilt University
  

The workshop is over…now what?!?  This session will focus on supporting teachers and other providers to implement Pyramid practices in the “real world.” A coaching process that can be used to enhance practice and support implementation will be described. Topics that will be addressed include building a coaching relationship, goal setting, skill development, and providing meaningful performance feedback. Issues related to coaching teachers will be addressed.  Part of the session will be devoted to identifying barriers or issues that arise when coaching teachers and discussing effective strategies for addressing those issues.

LEARNING OUTCOMES

Thursday, March 18

1:00PM - 4:00PM

• T7-The Most Challenging Behaviors: Functional Assessment and Positive Behavior Support
  
  
  Glen Dunlap, Ph.D., University of South Florida
  

This session will provide an overview of intensive, individualized interventions for children with serious challenging behaviors.  Topics will include functional assessment and the development and implementation of behavior support plans.  A description of the Prevent-Teach-Reinforce model will be included.

LEARNING OUTCOMES

Thursday, March 18

1:00PM - 4:00PM

• T8-Supporting Social Emotional Development in Infants and Toddlers: An Overview of Infant Toddler CSEFEL Training Modules
  
  
  Amy Hunter, LICSW, ZERO TO THREE
  Sarah Merrill, M.S., Zero to Three
  

This session will provide an overview of the infant toddler CSEFEL modules and will highlight aspects of all three modules.  Participants will gain an understanding of the contents of the topics included in the infant toddler CSEFEL modules; experience some of the activities contained in the modules; and gain valuable information relating to promoting very young children's social and emotional development

LEARNING OUTCOMES

Thursday, March 18

1:00PM - 4:00PM

• T9- I Do, You Do, We Do! Using Parent-Child Playgroups To Promote the Social Emotional Development of Infants and Toddlers
  
  
  Tweety Yates, Ph.D., University of Illinois at Urbana-Champaign
  

This session will provide an overview of new CSEFEL training materials developed to support providers in facilitating parent-child playgroups. The materials are based on the PIWI (Parents Interacting with Infants) approach of enhancing and strengthening parent-child relationships by supporting competence and confidence and providing parents with knowledge of their children's development in order to help them observe, interpret, and support emerging skills. Videos demonstrating the components of the model and parent-child playgroups will be discussed as well as how the model can be used in home visiting.

LEARNING OUTCOMES

Thursday, March 18

1:00PM - 4:00PM

• T10- Supporting the Transition of Young Children with Challenging Behaviors: Recommended Practices and Implementation Strategies
  
  
  Beth Rous, University of Kentucky
  Ron Roybal, University of Colorado at Denver
  

This session will provide an overview of 21 recommended practices for transition that have been nationally validated by early childhood and early childhood special education teachers and administrators, as well as family members.  Specific strategies for each practice will be highlighted including those identified as supporting children with challenging behaviors, from culturally diverse backgrounds and with significant disabilities.  A web-based toolkit of practices and strategies, as well as other tools to support implementation will be provided.

LEARNING OUTCOMES

Thursday, March 18

1:00PM - 4:00PM

• T11- Enhancing Social and Emotional Development: Strengthening Partnerships and Building Capacity to Support Children & Families
  
  
  Roy Praschil, National Association of State Mental Health Program Directors
  Beverly Lancaster-Jones, Vanguard Communications
  

Introduction of National Children’s Mental Health Awareness Day as a tool to raise awareness and promote positive early childhood development and resilience and to improve the behavioral healthcare system for all children as well as providing tools using social marketing strategies to help sustain existing federally funded programs that have shown to be successful.

LEARNING OUTCOMES

Thursday, March 18

1:00PM - 4:00PM

• T12- Implementing and Sustaining Program-wide Adoption of the Pyramid Model:Training Leadership Teams
  
  
  Susan Jack
  Lise Fox, Ph.D., University of South Florida
  

Program leadership teams are essential to the implementation of program-wide adoption of the Pyramid Model.  The leadership team is responsible for determining the areas of emphases and implementation steps for model adoption, ongoing evaluation, data-based direction-making, professional development, family partnerships, program practices and policies.  This session will provide training materials and tools related to team information, planning for program-wide adoption, initial 3-day leadership team training, and ongoing teaming efforts.  Participants in this session should be familiar with program-wide adoption of the Pyramid Model (e.g., program-wide PBS).

LEARNING OUTCOMES

Friday, March 19

8:30AM - 11:30AM

• F1-Show AND Tell
  
  
  Ron Roybal, University of Colorado at Denver
  Kelly Wilson, University of Colorado at Denver
  

This session will focus on classroom wide and individual visual support systems used to promote children's engagment and appropriate behaviors.  Visual Systems highlighted will be used to promote language, social skills, child engagement and following routines.  Presenters will demonstrate how to use these strategies through the use of videos, photos, and interactive demonstrations.

LEARNING OUTCOMES

Friday, March 19

8:30AM - 11:30AM

• F2-Digging Deeper: Looking Beyond Behavior to Discover Meaning
  
  
  Sarah Merrill, M.S., Zero to Three
  

All behavior has meaning.  Successfully reducing or removing challenging behaviors of infants and toddlers requires digging for the meaning and cause.  Participants practice the strategies of careful observation, wondering, and flexible response as they explore four causes of challenging behaviors: the child, caregiver, environment, and parents.

LEARNING OUTCOMES

Friday, March 19

8:30AM - 11:30AM

• F3- Intensive Intervention to Families with Complex Needs: the High Fidelity Wraparound Process
  
  
  Laurie Beckel, MA/LPC, Pyramid Plus Center, University of Colorado/Denver and Vroon VanDenBerg LLC
  

HIFI Wraparound (National Wraparound Initiative www.rtc.pdx.edu/nwi/) is an evidence-based, collaborative planning process focused on identified needs in families and based on their strengths and culture.  Wraparound is useful for families at the top of the Pyramid and who may have multi-system involvement.  This workshop will give participants an opportunity to work with key concepts of this process (principles, theory of change and skill-sets) leaving with new tools to use to support families in their programs.

LEARNING OUTCOMES

Friday, March 19

8:30AM - 11:30AM

• F4- ALL ABOARD! An Interactive Journey of the Development and Implementation of Behavior Support Plans
  
  
  Joanna Wasser, ECSE MA, Pyramid Plus Center; University of Colorado at Denver
  Virginia Kile, ECSE MA, Colorado CSEFEL Coach
  Robin Snyder, Norwood Preschool, a center certifying with Colorado Pyramid Plus
  

During this session participants will take an interactive journey through the development of behavior support plans, told from the conductors point a view; a preschool teacher, an early childhood special educator/coach, and a technical assistant.  Attendees will learn the critical components in creating a plan which is child-focused, family-centered and teacher-friendly.  The journey will include real-life behavior plan bumps and barriers as well as breath-taking sceneries and celebrations.

LEARNING OUTCOMES

Friday, March 19

8:30AM - 11:30AM

• F6- CSEFEL Goes to College: Using the Preschool Modules in Pre-Service Training
  
  
  Micki Ostrosky, Ph.D., University of Illinois
  Amy Santos, Ph.D., University of Illinois at Urbana-Champaign
  Hasan Zaghlawan, University of Illinois at Urbana-Champaign
  

In this highly interactive session, we will describe the use of CSEFEL Preschool Modules in Institutions of Higher Education. We will focus our discussions on how to effectively use the modules to train pre-service students on effective strategies to support the social emotional development of young children and address challenging behaviors. We will share resources for in-class activities and discussions, ideas for projects and assignments, and online applications. To maximize learning opportunities, participants are expected to be already familiar with the CSEFEL Preschool Modules.

LEARNING OUTCOMES

Friday, March 19

8:30AM - 11:30AM

• F5- Using Digital Technology for Professional Development and Technical Assistance
  
  
  Larry Edelman, M.S., Department of Pediatrics University of Colorado Denver
  

This session is designed to stimulate our thinking about how we might use digital technology to innovatively offer professional development activities and provide technical assistance. The session will illustrate a number of tried-and-true and emerging applications that can help us build relationships, create content, and disseminate recommended practices. The session will offer guidance for determining when to use technology (and when not to) and considerations regarding specific applications. A valuable resource guide that provides a wealth of links to links to free applications and other resources will accompany the session.

LEARNING OUTCOMES

Friday, March 19

1:00PM - 4:00PM

• F7-The Power of Peers
  
  
  Phil Strain, Ph.D., University of Colorado at Denver
  Edward (Ted) Bovey, M.A., University of Colorado at Denver
  

This presentation will address four basic questions regarding peer-mediated social skills intervention: 1) What are the key skills to teach, 2) How to teach typical children intervention skills, 3) How to embed social skill opportunities and, 4) Child Outcomes.

LEARNING OUTCOMES

Friday, March 19

1:00PM - 4:00PM

• F8- When You Think You Need a Lifeboat: Successfully Navigating the Turbulent Waters of Challenging Behaviors
  
  
  Lisa Cipriano
  Tionia Williams, Valley View Early Childhood Center, Romeoville, IL
  Tweety Yates, Ph.D., University of Illinois at Urbana-Champaign
  

This session will navigate participants through the development of program-wide systems and strategies for meeting the diverse needs of all children, including those who have experienced preschool expulsion. The relationship to the Pyramid Model and Response to Intervention will be shared throughout the presentation. A program coordinator and teacher will describe and illustrate how the development of universal expectations and implementation of program-wide strategies and resources were used to calm turbulent waters and sail the family, school and community into the sea of tranquility.

LEARNING OUTCOMES

Friday, March 19

1:00PM - 4:00PM

• F9- Coaching for Competence: Foundation Skills
  
  
  Karen Blase, Frank Porter Graham Child Dev Institute, NIRN, UNC-Chapel Hill
  

This session will cover foundation skills needed by supervisors and coaches to help child care staff in diverse settings learn new skills related to implementing the Pyramid Model.  The content of this session is not focused on the Pyramid Model per se but on skills and processes needed by supervisors and coaches for communication and skill-building with front-line staff.  Participants will learn to promote the “coachability” of staff from recruitment and selection through training to participation in coaching.   There will be hands-on opportunities to develop a template for a coaching service delivery plan and for initiating coaching relationships.  Participants also will have the opportunity to learn and practice skills related to interviewing for coachability and conceptual coaching.  Lecture, Power Point, discussion, practice, and product development will be the modalities.

LEARNING OUTCOMES

Friday, March 19

1:00PM - 4:00PM

• F10- Help and Hope: Guiding Difficult to Engage Families in Implementing Individualized Interventions
  
  
  Meme Hieneman, Positive Family Intervention, USF
  

This workshop will introduce participants to positive family intervention (PFI), a process that combines instruction in positive behavior support and optimism training to overcome barriers to effective individualized support for children with challenging behavior.  Using PFI, participants will learn how to challenge and replace parental self-talk that interferes with their adoption and follow through with behavioral interventions.  The presenter will share data on the outcomes of this model and provide case studies to illustrate the process.

LEARNING OUTCOMES

Friday, March 19

1:00PM - 4:00PM

• F12- Data-Based Decision Making and the Pyramid Model: Are we Doing what we Should be Doing and is it Making a Difference?
  
  
  Pat Snyder, Ph.D., University of Florida
  Mary Louise Hemmeter, Vanderbilt University
  Lise Fox, Ph.D., University of South Florida
  

This session we consider strategies and measures that can be used to inform data-based decision making about (a) whether Pyramid practices are being implemented as intended and (b) whether implementation of Pyramid practices is associated with desired program, classroom, or child outcomes.

LEARNING OUTCOMES

Friday, March 19

1:00PM - 4:00PM

• F11- The Intersection of the Pyramid Model and Mental Health Consultation
  
  
  Neal Horen, Ph.D., Georgetown University
  Deborah Perry, Ph.D., Georgetown University
  

This session will focus on the intersection of Early Childhood Mental Health consultation and the Pyramid Model. Participants will learn through interactive activities how to incorporate core concepts of both the Pyramid and EC Mental Health consultation. Lessons learned from several states and communities will be highlighted.

LEARNING OUTCOMES

Saturday, March 20

8:30AM - 11:30AM

• S1-Power of the Pyramid: Program-Wide PBS in Inclusive Child Care Settings
  
  
  Rochelle Lentini, M.Ed., University of South Florida
  Mary Hancock, Mary Go Round Child Care Center, Inc.
  

Ever wonder how you could implement the Pyramid Model across an entire child care center and make data-based decisions that result in positive outcomes for staff, children, and families?  Come hear how from those who are doing it in everyday practice.  Presenters will describe the adoption of Program-Wide PBS within inclusive child care settings. Steps for model adoption, video samples, and outcome data will be presented. Tools and resources will be provided to participants. An executive director/owner of an early childhood center implementing PWBS will share their outcomes of implementation of the Pyramid Model.

Saturday, March 20

8:30AM - 11:30AM

• S2- Using Everyday Routines and Activities to Promote Positive Communication and Social Interaction for Children and Caregivers
  
  
  Juliann Woods
  

Identifying the child's and families' opportunities to teach and practice communication skills when and where they will be functional is a basic tenet of early intervention services.  Applying the practice for young children with challenging behaviors can be a bit more difficult.  This session will share strategies for going beyond the obvious routines and activities and introduce a schema to engage families in identifying highly salient routines to facilitate positive communication and social interaction in meaningful exchanges.  Strategies for you to use with the parent or caregiver that support them within the routine as the child's communication teacher will be demonstrated.  The session will use case examples and video to illustrate strategy use.

Saturday, March 20

8:30AM - 11:30AM

• S3- What’s Praise Got to Do With It?
  
  
  Phyllis Hall, M.S., Anderson County Early Childhood Regional Training Center, Kentucky
  

This interactive session will have early childhood professionals examine their use of praise and rewards.  Specific positive feedback as outlined on the Teaching Pyramid Observation Tool for Classrooms (TPOT) is an evidenced based practice that will lead to improved social emotional outcomes. Participants will discuss, view and implement practice during the session.

LEARNING OUTCOMES

Saturday, March 20

8:30AM - 11:30AM

• S4- Just the Right Amount of Help: Building Blocks for Including and Teaching Young Children with Disabilties
  
  
  Susan Sandall, Ph.D., University of Washington
  Lindsey Lawrence, M.Ed., University of Washington
  

This session will provide information about the development and use of Building Blocks, a multi-tiered framework for planning and providing individualized support and instruction for young children with disabilities or other special needs in inclusive classrooms.  Participants will learn about the four levels of support.  Building on the classroom’s existing curriculum, the approach helps teachers differentiate instruction using practical, research-based strategies.  The focus will be on designing and using curriculum modifications and embedded learning opportunities.

Saturday, March 20

8:30AM - 11:30AM

• S5- The ABCs of Routine Scripts, Social Stories and Rule Books
  
  
  Pamelazita Buschbacher, Ed.D., CC-LSP, Un. of South Florida - consultant/trainer for TACSEI
  

Routine Scripts, Social Stories and Rule books are powerful tools in preventing and managing challenging behavior in young children.  this practical and interactive workshop will provide information and practice in designing and using these tools in a variety of formats (i.e., photo, icon, drawing, print and video) to support young children's social emotional development.  Actual examples will be on display.

LEARNING OUTCOMES