Source: IOWA STATE UNIVERSITY submitted to NRP
INTERNAL COLLABORATIVE APPRENTICESHIP TRAINING (ICAT) PROJECT
Sponsoring Institution
National Institute of Food and Agriculture
Project Status
COMPLETE
Funding Source
HATCH
Reporting Frequency
Annual
Accession No.
0228286
Grant No.
(N/A)
Cumulative Award Amt.
(N/A)
Proposal No.
(N/A)
Multistate No.
(N/A)
Project Start Date
Jan 1, 2012
Project End Date
Dec 31, 2015
Grant Year
(N/A)
Program Code
[(N/A)]- (N/A)
Recipient Organization
IOWA STATE UNIVERSITY
2229 Lincoln Way
AMES,IA 50011
Performing Department
Human Development and Family Studies
Non Technical Summary
Preschool children are more likely to be expelled from early care and education settings than students in grades K-12. This indicates a lack of supports needed to nurture young children's social-emotional development and inadequate financial assistance for parents to secure appropriate care. Benefits of high quality early childhood education settings are well documented, but children most likely to benefit are being denied by expulsion. Timely and effective interventions to replace challenging behavior are crucial; challenging behaviors are likely to escalate. Young children with persistent challenging behaviors may experience early and persistent peer rejection; mostly punitive contacts with teachers; family interaction patterns unpleasant for all participants; school failure; and high risk of fatal accidents, substance abuse, divorce, unemployment, psychiatric illness, and early death. Fewer than 10% of the young children who show early signs of challenging behavior receive services. Challenging behaviors not addressed by the end of third grade are best treated as a chronic condition, "hopefully" kept in check by continuous and costly interventions. Children proficient in social and emotional skills, by contrast, have a much greater chance of school success. Social emotional competency has greater predictive validity for academic success than cognitive skills or family background. Young children ready to learn when they enter school are most likely to achieve academic success. To assist young children develop social-emotional skills, professionals need training and on-site support to implement evidence-based practices. Training should emphasize: (1) promoting social skills; (2) preventing problem behavior; and (3) providing effective intervention strategies (e.g., positive behavior support, peer mediated strategies, etc.) for individual children when needed. Positive Behavior Interventions and Supports (PBIS) were developed to enhance children's social emotional skill development. PBIS strategies must be implemented with integrity. Implementation with integrity and long-term sustainability require high levels of teacher commitment and administrative support, and implementation is enhanced when training involves instruction, modeling, and performance feedback.
Animal Health Component
(N/A)
Research Effort Categories
Basic
(N/A)
Applied
(N/A)
Developmental
(N/A)
Classification

Knowledge Area (KA)Subject of Investigation (SOI)Field of Science (FOS)Percent
80260103020100%
Knowledge Area
802 - Human Development and Family Well-Being;

Subject Of Investigation
6010 - Individuals;

Field Of Science
3020 - Education;
Goals / Objectives
Objectives 1. Develop, pilot test, and refine Internal Collaborative Apprenticeship Training (iCAT) training materials. 2. Examine feasibility of implementation of the iCAT training program. 3. Examine the impact of the iCAT training materials on quality within participating child care programs. Outputs will include annual reports of the project; training materials to be developed; dissemination of training materials at state-wide, regional, and national conferences; paper to be submitted for publication review.
Project Methods
Child care centers will be recruited to participate in the iCAT project. Each center will have one staff member complete the iCAT project training program which will be conducted by qualified members of the research team. The iCAT project will provide a nine-month training program to enable child care staff members to implement Positive Behavior Interventions and Supports (PBIS) with integrity. The iCAT team members have been providing training that combines simultaneous professional development (i.e., out-of-classroom training sessions) with onsite consultative support (i.e., coaching or mentoring of teachers in their classrooms as they work to implement new techniques). The consultative support has been provided by the iCAT team members who are not part of the early childhood care and education program (i.e., external coaches). The iCAT project intends to develop a system of support that is internal to each participating early care and education program - internal coaches. The iCAT project will be directed by external coaches, Iowa State University employees, with expertise in PBIS training, implementation and coaching. Each participating child care center will work with the external coaches to identify one staff member to attend iCAT training and serve as an "apprentice coach". The apprentice coaches will work closely with the external coach to develop their own skills and expertise in coaching. Following completion of the iCAT project training, apprentice coaches become "internal coaches" and support the sustained implementation of PBIS methods in their early childhood care and education centers. Apprentice coaches will participate in iCAT group and self-study training sessions. Throughout the iCAT training program, apprentice coaches will work directly with skilled external coaches to develop and expand their coaching skills through directed experience working with classroom teachers. These apprentice coaches, in addition to working with staff members in their own centers, will provide valuable feedback to the iCAT trainers and team members about the feasibility of the training materials and supports. This feedback will be incorporated into revisions of the iCAT training program (Objectives 1 and 2). In the iCAT approach to implementation of PBIS, coaches rely on data collection to guide the coaching process by evaluating the strengths and weaknesses in classroom members and determining their needs for additional training. Apprentice coaches will learn, as part of this training, to collect and use a variety of data that will enable them to understand the integrity of implementation of PBIS strategies and the effect of these strategies on overall classroom quality, and the effect of PBIS strategies and classroom quality on children's development. These data will be key to examining the overall impact of the iCAT training program on both child care quality and child development (Objective 3).

Progress 01/01/12 to 12/31/15

Outputs
Target Audience:Target audiences varied with different activities. Target audience for the majority of training activities were working professionals; these individuals worked with young children and their families in classroom-based and home-based programs. Programs serving young children and their families were administered by public and private schools and non-profit agencies. As well, individuals who work with state agencies participated in many of these training activities. Additionally, family members participated in some training activities. Target audiences for journal articles and presentations at national conferences included researchers, university faculty members, university graduate and undergraduate students, and practitioners. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?Professional development opportunities were provided at various state and national conferences, as well as for early childhood professionals working in a variety of programs across Iowa. A session on coaching for supervisors was conducted at the annual Iowa Association for the Education of Young Children Fall Institute (October, 2014). Several sessions on implementation of PBIS and other topics related to quality early childhood professional development were conducted at the annual Conferences on Young Children with Special Needs and their Families (October, 2014 and October, 2015). Two sessions were conducted at the National Training Institute (a national conference on PBIS): one on actively engaging early childhood professionals in professional development activities and one on innovative ways to provide professional development focused on PBIS (April, 2015). How have the results been disseminated to communities of interest?Presentations at statewide and national conferences and publications. Individuals in 30 states, two Canadian provinces, and China have requested the e-Pyramid and Train-Coach-Train training materials developed through this project. What do you plan to do during the next reporting period to accomplish the goals? Nothing Reported

Impacts
What was accomplished under these goals? The I-CAT project resulted in development of training materials designed to train front-line professionals working with young children and their families to implement Positive Behavior Interventions and Supports (PBIS) strategies. As well, training materials designed to prepare professionals to work as coaches with front-line professionals to ensure quality implementation of PBIS strategies were designed. Finally, a new set of training modules (electronic) for early childhood program staff members was developed. The goal is to provide learning opportunities for new staff members when on-going training or pre-existing implementation of PBIS is already underway in their programs. The training modules pair self-study with coaching support. All of these materials have been delivered to the Iowa Department of Education; the Iowa Department of Education is poised to use these in ongoing professional development efforts across the state. Additionally, I-CAT team members participated in Early Childhood PBIS State-wide Leadership Team meetings. Through these meetings and efforts of I-CAT team members, Iowa Department of Education employees, and early childhood professionals from across the state, infrastructure (e.g., training materials, implementation policies, team structures) that the Iowa Department of Education can use to provide ongoing professional development has been established. I-CAT team members delivered multiple trainings and produced multiple products. Professionals that attended training sessions/programs work in more than 100 programs across the country. Thus, the I-CAT efforts touched the lives of thousands of children and families. Objective 1. Develop, pilot test, and refine Internal Collaborative Apprenticeship Training (iCAT) training materials. Twelve full days of training were provided for leadership teams implementing program-wide PBIS in their centers/programs. Four full days of training were provided in three different locations (central Iowa, eastern Iowa, northeastern Iowa). Training focused on developing quality implementation through data collection and coaching. Fifteen to 20 teams of professionals (3 to 8 individuals per team) attended these training sessions. Teams were composed of individuals from a variety of disciplines including early childhood education/special education, school psychology, speech and language pathology, physical therapy, and each team worked with multiple programs within a limited geographic area (e.g., one community to multiple counties). These individuals led PBIS implementation efforts in multiple programs within their respective areas. Thus, these leaders provided training and mentoring for multiple practitioners and family members, and the services of these practitioners reached thousands of children and families across Iowa. Training modules on PBIS for ePyramid (online training for the Pyramid Model for Supporting Social Emotional Competence in Young Children (http://csefel.vanderbilt.edu/) were finalized. These have been delivered to the Iowa Department of Education for implementation. It is anticipated that they will be used widely across the state of Iowa. Online training modules for coaches were also finalized. These modules include six 30-minute training sessions focused on increasing coaching skills and strategies, such as active listening, adult learning, data collection, building collaborative partnerships, giving feedback, problem-solving, and action planning. The training modules for coaches have also been delivered to the Iowa Department of Education for implementation. Objective 2. Examine feasibility of implementation of the iCAT training program. We were not able to collect data to examine implementation efforts per se. However, the teams that participated in the four-part training (mentioned above) were involved in ongoing implementation efforts across multiple programs. Some of each training session was devoted to group sharing, brainstorming ideas to address challenges, and develop guidance for participating programs. Objective 3. Examine the impact of the iCAT training materials on quality within participating child care programs. We were not able to collect child care quality data during the current year.

Publications

  • Type: Journal Articles Status: Accepted Year Published: 2015 Citation: Vallaton, C., Torquati, J., Ispa, J., Chazan Cohen, R., Henk, J., Fusaro, M., Peterson, C. A., Roggman, L., Stacks, A., Cook, G., Brophy-Herb, H., Attachment predicts college students knowledge, attitudes, and skills for working with infants, toddlers, and families, Early Education and Development, DOI: 10.1080/1049289.2016.1087778.
  • Type: Journal Articles Status: Accepted Year Published: 2015 Citation: Roggman, L. A., Cook, G. A., Innocenti, M. S., Norman, V. J., Boyce, L. K., Christiansen, K., & Peterson, C. A., Home visit quality variations in two Early Head Start programs in relation to parenting and child vocabulary outcomes, Infant Mental Health Journal.
  • Type: Journal Articles Status: Submitted Year Published: 2015 Citation: Zheng, Y., Hughes-Belding, K., Peterson, C. A., Rowe, N., Fan, L., Clucas, M., & Boa, J. Depressive symptoms among home visitors serving families with young children, Children and Youth Services Review.
  • Type: Journal Articles Status: Published Year Published: 2015 Citation: Doudna, K. D., Aaron, L. L., Flittner, A. E., & Peterson, C. A. (2015). Preparing for change: Individualizing transition plans for young children and their families, Young Children, 70(4), 70-74.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2014 Citation: Shimmin, C. & Van Hooser-Perin, K. (2014). Putting the Super in Supervisor: Coaching for Supervisors, Iowa Association for the Education of Young Children Annual State-wide Conference, Des Moines, IA, October.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2014 Citation: Van Hooser-Perin, K., Luze, G., Shimmin, C., & Peterson, C.A., Train-Coach-Train: An Alternative Model for Teaching PBIS Strategies. In C. A. Peterson (Chair), CSEFEL  Promoting Social Emotional Development with Creative Training and Implementation Approaches. Symposium presented at the 30th Annual International Conference on Young Children with Special Needs and Their Families, St. Louis, MO, October.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2014 Citation: Luze, G. J., Van Hooser-Perin, K., Shimmin, C., & Peterson, C. A. Infusing Adult Learning Strategies to Improve Engagement in Professional Development. Poster presented at the 30th Annual International Conference on Young Children with Special Needs and Their Families, St. Louis, MO, October.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2014 Citation: Luze, G. J., Van Hooser-Perin, K., Shimmin, C., & Peterson, C. A. Train-Coach-Train: An Alternative Model for Teaching PBIS Strategies. Poster presented at the 30th Annual International Conference on Young Children with Special Needs and Their Families, St. Louis, MO, October.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2014 Citation: Hughes-Belding, K., Peterson, C. A., & Zheng, Y. Home Visits  How Do Process and Quality Interact? Poster presented at the 30th Annual International Conference on Young Children with Special Needs and Their Families, St. Louis, MO, October.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2015 Citation: Fusaro, M., Vallotton, C., Torquati, J., Henk, J., Peterson, C. A., & Ispa, J. Vignette-based assessment of infant/toddler caregiving skills among undergraduates with early childhood career interests. Poster presented at the Society for Research on Child Development Biennial Meeting, Philadelphia, PA, March.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2015 Citation: Peterson, C. A., Zhang, D., Shelley, M. C., Flittner, A., Doudna, K., & Aaron, L. Home visit observation: How much data is enough? Poster presented at the Society for Research on Child Development Biennial Meeting, Philadelphia, PA, March.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2015 Citation: Van Hooser-Perin, K., Luze, G., Shimmin, C., Reese, M., Fettig, A., & Luze, G. CSEFEL  Promoting Social Emotional Development with Creative Training and Implementation Approaches. Symposium presented at the 11th National Training Institute on Effective Practices: Addressing Challenging Behavior, St. Petersburg, FL, April.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2015 Citation: Shimmin, C., & Van Hooser-Perin, K. Learning is Not a Spectator Sport. Symposium presented at the 11th National Training Institute on Effective Practices: Addressing Challenging Behavior, St. Petersburg, FL, April.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2015 Citation: Hughes-Belding, K., Peterson, C. A., & Zheng, Y. Home visits: How do process and quality interact? Poster presented at the Home Visiting Applied Research Collaborative Conference, Washington, DC, May.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2015 Citation: Catlett, C., Ostrosky, M., Peterson, C. A., & Santos, R. M., Promoting inclusive practices: Using research and practical resources from DEC for use in professional and policy development, NAEYCs National Institute for Early Childhood Professional Development, New Orleans, LA, June.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2015 Citation: Winton, P., Peterson, C. A., Sopko, K., & woods, J. Bringing DEC Recommended Practices to life: Seeking input from the field. Poster presented at the 30th Annual International Conference on Young Children with Special Needs and Their Families, Atlanta, GA, October.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2015 Citation: Fan, L., Luze, G. J., & Peterson, C. A. Understanding home language use among Chinese families in the United States. Poster presented at the 30th Annual International Conference on Young Children with Special Needs and Their Families, Atlanta, GA, October.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2015 Citation: Zheng, Y., Hughes-Belding, K., Peterson, C. A., Rowe, N., Clucas, M., Fan, L., & Bao, J. Prevalence of depressive symptoms among home visitors. Poster presented at the 30th Annual International Conference on Young Children with Special Needs and Their Families, Atlanta, GA, October.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2015 Citation: Hughes-Belding, K., & Luze, G. Implementation Science: Using Progress Monitoring Assessments with Infants and Toddlers. Poster presented at the 30th Annual International Conference on Young Children with Special Needs and Their Families, Atlanta, GA, October.


Progress 10/01/13 to 09/30/14

Outputs
Target Audience: Early care and education providers and practitioners across Iowa, as well as across the U.S.; students at Iowa State University; faculty and staff at Iowa State University, as well as other universities across the U.S.; families of children attending participating programs; professional staff members and community volunteers that work with the Iowa Departments of Education, Public Health, and Human Services. Changes/Problems: The overall work of this project is directed to the overarching goal of supporting the healthy social and emotional development of young children by enhancing the quality of early care and education environments and strengthening the workforce. The project aligns well with ongoing work across the state of Iowa and will, in the long run, make the work sustainable and impactful. What opportunities for training and professional development has the project provided? Professional development opportunities were provided at various state and national conferences. A session on building empathy through classroom activities was conducted at the annual Iowa Association for the Education of Young Children Fall Institute (September 2013). Two sessions were conducted at the National Training Institute (a national conference on PBIS): one on simultaneous training and coaching of PBIS and one on ePyramid (In April of 2014). A session on coaching for program supervisors was conducted at the annual Iowa Association for the Education of Young Children Fall Institute (September 2014). How have the results been disseminated to communities of interest? Presentations at statewide and national conferences and publications. Individuals in 30 states, two Canadian provinces, and China have requested the e-Pyramid and Train-Coach-Train training materials developed through this project. What do you plan to do during the next reporting period to accomplish the goals? Continue the dissemination of Program-Wide PBIS, expand delivery of the online training programs, and develop a system of certification for PBIS trainers to be used across Iowa.

Impacts
What was accomplished under these goals? The overall goal of the Internal Collaborative Apprenticeship Training (iCAT) Project is to support the healthy social and emotional development of young children by enhancing the quality of early care and education environments and strengthening the workforce. Project personnel were involved in developing training materials, training early care and education providers, and consulting with and supporting teachers and coaches in early care and education programs. Training (24 to 30 hours per person) was provided to more than 100 early care and education providers and administrators. In turn, these individuals reach more than 1,000 young children and family members on an annual basis. Project activities were aligned with those of a statewide PBIS project being directed by the Iowa Department of Education; thus, these activities have strengthened the infrastructure supporting early care and education programs as well. Objective 1. Develop, pilot test, and refine Internal Collaborative Apprenticeship Training (iCAT) training materials. Two Train-the-Coach events were conducted: the first event trained coaches on practice-based coaching strategies and the second trained coaches to use an environmental observation tool. Collectively, these sessions provided 24 hours of professional development for 60 coaches. Participating coaches all serve early care and education programs and thus, are internal coaches in a variety of programs. Training modules on PBIS for ePyramid (online training for the Pyramid Model for Supporting Social Emotional Competence in Young Children (http://csefel.vanderbilt.edu/) were developed and pilot-tested in six programs, including a university lab school, a community-based child care program, two statewide voluntary preschool programs and two Head Start grantees. Online training modules for coaches were also developed. These modules include six 30-minute training sessions focused on increasing coaching skills and strategies, such as active listening, adult learning, data collection, building collaborative partnerships, giving feedback, problem-solving, and action planning. Objective 2. Examine feasibility of implementation of the iCAT training program. Program-wide PBIS delivery teams were trained at 8 early childhood programs. The program-wide training included approximately 30 hours of face-to-face training. Training content included information on assessing PBIS implementation, developing program improvement plans, and establishing policies and procedures to support long-term implementation of PBIS. This includes training and support for internal coaches and development of program policies to support the work of these internal coaches. Objective 3. Examine the impact of the iCAT training materials on quality within participating child care programs. We were not able to collect child care quality data during the current year. We hope to turn more attention to this in the coming year.

Publications

  • Type: Journal Articles Status: Published Year Published: 2014 Citation: Raikes, H., Torquati, J., Jung, E., Peterson, C.A. Family child care in four Midwestern states: Multiple measures of quality and relations to outcomes by licensed status and subsidy program participation. Early Childhood Research Quarterly, 29:574-585.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2014 Citation: Hughes-Belding, K., Peterson, C. A., Zheng, Y., Clucas, M., Rowe, N., Fan, L., Aguira, M., & Goodman, K. 2014. Activity-Based Screening: Getting the Most with the ASQ During a Home Visit. Early Care and Education Fall Institute, Des Moines, September.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2014 Citation: Diamond-Berry, K., Sandoval, A., & Peterson, C. A. 2014. Tackling disproportionality in early intervention and special education. Symposium presented at Birth to Three Institute, Washington, DC, July.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2014 Citation: Roggman, L., Hughes-Belding, K., Peterson, C. A., Korfmacher, J. 2014. Measuring home visit quality. In C. A. Peterson (Chair), Tooling up: Research-based measures of home visiting programs, processes, and practices. Symposium presented at Head Starts 12th National Research Conference on Early Childhood, Washington, DC, July 2014.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2014 Citation: Shimmin, C. & Van Hooser-Perin, K. 2014. Managing Staff Turnover & Maintaining Implementation. National Training Institute on Effective Practices: Addressing Challenging Behavior, St. Petersburg, FL, April.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2014 Citation: McKelvey, L., Roggman, L., Bradley, R., Chazan Cohen, R., Burrow, N., Cook, G., Peterson, C., Zhang, D., Green, B. 2014. Fostering childrens cognitive and language development through home visiting: Supporting parents with varying warmth. Poster presented at the Society for Research on Human Development Biennial Meeting, Austin, TX, March.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2014 Citation: Peterson, C. A., & Hughes-Belding, K. 2014. Using data on mother-child interactions to guide intervention strategies. Poster presented at the biennial Conference on Research Innovations in Early Intervention, San Diego, CA, February.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2014 Citation: Peterson, C. A., Catlett, C., & Ostrosky, M. 2014. Promoting inclusive practices: Using research and practical resources from DEC for use in professional and policy development. 29th Annual International Conference on Young Children with Special Needs and Their Families, San Francisco, CA, October.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2014 Citation: Peterson, C. A., & Hughes-Belding, K. 2014. Using data on mother-child interactions to guide intervention strategies. Poster presented at the 14th WAIMH World Congress, Edinburgh, Scotland, UK, June.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2014 Citation: Catlett, C., Ostrosky, M., Peterson, C. A., & Santos, R. M. 2014. Promoting inclusive practices: Using research and practical resources from DEC for use in professional and policy development. NAEYCs National Institute for Early Childhood Professional Development, Minneapolis, MN, June.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2014 Citation: Van Hooser-Perin, K., Shimmin, C., & Luze, G. 2014. Train-Coach-Train: Simultaneous Pyramid Training & Classroom Coaching. National Training Institute on Effective Practices: Addressing Challenging Behavior, St. Petersburg, FL, April.


Progress 01/01/13 to 09/30/13

Outputs
Target Audience: Early care and education providers and practitioners across Iowa; students at Iowa State University; faculty and staff at Iowa State University; families of children attending participating programs; professional staff members and community volunteers that work with the Iowa Departments of Education, Public Health, and Human Services. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided? Monthly iCAT trainings held in conjunction with Pyramid Model trainings; Two Training-of-Trainer events for the combined training/coaching Pyramid Model approach provided (4 days/training). How have the results been disseminated to communities of interest? Presented at Iowa Statewide Leadership Team meetings for EC-PBIS What do you plan to do during the next reporting period to accomplish the goals? Continue development dissemination of iCAT trainings; present at national and state conferences.

Impacts
What was accomplished under these goals? The Pyramid Model is designed to ensure that early care and education programs serve the needs of ALL participating children, as well as provide support to their families. More than 240 staff members from a variety of early care and education settings (e.g., child, Head Start, public school pre-K programs, AEAs, CCR&R, Mental Health Services) participated in training and technical assistance activities during the past year. Their implementation of the Pyramid Model facilitated healthy development for the children they served. It is estimated that professionals who participated in training provide direct services to more than 1,600 children and their families. As well, 75 individuals who provide training and technical assistance to other early care and education providers were among the professional staff members we trained. This support to a broader network of early care and education providers likely had a positive influence on an additional 1,000 children and their families. The ISU team members participate on the State-wide Planning team as well. This team is developing the infrastructure necessary to support state-wide implementation of the Pyramid Model. This team is engaged in planning and implementing training activities, developing and supporting a network of individuals who can provide developmental coaching to early care and education providers, and facilitating communication among all constituent groups. Work to date has confirmed the need for ongoing professional development opportunities for early care and education providers; activities need to be focused on maintaining skills among practitioners, as well as building knowledge and skills for individuals joining the field. Team members are contributing to state-wide efforts to increase use of the state registry of professional development opportunities and activities and plans to develop a certification system to ensure that training quality is maintained across Iowa. Electronic versions of training materials were created to support child care program’s continued sustainability regardless of staff turnover (called e-Pyramid). These materials are being piloted by several programs around the state. Feedback from these programs will be used to make any final revisions, and the resulting materials will be available to any program in the state who wishes to supplement face-to-face training with online learning (especially for new staff who have not participated in other training opportunities around the state). The e-Pyramid model includes materials for another colleague to serve as a mentor (to increase fidelity of implementation). In addition, we held focus group discussions with Iowa Master Cadre trainers/coaches regarding the feasibility/necessity of iCAT training program. Materials were developed and disseminated to Master Cadre trainers/coaches and Iowa Statewide Leadership Team for EC-PBIS. These training materials, and other intervention ideas, were presented at national and state conferences. Revisions and development of additional training materials is ongoing.

Publications

  • Type: Conference Papers and Presentations Status: Other Year Published: 2012 Citation: Shimmin, C. & Van Hooser-Perin, K. (2012, October) Learning as Play: Games and Stories to Teach Positive Behaviors. Iowa Association for the Education of Young Children Annual Statewide Conference. Des Moines, IA.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2013 Citation: Van Hooser-Perin, K. & Shimmin, C. (2013, March). Train-Coach-Train: Simultaneous Pyramid Training & Classroom Coaching. National Training Institute Annual Conference. Clearwater Beach, FL.
  • Type: Journal Articles Status: Published Year Published: 2013 Citation: Peterson, C. A., Wall, S., Jeon, H., Swanson, M.E., Carta, J. J., Luze, G. J., & Eshbaugh, E. (2013). Identification of disabilities and service receipt among preschool children living in poverty. Journal of Special Education, 47(1), 28-40. doi: 10.1177/0022466911407073.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2013 Citation: Hughes-Belding, K., & Luze, G. (2013, September). Using IGDIs in practice. Presentation for Grant Wood AEA 10 Early Intervention Staff, Cedar Rapids, IA.
  • Type: Journal Articles Status: Published Year Published: 2013 Citation: Raikes, H., Torquati, J., Jung, E., Peterson, C. A., Atwater, J. B., Scott, J., & Messner, L. (2013). Family child care in four Midwestern states: Multiple measures of quality and relations to outcomes by licensed status and subsidy program participation. Early Childhood Research Quarterly, 28, 879-892.
  • Type: Journal Articles Status: Published Year Published: 2013 Citation: Jeon, H. J., Peterson, C. A., & DeCoster, J. (2013). Parent-child Interaction, Task-oriented Regulation, and Cognitive Development in Toddlers Facing Developmental Risks, Journal of Applied Developmental Psychology, 34, 257-267.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2013 Citation: Luze, G. & Hughes-Belding, K. (2013, June). Early childhood mental health. Presentation for the Heartland and Iowa Community college Early Childhood Alliance Professional Development Institute, Ankeny, IA.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Peterson, C. A., Zhang, D., Roggman, L., Green, B. L., Cohen, R. C., Atwater, J. B., McKelvey, L., Korfmacher, J., Home visit participation patterns: Relations to home visiting intervention experiences and outcomes, In C. A. Peterson (Chair), Home visit participation patterns: Relations to home visiting intervention experiences and outcomes, Symposium presented at Society for Child Development Biennial Meeting, Seattle, WA, April.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Ellingsen, K., Peterson, C. A., & Guskin, K. (2013). Evaluating fidelity, implementation, and effectiveness in early childhood intervention: The experiences of three national home visiting program models, Symposium presented at the Childrens Mental Health Research and Policy Conference, Tampa, March.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Catlett, C., Ostrosky, M., Peterson, C. A., & Santos, R. M., Promoting inclusive practices: Using research and practical resources from DEC for use in professional and policy development, National Institute for Early Childhood Professional Development, San Francisco, CA, June.


Progress 01/01/12 to 12/31/12

Outputs
OUTPUTS: Young children ready to learn when they enter school are most likely to achieve academic success. To assist young children in developing social-emotional skills, professionals need training and on-site support to implement evidence-based practices. Training should emphasize: (1) promoting social skills; (2) preventing problem behavior; and (3) providing effective intervention strategies (e.g., positive behavior support, peer mediated strategies, etc.) for individual children when needed. Positive Behavior Interventions and Supports (PBIS) were developed to enhance children's social emotional skill development. Several project activities directed to these goals were undertaken during 2012. 1) Training on the Pyramid Model for Early Learning, developed by the Center on the Social Emotional Foundations of Early Learning (CSEFEL; http://csefel.vanderbilt.edu/) has been undertaken extensively across Iowa. Project team members revised CSEFEL training materials to support a Train-Coach-Train (TCT) approach to providing training and technical support. The TCT model was used with more than 50 early care and education programs during 2012, and data are being collected to evaluate the impact that training has on quality of services. 2) Electronic training materials to share the Pyramid Model (ePyramid) have been developed and are being reviewed by expert trainers in the state. 3) A cadre of 13 internal coaches has been established and project personnel meet with them monthly and provide regular e-mails communications. 4) Training and presentation provided at the National Training Institute (NTI 2012), sponsored by national professional organizations and the U.S. Department of Education, reached individuals from across the country. The session was so well attended and received that the team has been asked to repeat it at the National Training Institute in 2013. A session was presented at the Iowa Association for the Education of Young Children conference as well. 5) All team members (Peterson, Luze, Van Hooser-Perrin, Shimmin) participate with the Program-Wide PBIS Statewide Leadership Team. This team plans activities, identifies and coordinates resources, and provides guidance for PBIS efforts with early childhood programs across Iowa. PARTICIPANTS: Not relevant to this project. TARGET AUDIENCES: Not relevant to this project. PROJECT MODIFICATIONS: Not relevant to this project.

Impacts
Directors and staff members from 13 child-care centers are participating in training currently (during the 2012-2013 academic year). These center administrators supervise more than 150 staff members providing early care and education to 1,000 children. Participants in TCT sessions (during the 2011-2012 academic year) are all serving multiple children as well. Coaches who have been trained provide training and support to early care and education providers across the state of Iowa and across service sectors including public school preschool programs, private preschools, child care centers, Head Start and Early Head Start programs, and family child care providers. The Program-Wide PBIS Statewide Leadership Team has collaborated with the School-wide PBIS State Leadership Team to develop guidelines for integrating PBIS efforts across programs for preschool-aged children and school-aged children.

Publications

  • William R. Henninger IV and Gayle Luze. Poverty, caregiver depression and stress as predictors of children's externalizing behaviours in a low-income sample. Child & Family Social Work, 10 DEC 2012, DOI: 10.1111/cfs. 12046.
  • Peterson, C. A., Wall, S., Jeon, H. J., Swanson, M. E., Luze, G. J., & Eshbaugh, E. 2011. Children living in poverty: Identification of disabilities and service receipt during preschool. Journal of Special Education, DOI: 10.1177/0022466911407073.